Abstract

The design studio environment has remained the same throughout the past century. As the Studio Culture Task Force of the American Institute of Architecture Students (AIAS) (Koch et al., 2006 ) noted, the ongoing changes in architecture education are not aligned with today׳s fast-changing world, especially in the context of architectural practice. The AIAS analyzed the design studio problem and expressed doubts on the effectiveness of current studio practices in providing adequate design-thinking education. The report indicates that studio culture values project appearance instead of the actual design process. In recent years, similar problems have been the topic of debates in Khartoum. Criticisms are mostly centered on the observation that students show no interest in the design process and tend to focus on form making. As a result, efforts to teach design methods and to restore the balance between creativity and rationality in the design process have failed. The reason is related to the difficulties associated with the implicit nature of conventional design methods. These difficulties, which are common in architecture schools, include the lack of a clearly defined design methodology and the misunderstood role of the systematic approach to design in the studio. Nevertheless, signs of change are gradually emerging, as demonstrated by the global call for change in the studio environment. This call for change indicates a general agreement on the need for the reorientation of architectural design education toward an engaging policy that considers the social responsibility of architects. This study proposes that the route for change is through the return of rationalism in the studio. Since the 1960 s, many writers have recognized the importance of balancing rationality and creativity, which are mutually interdependent, in the design process. From this perspective, the research question is drawn: how can we bridge the gap between the rational and the creative design activities in the design process? A theory that conceptualizes the idea of knowledge interdependence does not exist. The available design theories, such as rational problem solving and reflective-in-action theory, deal with different aspects of design activity. Both theories fail to describe the integration of the rational and the creative aspects of the design process. Therefore, we propose the integration of the two theories into a new theory called the integrated design paradigm. The proposed theory serves as a theoretical base upon which the interdependence of the rational and the creative phases of the design process can be conceptualized. We aim to bridge the gap between the two design phases by considering research knowledge interdependency as a unifying activity. The first phase is a systematic method involving research, the use of positive theory, and the production of basic principles. The creative practice phase also involves research and focuses on understanding the rational knowledge developed in the systematic phase, including the basic principles and design strategy, as well as on the application of these concepts to the design problem. The Department of Architecture and Urban Planning at the Ethiopian Institute of Technology EiT of Mekelle University (MU) is currently developing a research program in which the development of and reflection on design methods is a key research area. Within this framework, the present study is intends to be an introductory effort to guide future empirical research. The present study aims to describe the design process of architects, and introduces theoretical and technical frameworks. The integrated design paradigm as a system of inquiry within the spatial relationship strategy is framed.

Abstract

Rhythm in design, as explored in this research, is proposed to be the result of cognitive performance generated stylistically by creators and recognized consciously by beholders. This study describes the phenomenon of rhythm, how it is created, the factors that comprise rhythm, the types of rhythms created by human cognition of repetition, and why repetition is recognized as a part of human cognition. Images of seven buildings designed by Alvar Aalto are used to demonstrate the creation and expression of rhythm in building compositions. Evidence gathered in this research explains that rhythm in design is a result of the design method consciously applied by human cognition of repetition. Rules of generating the phenomena of rhythm are also summarized. Designers could apply these rules to generate harmonious patterns through the effective usage of repetition. In sum, rhythm is ingrained in the human conscience and therefore should be a key component of design applied universally.

Abstract

Understanding the cognitive processes of the human mind is necessary to further learn about design thinking processes. Cognitive studies are also significant in the research about design studio. The aim of this study is to examine the effect of designers intelligence quotient (IQ) on their designs. The statistical population in this study consisted of all Deylaman Institute of Higher Education architecture graduate students enrolled in 2011. Sixty of these students were selected via simple random sampling based on the finite population sample size calculation formula. The students’ IQ was measured using Raven’s Progressive Matrices. The students’ scores in Architecture Design Studio (ADS) courses from first grade (ADS-1) to fifth grade (ADS-5) and the mean scores of the design courses were used in determining the students’ design ability. Inferential statistics, as well as correlation analysis and mean comparison test for independent samples with SPSS, were also employed to analyze the research data. Results indicated that the students’ IQ, ADS-1 to ADS-4 scores, and the mean scores of the students’ design courses were not significantly correlated. By contrast, the students’ IQ and ADS-5 scores were significantly correlated. As the complexity of the design problem and designers’ experience increased, the effect of IQ on design seemingly intensified.

