Copyright (c) 2009 Sheffield Hallam University All rights reserved. http://digitalcommons.shu.ac.uk/drs2008/session2/track_b Recent Events in Disciplines and Disciplinarity en-us Wed, 09 Sep 2009 08:27:41 PDT 3600 http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/3 http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/3 Wed, 16 Jul 2008 14:00:00 PDT 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 non-designer 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 non-designers 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 non-designers 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. Keywords Design, Design education, Pedagogy, HCI Martin A. Siegel http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/2 http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/2 Wed, 16 Jul 2008 14:30:00 PDT Steve Harfield http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/1 http://digitalcommons.shu.ac.uk/drs2008/session2/track_b/1 Wed, 16 Jul 2008 15:00:00 PDT To achieve success in today's commercial environment, manufacturers have progressively adopted collaboration strategies. Industrial design has been increasingly used with engineering design to enhance competitiveness. Research between the two fields has been limited and existing collaboration methods have not achieved desired results. This PhD research project investigated the level of collaboration between industrial designers and engineering designers. The aim is to develop an integration tool for enhanced collaboration, where a common language would improve communication and create shared knowledge. An empirical research using questionnaires and observations identified 61 issues between industrial designers and engineering designers. The results were grouped and coded based on recurrence and importance, outlining 3 distinct problem categories in collaborative activity: conflicts in values and principles, differences in design representation, and education differences. A taxonomy further helped categorise design representations into sketches, drawings, models and prototypes. This knowledge was indexed into cards to provide uniform definition of design representations with key information. They should benefit practitioners and educators by serving as a decision-making guide and support a collaborative working environment. A pilot study first refined the layout and improved information access. The final validation involving interviews with practitioners revealed most respondents to be convinced that the tool would provide a common ground in design representations, contributing to enhanced collaboration. Additional interviews were sought from groups of final-year industrial design and engineering design students working together. Following their inter-disciplinary experience, nearly all respondents were certain that the cards would provide mutual understanding for greater product success. Lastly, a case study approach tested the cards in an industry-based project. A design diary captured and analysed the researchers' activities and observations on a daily basis. It revealed positive feedback, reinforcing the benefits of the cards for successful collaboration in a multi-disciplinary environment. Keywords Industrial Design, Engineering Design, Collaboration, Design Representation, New Product Development. Eujin Pei