A Book of Design Theories Presented by Concept Maps
A Book of Design Theories Presented by Concept Maps
YiYang | Information Design Theory | Northeastern University
Content 1 2 3 5 6 7 8 9 10 11 12 13 14 15
Introduction What I think of Design Sign Signal Design Ethics Affordances Boundary Objects Conceptual Models: Core to Good Design Alexander Model, Bridge Model and SECI Model Simon’s Theory of Design & Program in Design What Rittel Teaches Us Schön’s View of Design Design as a Reflective Coversation with the Situation Reference
Introduction A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.
This book is a collection of concept maps based on 9 week’s readings according to design theories. I’ve always found hard to organize stuff, especially knowledge. This course opens a new door for me to think about learning by designing.
1
What I think of Design is
DESIGN
Problem Solving
s
e rv
se
is seeking balance between
Aesthetics on
pe
s nd
leads to
inspiration
creativity
Design methods
Technique
re es im so
m
s
et
ts
de
clu
os
i
s
de
lu nc
in
bo
may
lie
s
on
could generate
on
Imagination
s
Perception
nd
pe
de
User
de
requires
Taste
take consider of
Utility
vary
engineering
productivity
process
theory e.g
KISS principle (keep it simple stupid)
is consist of
research
analysis specification
development prototyping
evaluation
2
Sign | Saussure & Peirce
grammar philology comparative philology
tracing history deducing general laws definiting itself
HISTORY
SCOPE
LINGUISTICS is
SPEECH heterogeneous oral speeh written speech
to judge
The bond between the signigier and the signified is arbitrary. Language is a form and not a substance.
is
SIGNIFIED
is
judger
is
is
has
sound-image
has
SIGN
LANGUAGE
arbitary differential
homogeneous concrete well-defined convention studied separately community of speakers
or
SYNCHRONY
DIACHRONY
coexisting terms form a system
succrssive terms without form a system
identity reality value
3
is
is concept
arbitary
SIGNIFIER
SPEAKING
A sign is a representamen with a mental interpretant. A sign is either an icon, an index, or a symbol.
index
can be
symbol can be
icon can be
is
SIGN
three divisions of LOGIC is
is
INTERPRETANT
is connected with
is connected with
GROUND
REPRESENTAMEN is connected with
SEMIOTIC pure grammar logic proper pure rhetoric
OBJECT
4
Signal | Shanon -a measure of one’s freedom of choice in selecting a message -measured by the logarithm of the number of available choices -unit by bit
Information
Information Source
There levels of Communication Problems
makes a sequence of choices from some set of elementary symbols, the selected sequence then forming the message.
A. The technical problem. B. The semantic problem. C. The effectiveness problem. The progress made at Level A is capable of contributing to levels B and C.
produces
Message
operates on
Transmitter is connected to
ENCODE
is transmitted to
create
Signal is transformed to DECODE
is sent through
is transmitted to is connected to
Message
is delievered to
5
Destination
generates
Receiver
-in terms of its ability to transmit what is produced out of source of a given information -measures amout of information transmitted per second -unit by bits per second
Some of the information is spurious and undesirable and has been introduced via the noise.
