Scrutinizing design educators' perceptions of the design process
Bibliographic record
Abstract
Abstract When developing a better understanding of the design process there are several possible approaches to choose from. Many studies are based on novice designers (e.g., students) or designers of relatively modest talents. By contrast, some studies have queried designers who are considered to have outstanding and exceptional ability in order to gain an understanding of design at the highest level that it is practiced. The study reported here adopts yet another approach by exploring how design processes are perceived by design educators. The approach is motivated by the observation that teaching design requires consciously distilling the essence of the design process for the students, observing students during their design process and guiding them through the process. As a result, design teachers tend to develop a more articulate view of design processes than most other designers. Nineteen design teachers are interviewed using general topics as discussion points. Such an approach is invaluable when exploring more abstract research questions such as the notion of design processes. This approach differs from more controlled approaches (e.g., protocol analysis) in that it accepts that the data obtained are partially driven by negotiation between the researchers and the participants, and that the discussions are largely stories or narratives about design and designing. The resulting data illustrate that design processes are interpreted, articulated, and understood in a variety of ways by different teachers. These data and subsequent results tell us in rich detail about designing and design teaching, and as a result extend our understanding of the design process.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.040 | 0.104 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.004 | 0.010 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".