Design Theory
Design Theory Andrew Tang | Information Design Theory and Critical Thinking
Design Theory INFORMATION DESIGN THEORY AND CRITICAL THINKING This class was an exploration into Design Theory. Having Hugh Dubberly guide us through the seiminal works was invaluable as Hugh has firsthand experience with many of the theories we read and discussed. Hugh set out to change the way we think about design and how we can affect our environment with it. He gave us a shared vocabulary to discuss design not only with designers but with all aspects of society.
1 Why Design : Initial design concept map
17 Abstraction Process
3 The Signified Concept and The Sound-image Signifier
19 A Matrix for Designing and Learning
5 A Sign Stands for Something to Somebody Icons, Symbols and Indexes
7 The Entrophy of Information 9 Ethical Design 11 The Shared Values of Different Purposes 13 Perceived Meaning 15 Designing What to Design
Northeastern University | College of Arts, Media and Design | Information Design and Visualization Graduate Program
21 The Optimization Cycle 23 Planning for Unknowns 25 Dialogue of Design Varieties of Thinking
27 Dialogue of Design Design as a Reflective Conversation with the Situation
29 Bibliography
Why Design Learning how to learn | Joseph D. Novak and D. Bob Gowin Creating Concept Maps and Models of Models | Hugh Dubberly This was my initial concept map detailing what I considered design. Looking back at this initial concept map, I was too literal in my definition of what design was. Design theory is much more than just the physical aspects of creating a design or designing an object.
1
2
The Signified Concept and The Sound-image Signifier Course in General Linguistics | Ferdinand de Saussure In Saussure’s reading we examine what language is. Saussure argues that cognitively language is a signified concept and the spoken word is the sound-image or signifier of the signified concept. The signified and signfier combine to complete a linguistic sign, and combinations of linguistic signs create language. Language is developed over time which is diachronic but can be defined at specific points in time, synchronic.
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4
A Sign Stands for Something to Somebody Icons, Symbols and Indexes Philosophical Writings of Pierce | Justus Buchler Pierce defines the relationships between the object, the representation and the idea. He then talks about the visual representations of these connects as symbols, icons and indices. They’re all interelated but icons are direct visual represenations of the object or idea, it’s a recgonizable form of the object. Symbols are indirect visual representations of the object or idea that can change over time. Indices are an essence, a trace of the pressence of the object or idea.
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The Entropy of Information The Mathematical Theory of Communication | Claude E. Shannon and Warren Weaver Shannon and Weaver worked for Bell labs and were interested in making phone lines more efficient — making communication more efficient. I think noise was the most important aspect of Shannon and Weavers argument. Depending on when the noise is introduced it can increase or decrease entropy of the information communicated.
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Ethical Design Design Ethics | Richard Buchanan Richard Buchanan argues that interaction design does not stop at the computer screen, but extends into the personal and social life of human beings and into the emerging area of service design, as well as into organizational and management design.
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The Shared Values of Different Purposes Social Studies of Science | Susan Leigh Star and James R. Griesemer In their article, Star and Griesemer describe the importance of boundary objects and methods standardization in the development of the Berkeley Museum of Vertebrate Zoology. Some of the boundary objects that they list include specimens, field notes, and maps of particular territories. These objects interact with members of various social groups but are used to very different ends by each.
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Perceived Meaning The Theory of Affordances | James J. Gibson According to Gibson’s theory, affordances or clues in the environment that indicate possibilities for action, are perceived in a direct, immediate way with no sensory processing. Examples include: buttons for pushing, knobs for turning, handles for pulling, levers for sliding, etc.
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Designing What to Design The ideal mental model of the function of the application Conceptual Models : Core to Good Design | Jeff Johnson and Austin Henderson Johnson and Henderson go through the ideal design process for producing an application. Task domains are task created by activities, which can define tools and these tools are the functions within an application. Most importantly in this process is the mental model of designer must match the mental model of the user.
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Abstraction Process Notes on The Synthesis of Form | Christopher Alexander Christopher Alexander discusses design in terms of context and form in three layers of abstraction moving further away from the concrete world to an unselfconscious process. Here in the third level removed, the designer is able to freely construct definitions of a mental model.
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A Matrix for Designing and Learning Bridge model : SECI model The Analysis-Synthesis Bridge Model | Hugh Dubberly, Shelley Evenson, and Rick Robinson Design as learning—or “knowledge creation”—the SECI model | Shelley Evenson and Hugh Dubberly The Bridge model explains design in four quadrants, socialize, externalize, combine, and internalize, moving from implicit to explicit. Hugh compares the Bridge model to other design processes from other fields and we’re able to see similarities between all of them, but we focus on the SECI model. The SECI model has been successfully untilized in the business community but it is essentially the bridge model rotated 90 °. In the SECI model the design process follows the path of tacit to explicit.
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The Optimization Cycle The Sciences of the Artificial | Herbert A. Simon Simon’s model is similar to the bridge and SECI model as it cycles through the steps of defining command variables, seeking alternatives, using means-end analysis and iterating. The differences come when Simon introduces resources allocations and contraints leading to generator testing which can lead to redefining the command variables and start the process over again.