Capacity
Noise
Channel
affects
Noise Source
Design Ethics | Buchanan
DESIGN
human power or ability to design
is a form of
is arised from
ETHICS
Character and Personal Values
activity of conceiving, planning, and bringing products to reality
is arised from
nature of the products created through the art of design
is arised from
Integrity of Performance
is arised from
Product Integrity
Ethical Standards and the Ultimate Purpose of Design
is distinguished from is
has three elements immediate goal of design
the character and personal morality of the designer
comes from five sources philosophy
End Purpose of Products is
structural integrity of form
Definition of Design
service nature of the design arts, and presents some of the most difficult ethical issues designers face
aesthetics of form
personal morality
help other people accomplish their own purposes
professional organizations
religious teachings institutions of government
usability of form
6
Affordances | Gibson The affordance of anything is a specific combination of the properties of its substance and its surfaces taken with reference to an animal. —Gibson(1977)
Objects
Substances
Layouts
Medium has
can be formed by is point to
is point to
AFFORDANCES
Observer has
are properties of is a set of
has is not
has
7
is
is not
are not properties of
Reference
affords
is the basis of
ENVIRONMENT
of
Surface
Experiences
Niche
(in ecology)
Objective
+
Subjective
as
as
Physics
Value& Meaning
Behavior
Visual Perception
Support
Boundary Objects | Star, Griesemer
Alliance translation
Obligatory Passage Point
Allies
Coherence/ Convergence
Allies
Allies
Allies
interessement support
Boundary Objects
is a process of
facilitate
Translation
in
Boundary Objects
Social Worlds
translations has four types
Passage Point
Passage Point
Passage Point translations
Allies Repositories
Allies
Allies
Allies
Coincident Boundaries Ideal type
Standardized Forms
8
Conceptual Models: Core to Good Design | Jeff & Austin
Issue Identity: name of the issue
User behavior Tasks: what a user does Test
-Test early and often Objects/Operations Analysis -User-exposed conceptual objects -Relationships between objects:
First design what the app is before designing how it looks or how users operate it.
Stories Task Scenarios: examples of how a user does it
Designer
whole/part, source/result, task/sub-task
-Actions on each object-type -Attributes on each object-type
consider first
Goals -Simple: less is more -Focus on task-domain
Conceptual Models
consider later
organize + strcture
1
Same name, same thing;
different name, different thing.
9
Architecture
User Interface
2
Concepts affect
User needs Resources: what the user needs, to do the scenario
Presentation have
Relationships -Specialization -Containment -Relative Importance
Conceptual Models Objects, operations, relations that provide the resources
Stories (again) Task senarios: now, interms of the Conceptual Models
Building a conceptual model for an issue
Alexander Model, Bridge Model and SECI Model
context
form
C1
F1
actual world
analysis
synthesis
Model of what “is”
Model of what “could be”
iteration tacit
abstractions
Socialize
tacit
Externalize
now
explicit
C2
C3
What “could be”
What “is”
F2
mental picture
F3
formal picture of mental picture
tacit
concrete world
Bridge Model
Internalize
explicit
Combine
future
SECI Model
1 Alexander Model
2
...design is never finished. ...software and service design are ongoing processed. Each design iteration and implementation leads to new knowledge.
mathematical
have differences
Analysis 1
Alexander Model Robinson Model Beer Model Kumar Model Kaise-IDEO Model Suri-IDEO Model
has antecedents
Bridge Model
describes
isomorphic
SECI Model
Design Process
divide into
leads to
describes
2
bridge
Synthesis
Learning Learning and designing are isomorphic.
10
Simon’s Theory of Design & Program in Design
Resources Management Resource Conservation
RESOURCE ALLOCATION
concerns
PROCESS
is a body of
Declarative Logic Imperative Logic
Theory of Evaluation Computational Methods Formal Logic of Design Heuristic Search Allocation of Resources Structure & Organization Representation
TOPICS
is necessary to
has
has
is not essential to
LOGIC Intellectually Tough Analytic Partly Formalizable Partly Empirical Teachable Doctrine
as
has
has
DESIGN
ARTIFICIAL WORLD is central to
has distinguishes of
is concerned on
SCIENCE SCIENCES
PROFESSIONS is
Earmark
The set of available alternatives is “given” in a certain abstract sense, it is not “given” in the only sense that is practically relevant.
11
SATISFACTORY ACTIONS
is looking for
OPTIMIZATION METHODS
... in the real world we usually do not have a choice between satisfactory and optimal solutions, for we only rarely have a method of finding the optimum.
