Thinking while drawing and drawing to think [video presentation]

Reference: Wallace, N. (2020) Thinking while drawing and drawing to think: Exploring the critical reflective practice of 'reflective doodling'. Design Research Society Conference 2020 Synergy DRS2020, Vol. 1, 204-222. https://doi.org/10.21606/drs.2020.187

Video presentation: https://youtu.be/14B7Dp3XebY 

Abstract: This paper attempts to articulate what is typically taci within the process of 'reflective doodling'. By dissecting different types of artefacts created during reflective doodling, the paper demonstrates how this critical reflective practice creates a synergy between design research and design practice. The nuances of reflective doodling are unpacked and its relevance to complex problems is explored through the emergent practice of 'design for transitions'. Discussion reveals the importance of external inputs into the process and explores how the layers of thinking and action embedded in its processes expand the dynamic interplay between research and practice.

My notes: I really enjoyed this paper for the following reasons: it combines a seemingly simple and playful everyday activity that some people tend to dismiss as childish with quite deep and important ideas related to advanced design practices. It's always interesting to see how 'designerly' methods/activities are used to process sophisticated conceptual ideas. I also enjoyed the explicit linkages between practice and research, a topic that deserves more attention to examine 'practice research' more closely as we work to consolidate appropriate methodologies for design research beyond just borrowing from other fields including artistic research, social studies, the humanities, and the sciences. Another reason why I appreciated this paper is that I will be able to use these ideas to rethink one of the assessment items in a course I teach where students have been asked to produce a written essay and a visual essay. This has always puzzled students and the results have been quite mixed. It makes a lot of sense to refine the brief to more specifically guide students in the connection between these essays using reflective doodling.

Sadly, it seems that Niki's PhD thesis is under embargo until 2022:
https://find.library.unisa.edu.au/permalink/f/ihon54/UNISA_ALMA11197619480001831

You can follow her on Twitter: @nikiwallace

Metamorphosis: Transforming Non-designers into Designers

Title: Metamorphosis: Transforming Non-designers into Designers
Authors: SIEGEL, Martin A and STOLTERMAN, Erik

Abstract: In this paper we make the case that there is today a growing number of educational settings experiencing challenges when it comes to transforming non-designers into designers, and in particular, interaction designers. We see this development as a consequence of an increased awareness and recognition of what broadly could be labeled as a design perspective. We examine the transformational process, the metamorphosis, by which nondesigner students become interaction designers. We identify and describe the barriers that make it difficult for the students to move through this transformational process. We also propose some pedagogical approaches that can reduce the barriers and improve the possibility for the transformation to occur. The approach that we have developed and describe consists of three parts. Based on a fundamental understanding of the nature of design, we have developed (i) a tentative transformational model of how nondesigners become interaction designers; (ii) a special kind of conceptual framework used to support students in the transformational process; and (iii) design assignments based on real-world design problems. We end the paper with two conclusions. First we argue that there is a challenge in transforming non-designers into designers, but that it is possible if the educational effort is based on an understanding of design and on the transformational process with its barriers. Finally we argue that the experience of trying to turn nondesigners into interaction designers is in itself a valuable research approach. Dealing with non-designer students reveals deep insights about the nature of the design process and makes it possible to better formulate what constitutes a designerly approach.

My notes: One of the best papers that will help design educators to introduce "designerly" themes to other disciplines, design researchers and practitioners to better collaborate with colleagues from other disciplines. I first read this paper three years ago and is one of those papers that I'm constantly talking about.