Teaching to transfer causal layered analysis from futures thinking to design thinking (original) (raw)

Educating the Future: Embedding Futures Thinking in the Design Curriculum

2016

Design education needs to recognise the changing world it services. The way that we live our lives is very different to that of our parents. No doubt the way our children will live their lives will be very different to ours. We exist in an ever changing world. Design education must recognise this constant change and develop long term strategies that enable designers to not only be aware of, but play a major role in this change. Futures thinking – the systematic study of the future – provides design with a structured approach to consider potential futures.

Interrogating Futures in Industrial Design Education

The Design Journal, 2017

Analyzing today's needs and demands became insufficient to be abreast with the time. Hence, to keep up with the change or to achieve the desired change, futures studies is undertaken in areas such as economics, sociology and politics. The change rate upon time and designers' need to keep up with it highlight the importance of futures studies at design studies. This paper aims to contribute future vision to undergraduate industrial design students, by forming a methodology based on futures studies literature, to be used in long-range future-oriented design (LFD) projects in undergraduate industrial design education. The study was based on action research scheme and designed in two cycles. In the paper, the results of these two cycles will be shared and the developed methodology will be introduced with its tools.

Contribution of Futures Studies to Industrial Design Studio Education

Designers should keep up with the pace of change and have the power of directing change to the desirable. In order to design forward product/services in a continuously changing world, designers should have " future vision ". Futures Studies is considered a practical way to help designers develop the capacity for future vision. The main research problems in this study are; what kind of problems do students confront when they undertake future oriented design projects? and how can the implementation of futures research methods in studio education be beneficial for design students?

Dexign Futures: A Pedagogy for Long-Horizon Design Scenarios

The transition towards societal level sustainability requires thinking and acting anew. Traditional design pedagogy poorly equips designers to integrate long- range strategic thinking with current human-centered design methods. In this paper, we describe a three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term dexign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. Students learn to engage strategic long time horizon scenarios from a generative design perspective. DFS, online modules, teaches students to critique and deconstruct existing futures scenarios. iDTF situates students to explore futures based themes and apply design methods and research techniques. DTF takes students into a semester-long project designing for 2050. In this paper, we describe lessons learned that lead to a pedagogy for supporting novices as they develop skills and methods for long ti...

The Futures of Design Pedagogy, Learning, and Education

Next wave: Design Management Academic conference, 2018

In the 21st century, change is exponential. Products and services are designed and developed faster, and their shelf-life disrupted by a constant flow of new offerings. Thus, design for the 21st century requires different skills and design educators are challenged to teach new skills within an already packed curriculum. We describe four case studies as futures signs of a changing design profession and teaching and learning landscape. "Remaking Singapore as an innovation and world design hub" describes the role of design in helping a nation re-invent its education system and jumpstart a creative innovation economy." "INDEX" describes how a design competition was invented to instigate and crowd source the exploration of design to improve life. "Dexign Futures," a required undergraduate course, describes leveraging a flipped class format to provide students with sufficient practice to develop deeper expertise with new design methodologies. "Design Learning Network" describes leveraging the learning sciences and design-based strategies to challenge K-12 students as they develop the habits of mind to investigate problem sets and propose innovative solutions. We explore three critical questions for 21st century design learners: who teaches/learns design; where/how is design taught/learned; and when is design taught/learned.

Training Design Students to Build a Better Future

MIX Sustentável

Até o momento, durante a evolução humana, nós (humanos) temos ido contra a natureza em vez de nos adaptar e evoluir com ela e, neste aspecto, o surto de Covid-19 tem sido uma experiência humi- lhante. Muitas das chamadas soluções são concebidas sem considerar ou avaliar as consequências negativas que todos enfrentamos hoje e que vão piorar com o tempo se não forem feitas alterações. Afirmamos que os designers têm a responsabilidade de intensificar a evolução humana como nosso papel neste reino material (Margolin, 2002). Para isso, propomos o conceito de um jogo de simulação (Second Planet) que visa moldar as ações dos alunos de design em direção a soluções que irão melhorar a evolução humana. Como uma simulação, os alunos seriam capazes de prototipar, testar e implementar suas soluções no Segundo Planeta, onde as consequências de suas soluções poderiam ser analisadas a partir de dimensões sociais, ambientais e éticas sem causar danos no mundo real. Uma ferramenta para promover uma m...

Re-educating Designers, Re-directing Design, Design Futures

2011

The global impact of ever-increasing mass consumerism set against the reality of finite resources, posits design with the responsibility as well as the ability to influence consumerism at every level, however to do this demands changing the way designers think, which in turn means re-educating, redirecting design and moving to Design Futures. The following quote is taken from a 2010 briefing paper by Professor Tony Fry: "Rather than looking at design education from the perspective of the design industry, or towards it, the Design Futures frame of reference is wider. It looks at it refracted through university education in general, beyond the industry and out into the future. This point of view does not ignore practicalities but rejects the notion that design education is purely vocational and pragmatic. Rather it asserts that first and foremost it has to be an education. Design Futures is firmly committed to the creation of educated designers. What this means is an education whereby the designer understands the world in which they are going to practice-socially, culturally, economically, politically, environmentally. It is predicated on the assumption that they have to know what they are doing, why and with what consequence. More than this, designers have to understand what design is and does in a wider worldly sense, have a basic understanding of its history beyond the narrow characterisations delivered by design history. Above all, graduate designers must realise design's implication in forming futures, and their own responsibility in this context. Students still have to acquire a wide range of technical skills BUT they have to know how to direct them and to what ends. Every educated designer needs to be equipped with a strategic sensibility, so they can steer their career path in ethically and economically viable directions. For this to be possible students need to be adequately educated so that their economic and employment opportunities will expand not contract! A design education has to be understood as expanding horizons and qualifying young people for more than just a conventional design job." The paper will discuss the process of developing an existing 3 Year Bachelor of Design degree based upon the service industry model of the past into a new 4 Year Bachelor of Design degree with embedded honours and the underlying Design Futures philosophy as the foundation of this new degree.