A Set of Given Alternatives
is represented by
Inner Environment adaptation
Finding Alternatives
A Set of Parameters
is represented by
Outer Environment
What Rittel Teaches Us
SCIENCE
is concerned with
WHAT IS (factual knowledge) symmetry of ignorance
DESIGN
is concerned with
maximized involvement
HOW WAHT-IS RELATED TO WHAT-OUGHT-TO-BE (instrumental knowledge)
transparency of the planning process objectification no scientific planning
can be viewed as
is
bring about problems rather than solutions moderate optimism conspiracy model of planning argumentative process
Political
PROBLEM-SOLVING
could be
solving TAME PROBLEMS
has
PRINCIPLES OF SECOND GENERATION
could be
is
taming WICKED PROBLEMS
may lead to
Improvement
can be dealt with
Limitations
can lead to defines
is key to
Innovation Stake-holders
Solutions
ARGUMENTATION
requires
many people
Designers Experts
}
equally knowledgeable (or unknowledgeable)
12
Schön’s View of Design
narrowness
has
Design Structure
is
reforming
can be
independent
in
Rational Design Model
H. Simon’s view of the design process
has
in
Incompleteness
Real-world Complexities
leads to
learning
in
Design
Design Dialogue
Process
can
frame situations in different ways
employ
Problem-solving
Generation
Generative Metaphor
Schon’s view of the design process
Selection
Designing is
random generation
systematic search
+ Problem-setting focus on
formation & reformation of structures
13
reveal & elaborate
Story Telling
Design as a Reflective Coversation with the Situation | Schön
A good design process gives direction to inquiry while at the same time it leaves design structure open to transformation. — Donald A. Schön
Appreciations
Designing
is
A Reflective Conversation
is
Reframing the Problem
coutributes to
Experiments
is
Moves
Implications
Consequences Language of Designing
Drawing + Talking
Design Domains names features relations actions norms
Implications Shifts in Stance “if...then” tentative adoption to eventual commitment reflects-in-action moves lead to potentials
14
Reference 1. Saussure, Ferdinand de, Wade Baskin, and Perry Meisel. 2011. Course in General Linguistics. Columbia University Press. 2. Peirce, Charles S., and Justus Buchler. 1940. Philosophical Writings of Peirce. Courier Corporation. 3. Shannon, Claude E., and Warren Weaver. 1980. The Mathematical Theory of Communication. University of Illinois Press. 4. Buchanan, Richard. 2005. “Design Ethics.” Encyclopedia of Science, Technology, and Ethics. Macmillan Reference USA. 5. Star, Susan Leigh, and James R. Griesemer. 1989. “Institutional Ecology, `Translations’ and Boundary Objects: Amateurs and Professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39.” Social Studies of Science 19 (3): 387–420. 6. Gibson, James Jerome. 1986. The Ecological Approach to Visual Perception. New Jersey: Lawrence Erlbaum Associates, Inc. 7. Johnson, Jeff, and Austin Henderson. 2011. Conceptual Models: Core to Good Design. Morgan & Claypool Publishers. 8. Alexander, Christopher. 1964. Notes on the Synthesis of Form. Harvard University Press. 9. Evenson, Shelley and Dubberly, Hugh. “Design as learning—or “knowledge creation”— the SECI model”, ACM — Interactions — Volume XVIII — January + February 2011 — On Modeling Forum. 10. Dubberly, Hugh and Evenson, Shelley and Robinson, Rick. “The Analysis-Synthesis Bridge Model”, ACM — Interactions — Volume XV.2 — March + April 2008 — On Modeling Forum. 11. Simon, Herbert A. 1996. The Sciences of the Artificial. Cambridge, Massachusetts: MIT Press. 12. Rittel, Horst W. J. 1972. On the Planning Crisis: Systems Analysis of the “First and Second Generations.” Institute of Urban and Regional Development. 13. Rittel, Horst W. J., and Melvin M. Webber. 1973. Dilemmas in a General Theory of Planning. Institute of Urban & Regional Development, University of California. 14. Schon, Donald A, “The Design Process,” Howard, V. A., and Harvard University Philosophy of Education Research Center. 1990. Varieties of Thinking: Essays from Harvard’s Philosophy of Education Research Center. New York: Routledge. 15. Schon, Donald A. 2008. The Reflective Practitioner: How Professionals Think in Action. Basic Books.