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Planning for Unknowns The second generation approach Why Horst W.J. Rittel Matters | Chanpory Rith and Hugh Dubberly On the Planning Crisis : Systems Analysis of the ‘First and Second Generations’ | Horst W.J. Rittel Dilemmas in a General Theory of Planning | Horst W.J. Rittel and Melvin M. Webber Horst Rittel coined the terms Wicked and Tame Problems and developed rules to define the differences between the two. There are three definitions that I strongly agree with. The first relates to tame problems, once you define a problem your inherently have solved it. Second, having constraints is already giving up on trying to solve the problem. Third, wicked problems never resolved because the stakeholders can’t come to an aggreement due to their personal values and preferences, which then I think wicked problems can be solved once the stakeholders come to an agreement.
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Dialogue of Design Varieties of Thinking | Donald A. Schon Schon adds to the conversation with conversation. He states that storytelling connects the stakeholders to find a boundary object, which then increases conversation, which increases noise/ information. This increases the options to reframe and iterate to find the optimal solutions.
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Dialogue of Design The Reflective Practitioner : How Professionals Think in Action | Donald A. Schon Schon walks us through a design challenge using his theory. You can see Quist guiding Petra throught the steps using storytelling and conversation. He does it seemlessly and efficiently.
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Course in General Linguistics | Ferdinand de Saussure Philosophical Writings of Pierce | Justus Buchler The Mathematical Theory of Communication | Claude E. Shannon and Warren Weaver Design Ethics | Richard Buchanan Social Studies of Science | Susan Leigh Star and James R. Griesemer The Theory of Affordances | James J. Gibson Conceptual Models : Core to Good Design | Jeff Johnson and Austin Henderson Notes on The Synthesis of Form | Christopher Alexander The Analysis-Synthesis Bridge Model | Hugh Dubberly, Shelley Evenson, and Rick Robinson Design as learning—or “knowledge creation”—the SECI model | Shelley Evenson and Hugh Dubberly The Sciences of the Artificial | Herbert A. Simon Why Horst W.J. Rittel Matters | Chanpory Rith and Hugh Dubberly On the Planning Crisis : Systems Analysis of the ‘First and Second Generations’ | Horst W.J. Rittel Dilemmas in a General Theory of Planning | Horst W.J. Rittel and Melvin M. Webber Varieties of Thinking | Donald A. Schon The Reflective Practitioner : How Professionals Think in Action | Donald A. Schon
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Design Theory INFORMATION DESIGN THEORY AND CRITICAL THINKING This class was an exploration into Design Theory. Having Hugh Dubberly guide us through the seiminal works was invaluable as Hugh has firsthand experience with many of the theories we read and discussed. Hugh set out to change the way we think about design and how we can affect our environment with it. He gave us a shared vocabulary to discuss design not only with designers but with all aspects of society.
1 Why Design : Initial design concept map
17 Abstraction Process
3 The Signified Concept and The Sound-image Signifier
19 A Matrix for Designing and Learning
5 A Sign Stands for Something to Somebody Icons, Symbols and Indexes
7 The Entrophy of Information 9 Ethical Design 11 The Shared Values of Different Purposes 13 Perceived Meaning 15 Designing What to Design
Northeastern University | College of Arts, Media and Design | Information Design and Visualization Graduate Program
21 The Optimization Cycle 23 Planning for Unknowns 25 Dialogue of Design Varieties of Thinking
27 Dialogue of Design Design as a Reflective Conversation with the Situation
29 Bibliography
Why Design Learning how to learn | Joseph D. Novak and D. Bob Gowin Creating Concept Maps and Models of Models | Hugh Dubberly This was my initial concept map detailing what I considered design. Looking back at this initial concept map, I was too literal in my definition of what design was. Design theory is much more than just the physical aspects of creating a design or designing an object.
1
2
The Signified Concept and The Sound-image Signifier Course in General Linguistics | Ferdinand de Saussure In Saussure’s reading we examine what language is. Saussure argues that cognitively language is a signified concept and the spoken word is the sound-image or signifier of the signified concept. The signified and signfier combine to complete a linguistic sign, and combinations of linguistic signs create language. Language is developed over time which is diachronic but can be defined at specific points in time, synchronic.
3
4
A Sign Stands for Something to Somebody Icons, Symbols and Indexes Philosophical Writings of Pierce | Justus Buchler Pierce defines the relationships between the object, the representation and the idea. He then talks about the visual representations of these connects as symbols, icons and indices. They’re all interelated but icons are direct visual represenations of the object or idea, it’s a recgonizable form of the object. Symbols are indirect visual representations of the object or idea that can change over time. Indices are an essence, a trace of the pressence of the object or idea.
5
6
The Entropy of Information The Mathematical Theory of Communication | Claude E. Shannon and Warren Weaver Shannon and Weaver worked for Bell labs and were interested in making phone lines more efficient — making communication more efficient. I think noise was the most important aspect of Shannon and Weavers argument. Depending on when the noise is introduced it can increase or decrease entropy of the information communicated.