Abstract

The ubiquitous sameness of urban greenways prompts questions on generative design grammar and syntax, whether creative, critical rethinking at that level might be lacking. However the design syntax of urban greenways is not explicitly discussed thus leaving a critical gap in knowledge. This paper begins tackling the larger question by acting on the fundamental subset of it, by operationalizing the design syntax of urban greenways. This is done through mathematics-based graph studies to analyze patterns and shapes, photography based thermal, material and morphology studies, and section analyses to make imagery-derived deductions on the design syntax. Recommendation on approaches to diversify and enrich the design syntax includes a more direct reference from ecosystem science theories such for siting and planning the urban greenways at macro- to meso-scale, a mixed-method approach, combining mathematics, photography and drawings based frames for analyses at meso-, to micro-scale, and a turtle view scale for designing at meso- to micro-scale, with an emphasis on latter.

Abstract

Helping students think creatively is consistently cited as one of the key goals of education. Yet, across universities around the world, alarms have been sounding off suggesting that students are not prepared for a world where they are expected to solve messy, unstructured problems that don't have easy answers. This paper introduces design thinking, a human-centered innovation methodology that has been implemented in a design innovation program at Stanford University as well as at one of the most successful design consultancies. After a brief overview of design thinking, the author illustrates the key elements of this innovation pedagogy through its implementation at a university in Colombia. Realizing the potential of this methodology for building creative competence and confidence among students from all disciplines, and recognizing the power of the next generation of information and collaboration technologies and social media, the author proposes new research and development projects that will bring more creativity to traditional distance and blended learning programs through an infusion of design thinking.

Abstract

Today, we live in a world where mobility is a part of the everyday life. At the same time, there is a global need for cities to be smart and sustainable. People spend increasing amounts of time traveling, and thus the development of public transportation services is central for advancing these goals. Transportation services include associated digital services – such as navigation and scheduling services, and various infotainment services. In order to make public transportation services desirable for wide audience, all aspects of the services need to be designed with a focus on the passengers’ and their needs and experiences. While there is a considerable amount of research conducted in the public transportation field, there is a lack of qualitative studies that contribute to the understanding of the travel experience of intra-city bus transportation from the User Experience (UX) point of view. This thesis contributes to the field of human-computer interaction (HCI), with a more specific focus on User Experience (UX) and Human-Centered Design (HCD). In addition, the practical aspects of this research contribute to the field of service design. This thesis also provides a theoretical contribution to the travel experience and transportation field, viewing the topic from human-centered design perspective. This research was conducted over the period of three years between 2016-2019, as a part of the research project Living Lab Bus (LLB). LLB collaboration project with industrial partners. The research on user experience perspective of bus passengers resulted in five publications which form the basis of this compound thesis. This dissertation presents a series of qualitative studies conducted with Research for design approach to gain understanding of intra-city bus passengers’ travel experience. These studies involved a total of 68 bus passengers representing different age groups and backgrounds from two city regions in Finland: Tampere and Helsinki. The preliminary interview study involved 10 international students, a total of 24 international students participated in the idea generation workshops, and representatives of three different user groups: high school students, parents of young children, and pensioners took part to in-depth ideation workshops. A total of 20 people of different ages and backgrounds participated in the bus travel experience study. This study utilised the diary method to collect contextual data of bus passengers’ experience over a three-week period. The goal of this research is two-fold: first, to gain insights of bus passengers’ needs and expectations for intra-city bus related services and to create holistic understanding of the intra-city bus travel experience. This forms the theoretical contribution of the thesis. The second aim of the thesis work was to transform these insights into practical and visual format. This part of the research resulted in a set of design tools, enabling the findings of this research to be utilized by different stakeholders when developing and designing services for the public transportation context. This practical contribution is presented in the form of Travel Experience Toolkit (T-rEX), including four design tools that support the service development in different stages of the design process: 1. Bus Travel Experience Model for understanding the context, 2. Context Cards for diversifying ideation, 3. Passenger Journey Map for exploring service touchpoints, and 4. Experience Personas for getting to know the passengers. These tools bring Human-Centered Design knowhow to different stakeholders working in the transportation context, with the aim to enable the design and development of services that fulfill the needs and expectations of bus passengers. As a final study, we conducted a multi-stakeholder evaluation of T-rEX toolkit with four public transportation stakeholders, to gain understanding of how the toolkit serves different stakeholders in their public transportation service development. The theoretical and practical contributions advance the research and design of future digital services for passengers and can help make public transportation more attractive.