Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
A Systematic Thinking Design Research Approach Combining the ConOps with Design Scenario – Use Commercial Cislunar Space Development Project as an Example
Sheng-Hung Lee1,2, John Rudnik2, Chaiwoo Lee2, Shabnam Fakhr Hosseini2, Olivier L. de Weck3, Joseph F. Coughlin2, Jonathan Chapman4
1MIT Integrated Design & Management (IDM); 2MIT AgeLab; 3MIT Aeronautics and Astronautics and Engineering Systems; 4Carnegie Mellon University School of Design, USA
The design scenario approach has been widely used in the field of design research, design thinking, and creative industries. However, little research has been done to explore the possibility of combining the methodology of ConOps (Concept of Operations) from the field of system engineering with the design scenario approach. Fundamentally, ConOps is an approach to visualize the key touchpoints of the overall process. The design scenario is used as a way to facilitate constructive conversations with participants, and the outcome supports new design research methodology development. This research fuses advanced techniques from design research methodology with a systematic thinking approach in order to better illustrate and capture key moments that constitute the specific task of making a Moon rover and establishing a solar panel system in micro and macro contexts. In particular, the study applied ConOps methodologies to the commercial cislunar space development project and demonstrated the possible learning and reflection by integrating its structure and concepts into design scenario tools. This study is valuable in two aspects: firstly, it can improve the existing design research methodology by fusing the ConOps with the design scenario; secondly, it was a scalable and replicable creative process that experimented with the innovative methodology. Further studies are recommended to focus on combining the systematic thinking approaches, frameworks, and theories with design thinking methodology to tackle systematic innovative challenges to make an invaluable impact.
From Self-Advocacy to Public History: Building Collaborative Capacity among Remote Communities
Neha Mann, Brooke Brandewie
University of Cincinnati, USA
Every community contributes to shaping society and hence merits a place in public history. Some communities are often excluded from knowledge- production due to the trivialization of their contributions or their marginalization. Such communities need to advocate for themselves and publish their own narrative.
This project used a variety of research methods to propose design interventions intended to connect and amplify the voices of Indian Women leading political activism around the world. It is rooted in the opportunity of preserving pivotal social movements in the form of public history. The focus was to facilitate the transformation of individual voices into collective action.
As a result, a new process framework was developed that can be adapted by similar remote and underrepresented communities. It details how remotely located participants can collect and manage a unique qualitative data set of their shared experiences. The framework is extensible to other communities that represent a significant voice, but feel under-capacitated to advocate for themselves.
A design proposal visualizes the process of Self-Advocacy – collection to interpretation – through the navigation of a digital tool that embodies the framework and facilitates a community through the participatory design process. There is an opportunity for empowering communities to participate in building their public history. The paper discusses how the author designed, refined and defined the process for a community to advocate for oneself.
Mediating Piatt Park: Addressing Crime Prone Public Spaces through Design Research
Sebastian Ramirez, Neha Mann, Claudia Rebola
University of Cincinnati, USA
Piatt Park is the first park in Cincinnati and hence a heritage destination. Recently the park has become a hotspot for notorious problems including loitering, drug usage, homelessness etc. which affects the quality of living of residents and visitors of downtown Cincinnati. Different organizations have addressed the situation but the majority of proposals recommend substantial shifts in environmental design, requiring high-investment infrastructural modifications. As part of the Graduate program at [redacted], the Urban Mediated Environments course partnered with the Cincinnati Police Department and exercised design research to lead innovations, conceptualizing low-tech interventions to mediate the behavioral dynamics of Piatt Park.
A group of 7 students, as part of the Urban Mediated Environments course at University of Cincinnati, developed an intervention system to dissolve the issues without uninviting anyone from using the park. A Hybrid design research methodology helped empathize with the park users and gave a deeper understanding of the enablers of bad behaviors. The response to the challenges was refined through multiple rounds of prototyping and agile iterations, until the final concepts were adopted by the city. Some of these interventions are being implemented in downtown Cincinnati and have set a precedent in mediating urban environments.
Using Project Inflection Points to Teach Design Thinking
Sarah Zuberec1, Jennifer Watts-Englert2
1University of Washington; 2Rochester Institute of Technology and Paychex, USA
Design thinking is commonly taught by having students apply a variety of tools and methods to an iterative, multi-stage design thinking process. While this formulaic approach can be helpful to introduce design thinking concepts, we believe it is not enough to teach students how to effectively apply design thinking to inherently messy real-world situations. Our classes emphasize how a design thinking approach can address inflection points that arise within complex, collaborative projects. Inflection points are critical junctures where projects can go awry. They offer important opportunities to focus on the needs of people who will benefit from the project. Examples of inflection points are: integrating diverse perspectives, problem definition, gaining stakeholder buy-in and defining and prioritizing requirements. We believe an emphasis on inflection points better equips students to apply design thinking in the real-world situations they will face. This paper will describe how we orient class discussions, hands-on group activities, and team assignments around project inflection points to anchor our teaching of design thinking. We will explain how we developed these teaching tools and summarize student feedback on the effectiveness of this teaching approach.