15
YiYang | Information Design Theory | Northeastern University
Content 1 2 3 5 6 7 8 9 10 11 12 13 14 15
Introduction What I think of Design Sign Signal Design Ethics Affordances Boundary Objects Conceptual Models: Core to Good Design Alexander Model, Bridge Model and SECI Model Simon’s Theory of Design & Program in Design What Rittel Teaches Us Schön’s View of Design Design as a Reflective Coversation with the Situation Reference
Introduction A concept map or conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.
This book is a collection of concept maps based on 9 week’s readings according to design theories. I’ve always found hard to organize stuff, especially knowledge. This course opens a new door for me to think about learning by designing.
1
What I think of Design is
DESIGN
Problem Solving
s
e rv
se
is seeking balance between
Aesthetics on
pe
s nd
leads to
inspiration
creativity
Design methods
Technique
re es im so
m
s
et
ts
de
clu
os
i
s
de
lu nc
in
bo
may
lie
s
on
could generate
on
Imagination
s
Perception
nd
pe
de
User
de
requires
Taste
take consider of
Utility
vary
engineering
productivity
process
theory e.g
KISS principle (keep it simple stupid)
is consist of
research
analysis specification
development prototyping
evaluation
2
Sign | Saussure & Peirce
grammar philology comparative philology
tracing history deducing general laws definiting itself
HISTORY
SCOPE
LINGUISTICS is
SPEECH heterogeneous oral speeh written speech
to judge
The bond between the signigier and the signified is arbitrary. Language is a form and not a substance.
is
SIGNIFIED
is
judger
is
is
has
sound-image
has
SIGN
LANGUAGE
arbitary differential
homogeneous concrete well-defined convention studied separately community of speakers
or
SYNCHRONY
DIACHRONY
coexisting terms form a system
succrssive terms without form a system
identity reality value
3
is
is concept
arbitary
SIGNIFIER
SPEAKING
A sign is a representamen with a mental interpretant. A sign is either an icon, an index, or a symbol.
index
can be
symbol can be
icon can be
is
SIGN
three divisions of LOGIC is
is
INTERPRETANT
is connected with
is connected with
GROUND
REPRESENTAMEN is connected with
SEMIOTIC pure grammar logic proper pure rhetoric
OBJECT
4
Signal | Shanon -a measure of one’s freedom of choice in selecting a message -measured by the logarithm of the number of available choices -unit by bit
Information
Information Source
There levels of Communication Problems
makes a sequence of choices from some set of elementary symbols, the selected sequence then forming the message.
A. The technical problem. B. The semantic problem. C. The effectiveness problem. The progress made at Level A is capable of contributing to levels B and C.
produces
Message
operates on
Transmitter is connected to
ENCODE
is transmitted to
create
Signal is transformed to DECODE
is sent through
is transmitted to is connected to
Message
is delievered to
5
Destination
generates
Receiver
-in terms of its ability to transmit what is produced out of source of a given information -measures amout of information transmitted per second -unit by bits per second
Some of the information is spurious and undesirable and has been introduced via the noise.
