Making explicit in design education: generic elements in the design process

Elise van Dooren, Els Boshuizen, Jeroen Van Merriënboer, Thijs Asselbergs, Machiel Van Dorst

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process.
    Original languageEnglish
    Pages (from-to)53-71
    Number of pages19
    JournalInternational Journal of Technology and Design Education
    Volume24
    Issue number1
    Early online date30 Aug 2013
    DOIs
    Publication statusPublished - Feb 2014

    Keywords

    • Design process
    • Design education
    • Generic elements
    • Making explicit

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