7
8
Ethical Design Design Ethics | Richard Buchanan Richard Buchanan argues that interaction design does not stop at the computer screen, but extends into the personal and social life of human beings and into the emerging area of service design, as well as into organizational and management design.
9
10
The Shared Values of Different Purposes Social Studies of Science | Susan Leigh Star and James R. Griesemer In their article, Star and Griesemer describe the importance of boundary objects and methods standardization in the development of the Berkeley Museum of Vertebrate Zoology. Some of the boundary objects that they list include specimens, field notes, and maps of particular territories. These objects interact with members of various social groups but are used to very different ends by each.
11
12
Perceived Meaning The Theory of Affordances | James J. Gibson According to Gibson’s theory, affordances or clues in the environment that indicate possibilities for action, are perceived in a direct, immediate way with no sensory processing. Examples include: buttons for pushing, knobs for turning, handles for pulling, levers for sliding, etc.
13
14
Designing What to Design The ideal mental model of the function of the application Conceptual Models : Core to Good Design | Jeff Johnson and Austin Henderson Johnson and Henderson go through the ideal design process for producing an application. Task domains are task created by activities, which can define tools and these tools are the functions within an application. Most importantly in this process is the mental model of designer must match the mental model of the user.
15
16
Abstraction Process Notes on The Synthesis of Form | Christopher Alexander Christopher Alexander discusses design in terms of context and form in three layers of abstraction moving further away from the concrete world to an unselfconscious process. Here in the third level removed, the designer is able to freely construct definitions of a mental model.
17
18
A Matrix for Designing and Learning Bridge model : SECI model The Analysis-Synthesis Bridge Model | Hugh Dubberly, Shelley Evenson, and Rick Robinson Design as learning—or “knowledge creation”—the SECI model | Shelley Evenson and Hugh Dubberly The Bridge model explains design in four quadrants, socialize, externalize, combine, and internalize, moving from implicit to explicit. Hugh compares the Bridge model to other design processes from other fields and we’re able to see similarities between all of them, but we focus on the SECI model. The SECI model has been successfully untilized in the business community but it is essentially the bridge model rotated 90 °. In the SECI model the design process follows the path of tacit to explicit.
19
20
The Optimization Cycle The Sciences of the Artificial | Herbert A. Simon Simon’s model is similar to the bridge and SECI model as it cycles through the steps of defining command variables, seeking alternatives, using means-end analysis and iterating. The differences come when Simon introduces resources allocations and contraints leading to generator testing which can lead to redefining the command variables and start the process over again.
21
22
Planning for Unknowns The second generation approach Why Horst W.J. Rittel Matters | Chanpory Rith and Hugh Dubberly On the Planning Crisis : Systems Analysis of the ‘First and Second Generations’ | Horst W.J. Rittel Dilemmas in a General Theory of Planning | Horst W.J. Rittel and Melvin M. Webber Horst Rittel coined the terms Wicked and Tame Problems and developed rules to define the differences between the two. There are three definitions that I strongly agree with. The first relates to tame problems, once you define a problem your inherently have solved it. Second, having constraints is already giving up on trying to solve the problem. Third, wicked problems never resolved because the stakeholders can’t come to an aggreement due to their personal values and preferences, which then I think wicked problems can be solved once the stakeholders come to an agreement.
23
24
Dialogue of Design Varieties of Thinking | Donald A. Schon Schon adds to the conversation with conversation. He states that storytelling connects the stakeholders to find a boundary object, which then increases conversation, which increases noise/ information. This increases the options to reframe and iterate to find the optimal solutions.
25
26
Dialogue of Design The Reflective Practitioner : How Professionals Think in Action | Donald A. Schon Schon walks us through a design challenge using his theory. You can see Quist guiding Petra throught the steps using storytelling and conversation. He does it seemlessly and efficiently.
27
28
Course in General Linguistics | Ferdinand de Saussure Philosophical Writings of Pierce | Justus Buchler The Mathematical Theory of Communication | Claude E. Shannon and Warren Weaver Design Ethics | Richard Buchanan Social Studies of Science | Susan Leigh Star and James R. Griesemer The Theory of Affordances | James J. Gibson Conceptual Models : Core to Good Design | Jeff Johnson and Austin Henderson Notes on The Synthesis of Form | Christopher Alexander The Analysis-Synthesis Bridge Model | Hugh Dubberly, Shelley Evenson, and Rick Robinson Design as learning—or “knowledge creation”—the SECI model | Shelley Evenson and Hugh Dubberly The Sciences of the Artificial | Herbert A. Simon Why Horst W.J. Rittel Matters | Chanpory Rith and Hugh Dubberly On the Planning Crisis : Systems Analysis of the ‘First and Second Generations’ | Horst W.J. Rittel Dilemmas in a General Theory of Planning | Horst W.J. Rittel and Melvin M. Webber Varieties of Thinking | Donald A. Schon The Reflective Practitioner : How Professionals Think in Action | Donald A. Schon
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