Capacity
Noise
Channel
affects
Noise Source
Design Ethics | Buchanan
DESIGN
human power or ability to design
is a form of
is arised from
ETHICS
Character and Personal Values
activity of conceiving, planning, and bringing products to reality
is arised from
nature of the products created through the art of design
is arised from
Integrity of Performance
is arised from
Product Integrity
Ethical Standards and the Ultimate Purpose of Design
is distinguished from is
has three elements immediate goal of design
the character and personal morality of the designer
comes from five sources philosophy
End Purpose of Products is
structural integrity of form
Definition of Design
service nature of the design arts, and presents some of the most difficult ethical issues designers face
aesthetics of form
personal morality
help other people accomplish their own purposes
professional organizations
religious teachings institutions of government
usability of form
6
Affordances | Gibson The affordance of anything is a specific combination of the properties of its substance and its surfaces taken with reference to an animal. —Gibson(1977)
Objects
Substances
Layouts
Medium has
can be formed by is point to
is point to
AFFORDANCES
Observer has
are properties of is a set of
has is not
has
7
is
is not
are not properties of
Reference
affords
is the basis of
ENVIRONMENT
of
Surface
Experiences
Niche
(in ecology)
Objective
+
Subjective
as
as
Physics
Value& Meaning
Behavior
Visual Perception
Support
Boundary Objects | Star, Griesemer
Alliance translation
Obligatory Passage Point
Allies
Coherence/ Convergence
Allies
Allies
Allies
interessement support
Boundary Objects
is a process of
facilitate
Translation
in
Boundary Objects
Social Worlds
translations has four types
Passage Point
Passage Point
Passage Point translations
Allies Repositories
Allies
Allies
Allies
Coincident Boundaries Ideal type
Standardized Forms
8
Conceptual Models: Core to Good Design | Jeff & Austin
Issue Identity: name of the issue
User behavior Tasks: what a user does Test
-Test early and often Objects/Operations Analysis -User-exposed conceptual objects -Relationships between objects:
First design what the app is before designing how it looks or how users operate it.
Stories Task Scenarios: examples of how a user does it
Designer
whole/part, source/result, task/sub-task
-Actions on each object-type -Attributes on each object-type
consider first
Goals -Simple: less is more -Focus on task-domain
Conceptual Models
consider later
organize + strcture
1
Same name, same thing;
different name, different thing.
9
Architecture
User Interface
2
Concepts affect
User needs Resources: what the user needs, to do the scenario
Presentation have
Relationships -Specialization -Containment -Relative Importance
Conceptual Models Objects, operations, relations that provide the resources
Stories (again) Task senarios: now, interms of the Conceptual Models
Building a conceptual model for an issue
Alexander Model, Bridge Model and SECI Model
context
form
C1
F1
actual world
analysis
synthesis
Model of what “is”
Model of what “could be”
iteration tacit
abstractions
Socialize
tacit
Externalize
now
explicit
C2
C3
What “could be”
What “is”
F2
mental picture
F3
formal picture of mental picture
tacit
concrete world
Bridge Model
Internalize
explicit
Combine
future
SECI Model
1 Alexander Model
2
...design is never finished. ...software and service design are ongoing processed. Each design iteration and implementation leads to new knowledge.
mathematical
have differences
Analysis 1
Alexander Model Robinson Model Beer Model Kumar Model Kaise-IDEO Model Suri-IDEO Model
has antecedents
Bridge Model
describes
isomorphic
SECI Model
Design Process
divide into
leads to
describes
2
bridge
Synthesis
Learning Learning and designing are isomorphic.
10
Simon’s Theory of Design & Program in Design
Resources Management Resource Conservation
RESOURCE ALLOCATION
concerns
PROCESS
is a body of
Declarative Logic Imperative Logic
Theory of Evaluation Computational Methods Formal Logic of Design Heuristic Search Allocation of Resources Structure & Organization Representation
TOPICS
is necessary to
has
has
is not essential to
LOGIC Intellectually Tough Analytic Partly Formalizable Partly Empirical Teachable Doctrine
as
has
has
DESIGN
ARTIFICIAL WORLD is central to
has distinguishes of
is concerned on
SCIENCE SCIENCES
PROFESSIONS is
Earmark
The set of available alternatives is “given” in a certain abstract sense, it is not “given” in the only sense that is practically relevant.
11
SATISFACTORY ACTIONS
is looking for
OPTIMIZATION METHODS
... in the real world we usually do not have a choice between satisfactory and optimal solutions, for we only rarely have a method of finding the optimum.
