Conference Paper

DISCURSIVE ENGINEERING DESIGN: A SPECULATIVE FRAMEWORK FOR DESIGNING TECHNOLOGICAL INNOVATION

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

Chapter
Since Douglas Engelbart’s famous demo in 1968 - the so-called “Mother of All Demos” – the keyboard, mouse, screen triad has been a fixed convention in interface design. To this day, most desktop computers on the market use a combination of these three elements as part of their basic interface. The prototypes featured in this paper explore new design typologies that challenge these conventions and sketch new directions for the development of related design research. Furthermore, they demonstrate the application of research through design as a viable methodology for the development of new HCI modalities. By developing design typologies that are inconspicuously integrated into public artifacts and the built environment, we demonstrate new paradigms for ubiquitous computing. KeywordsHuman-computer interactionSituated robotsFurniture designArchitectureHuman centered designKeyboard designProjection interfaces
Article
Full-text available
This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.
Book
Bill Buxton revolutionized the way people approach design in Morgan Kafumann's Sketching User Experiences. The book was endorsed by Bill Gates, named the best innovation book of 2007 by Strategy+Business, and has sold over 18,000 and is still gaining momentum.Design sketching is much like what it sounds like: putting pencil to paper as a first step to design of any interactive technology -- website, software application, or mobile devices. Buxton's book gives the compelling argument as to why sketching is an integral part of the design process, and then provides a series of methodologies for practitioners, researchers, and students. Buxton is now back with a how-to-sketch workbook that applies the methodologies in his book in a simple, straight forward manner. The book can be used as a complement to any book on UX design. It is designed for a 12 week course, but the exercises can be used as stand-alone modules for trainings and for practitioners who want to hone their skills. Its low price ensures it will not compete with, but will complement related texts. This is a unique contribution to the field by one of the most well known names in the field. *The essential how-to-sketch workbook from design guru Bill Buxton, author of the Sketching User Experiences*Features easy, cost-effective, and fun step-by-step 4-color exercises for a variety of design projects*Perfect complement to Buxton's Sketching User Experience or in a classroom alongside any user experience text.
The Art of Critical Making: Rhode Island School of Design on Creative Practice
  • M L Hermano
  • R Somerson
Hermano, M.L. and Somerson, R. (2013), The Art of Critical Making: Rhode Island School of Design on Creative Practice, John Wiley & Sons, Hoboken, New Jersey. IDEO U (2016), Effective Brainstorming Techniques. [online] IDEO. Available at: http://www.ideou.com/pages/brainstorming
What Shall We do Next? (Sequence #2)
  • J Prévieux
Prévieux, J. (2014), What Shall We do Next? (Sequence #2). [online] Jousse Entreprise. Available at: https://vimeo.com/111013619
Julien Prévieux. Expositions, Publications, Portfolio
  • J Prévieux
Prévieux, J. (2016), Julien Prévieux. Expositions, Publications, Portfolio. [online] Julien Prévieux. Available at: http://www.previeux.net
The 4 Fields of Industrial Design: (No, Not Furniture
  • B Tharp
  • S Tharp
Tharp, B. and Tharp, S. (2009), The 4 Fields of Industrial Design: (No, Not Furniture, Trans, Consumer Electronics, & Toys). [online] Core77 Inc. Available at: http://www.core77.com/posts/12232/the-4-fields-ofindustrial-design-no-not-furniture-trans-consumer-electronics-toys-by-bruce-m-tharp-and-stephanie-m-tharp-12232
Associate Professor and Graduate Studies Coordinator School of Design
  • Claudia B Dr
  • Rebola
Dr. Claudia B. Rebola, Associate Professor and Graduate Studies Coordinator School of Design, University of Cincinnati, Industrial Design
United States Email: claudia
  • Clifton Ct
Clifton Ct, 45221 Cincinnati, United States Email: claudia.rebola@uc.edu