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WHAT HAPPENS WHEN CREATIVITY IS EXHAUSTED?DESIGN TOOLS AS AN AID FOR IDEATION
Colin M. Gray1, Colleen M. Seifert2, Seda Yilmaz1, Shanna R. Daly2, & Richard Gonzalez2
1Iowa State University; 2University of Michigan
HOW DO WE CREATE NOVEL & CREATIVE CONCEPTS?
Photo courtesy of Rennet Stowehttps://www.flickr.com/photos/tomsaint/2987926396
AND HOW DO WE KNOW WHEN WE NEED HELP?
INSTRUMENTAL JUDGMENTan understanding and value for design tools,
methods, and strategies (Cross, 2011; Nelson & Stolterman, 2012;
Stolterman, 2008)
INSTRUMENTAL JUDGMENT
TOOLS, METHODS, & STRATEGIES
Reframing design problems
(Akin & Akin, 1996; Smith & Linsey, 2011)
Imposing constraints (Biskjaer & Halskov, 2014;
Finke et al., 1992)
Visual or analogical supports
(Cheng, Mugge, & Schoormans, 2014; Viswanathan & Linsey,
2012, 2013)
JUDGMENTS THAT RELATE TO USE OF
THESE TOOLS?
THE CHALLENGEA focus on cognitive tools has generally neglected
how students are intended to develop their abilities with these tools…
AND
Beginning designers need to develop sensibilities surrounding their use of tools in the design process.
(Self et al., 2014; Stolterman et al., 2008)
What happens when students use a cognitive support only after their
own ability to generate concepts is exhausted, and what implications does this has for the development of pedagogical experiences that
encourage idea fluency?
DESIGN HEURISTICS
• Provides prompts to help designers generate alternatives that vary in nature, discouraging fixation and encouraging divergent patterns of thinking (Yilmaz, Daly, Seifert, & Gonzalez, 2011; Yilmaz, Seifert, & Gonzalez, 2010)
• Derived from empirical evidence of industrial and engineering designs (Daly et al., 2012; Yilmaz, Christian, Daly, Seifert, & Gonzalez, 2012; Yilmaz & Seifert, 2010)
• Validated through a range of product analysis, case studies, and protocol analyses, in both educational and professional contexts (e.g., Yilmaz & Seifert, 2009; Yilmaz et al., 2011; Yilmaz et al., 2010; Yilmaz et al., 2013; Yilmaz, Daly, Christian, Seifert, & Gonzalez, 2014)
PARTICIPANTS
• Sophomore undergraduate industrial design class at a large Midwestern university
• 34 students (12 females and 22 males), aged 19 to 22
IDEATION SESSION
Please design a seating unit. Generate as many solutions as you can.
BRAINSTORMING
30 MINUTES
DESIGN HEURISTICS
30 MINUTES
LEARN
10 MINUTES
“”
ANALYSIS
• Consensual Assessment Technique with two raters, blind to condition (Amabile, 1982)
• Rated on four concept characteristics, using a 7-point scale• Linear mixed model of scores from both raters• Intra-class correlation (ICC) to test for rater consistency and
agreement
HOW MUCH CAN A COGNITIVE SUPPORT TOOL EXPAND IDEA
GENERATION AFTER EXHAUSTION?
BRAINSTORMING
6.06 CONCEPTS (sd=1.43)
205 CONCEPTS
DESIGN HEURISTICS
2.76 CONCEPTS (sd=0.96)
93 CONCEPTS
CONCEPT CHARACTERISTICS (adapted from Dean, Hender, Rodgers, & Santanen, 2006)
NOVELTYThe degree to which an idea is original and modifies a paradigmWORKABILITY/FEASIBILITY The degree to which an idea can be easily implemented and does not violate constraintsRELEVANCEAn idea is relevant if it applies to the stated problem and will be effective at solving the problemSPECIFICITY The degree to which an idea is specific (i.e., worked out in detail)
ARE THERE CHARACTERISTIC DIFFERENCES BETWEEN CONCEPTS BY METHOD?
Average Ranking Working On Own
(SD)
Average Ranking With
Design Heuristics
(SD)
Z p
ICC agreement ICC consistency
No DH DH No DH DH
Novelty3.841
(1.1549)4.280
(1.0695) -2.513 0.014 0.79 0.71 0.82 0.71
Specificity3.220
(1.3007)3.855
(1.3744) -5.276 0.000 0.86 0.87 0.86 0.87
Relevance3.900
(1.3297)4.188
(1.1466) -2.588 0.011 0.77 0.69 0.87 0.72
Feasibility4.561
(1.1589)4.360
(1.1618) 1.312 0.192 0.34 0.46 0.81 0.77
HOW DOES A COGNITIVE SUPPORT TOOL INFLUENCE IDEA GENERATION?
THE AMBIENT CHAIR Chair has a built in “roof” which will
provide over-head lighting
THE POD Solid, partially enclosed chair that allows for 360° movement (chair is
fixed in place)
HOW DOES A COGNITIVE SUPPORT TOOL INFLUENCE IDEA GENERATION?
RUSSIAN DOLL CHAIR 3 chairs in one, 1st layer is comfortable
padding, 2nd is sturdy metal frame + 3rd is a stool. All chairs would be functional
by themselves
THE CAROUSEL Four chairs are attached to a
center coffee table.
#41: LAYER #47: MIRROR OR ARRAY
QUALITY OF CONCEPTS INCREASED
DISCUSSION
Design Heuristics is a cognitive tool to combat creative “exhaustion”
QUANTITY OF CONCEPTS
DECREASEDBUT
DISCUSSION
COGNITIVE SUPPORTS AS JUST-IN-TIME SCAFFOLDING • Supports are related to specific pedagogical contexts, and
cannot be viewed only in abstraction• Knowing when to introduce cognitive tools based on known
instructional barriers (and those yet to be discovered)• Starting the process of self-learning that will be relevant in
future professional work
DISCUSSION
DEVELOPING STUDENTS’ TOOL SENSIBILITY • Building instrumental judgment: not only objective
knowledge of the tool, but how and when to use it• Increasing our understanding of key cognitive and emotive
qualities that may increase receptivity to new cognitive supports
• Heightening the role of cognitive tools/supports in developing a designer’s conceptual repertoire
CONCLUSION &FUTURE WORK
• Triangulation with other data sources to understand individual students’ perception of their developing instrumental judgments
• Clarifying the nature of instrumental judgment, particularly within disciplinary and identity framings
• Learning to capitalize on exhausted creative states is a key area for future instructional development, developing pedagogical experiences that increase students’ design expertise
THANK YOUThis research is funded by the National Science Foundation, Division of Undergraduate Education,
Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES Type II) Grants # 1323251 and #1322552. Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
COLINGRAY.ME DESIGNHEURISTICS.COM