A Set of Given Alternatives
is represented by
Inner Environment adaptation
Finding Alternatives
A Set of Parameters
is represented by
Outer Environment
What Rittel Teaches Us
SCIENCE
is concerned with
WHAT IS (factual knowledge) symmetry of ignorance
DESIGN
is concerned with
maximized involvement
HOW WAHT-IS RELATED TO WHAT-OUGHT-TO-BE (instrumental knowledge)
transparency of the planning process objectification no scientific planning
can be viewed as
is
bring about problems rather than solutions moderate optimism conspiracy model of planning argumentative process
Political
PROBLEM-SOLVING
could be
solving TAME PROBLEMS
has
PRINCIPLES OF SECOND GENERATION
could be
is
taming WICKED PROBLEMS
may lead to
Improvement
can be dealt with
Limitations
can lead to defines
is key to
Innovation Stake-holders
Solutions
ARGUMENTATION
requires
many people
Designers Experts
}
equally knowledgeable (or unknowledgeable)
12
Schön’s View of Design
narrowness
has
Design Structure
is
reforming
can be
independent
in
Rational Design Model
H. Simon’s view of the design process
has
in
Incompleteness
Real-world Complexities
leads to
learning
in
Design
Design Dialogue
Process
can
frame situations in different ways
employ
Problem-solving
Generation
Generative Metaphor
Schon’s view of the design process
Selection
Designing is
random generation
systematic search
+ Problem-setting focus on
formation & reformation of structures
13
reveal & elaborate
Story Telling
Design as a Reflective Coversation with the Situation | Schön
A good design process gives direction to inquiry while at the same time it leaves design structure open to transformation. — Donald A. Schön
Appreciations
Designing
is
A Reflective Conversation
is
Reframing the Problem
coutributes to
Experiments
is
Moves
Implications
Consequences Language of Designing
Drawing + Talking
Design Domains names features relations actions norms
Implications Shifts in Stance “if...then” tentative adoption to eventual commitment reflects-in-action moves lead to potentials
14
Reference 1. Saussure, Ferdinand de, Wade Baskin, and Perry Meisel. 2011. Course in General Linguistics. Columbia University Press. 2. Peirce, Charles S., and Justus Buchler. 1940. Philosophical Writings of Peirce. Courier Corporation. 3. Shannon, Claude E., and Warren Weaver. 1980. The Mathematical Theory of Communication. University of Illinois Press. 4. Buchanan, Richard. 2005. “Design Ethics.” Encyclopedia of Science, Technology, and Ethics. Macmillan Reference USA. 5. Star, Susan Leigh, and James R. Griesemer. 1989. “Institutional Ecology, `Translations’ and Boundary Objects: Amateurs and Professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39.” Social Studies of Science 19 (3): 387–420. 6. Gibson, James Jerome. 1986. The Ecological Approach to Visual Perception. New Jersey: Lawrence Erlbaum Associates, Inc. 7. Johnson, Jeff, and Austin Henderson. 2011. Conceptual Models: Core to Good Design. Morgan & Claypool Publishers. 8. Alexander, Christopher. 1964. Notes on the Synthesis of Form. Harvard University Press. 9. Evenson, Shelley and Dubberly, Hugh. “Design as learning—or “knowledge creation”— the SECI model”, ACM — Interactions — Volume XVIII — January + February 2011 — On Modeling Forum. 10. Dubberly, Hugh and Evenson, Shelley and Robinson, Rick. “The Analysis-Synthesis Bridge Model”, ACM — Interactions — Volume XV.2 — March + April 2008 — On Modeling Forum. 11. Simon, Herbert A. 1996. The Sciences of the Artificial. Cambridge, Massachusetts: MIT Press. 12. Rittel, Horst W. J. 1972. On the Planning Crisis: Systems Analysis of the “First and Second Generations.” Institute of Urban and Regional Development. 13. Rittel, Horst W. J., and Melvin M. Webber. 1973. Dilemmas in a General Theory of Planning. Institute of Urban & Regional Development, University of California. 14. Schon, Donald A, “The Design Process,” Howard, V. A., and Harvard University Philosophy of Education Research Center. 1990. Varieties of Thinking: Essays from Harvard’s Philosophy of Education Research Center. New York: Routledge. 15. Schon, Donald A. 2008. The Reflective Practitioner: How Professionals Think in Action. Basic Books.
15
