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Reflective Thinking in Design

http://www.purdue.edu/epics

Learning Objectives

At the end of this session, you will

be able to:

1. Describe reflective thinking

2. List at least two ways reflective

thinking enhances design

3. Write a reflective paragraph on

your own design

Service-Learning

Service-Learning is a way to teach academic topics

EPICS uses service-learning to teach design

the service we provide are the designs we produce

Learn design by creating designs for the community

Service-Learning Definition

We define service learning as a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility.

- Hatcher and Bringle, 1997

Reflection in Service-Learning

Design Scenario

Reflection in Service-Learning

Design Scenario

Reflection in Service-Learning

Reflection in Service-Learning

Design Process

Question

Where is your project in the design

process?

What has been done prior to this

semester?

What has been done this semester?

What is planned for the rest of the

semester?

Reflective Designers

Reflective Designers

Reflection Model

Technical

Level or

Discipline

Specific

Personal Values

Social Systems

and Issues Developed by

Edward Zlotkowski

Characteristics of “beginning

designers”

Accept “problem” as given – surface level issues

Skip research – pose solutions immediately

Fixate on first ideas – disconnect from “problem”

Make premature design decisions

Few or confounded experiments

Unfocused way of troubleshooting

Unaware or unable to deal with complexities, tradeoffs,

competing issues

Design “haphazardly” or in a linear fashion (recipe)

Tacit designing with little self-reflection

(Crismond & Adams, 2013;

Slide from Dr. Cardella)

Reflective Practice

What is our team doing that models

“beginning” behavior in design?

Characteristics of “informed designers”

Recognize ambiguity and complexities – “explored the

challenge”

Do research on the problem, test assumptions

Practice idea fluency (problem evolves with design

ideas)

Delay decisions until they explore the challenge

Use words, sketches, prototypes to explore ideas

Conduct valid experimental tests

Focus on key problems when troubleshooting

Consider benefits and trade-off when making decisions

Design in a managed way – strategic and iterative

Practice reflective thinking – learn THROUGH design

(Crismond, 2009; slide from Cardella)

Reflective Practice

What is our team doing that models

“Informed” behavior in design?

Design Process

Iteration and Test

Generate

Ideas

Define

Measurable

Specifications

Implement

Test

Go to next phase

Generate

Ideas

Define

Measurable

Specifications

Implement

Test

(Users)

Back to previous phase

Reflection, iteration and Test

Generate

Ideas

Consider

Specifications and

Requirements

Reflect on

ideas,

process

and next steps

Advance

Generate

Ideas

Iterate

Reflective Professionals

Reflection is a process that can improve

your learning

Your professional development

The design

Reflection is powerful, doesn’t have to

take a lot of time, and takes many forms

Attendance: Answer “True” to #1, name

and ID