Improving Practice
Design as a Catalyst for Co-creating Knowledge between Academia and Society: Thoughts on Reflective Design Practice that Addresses Power Dynamics and Fosters Equitable Knowledge Co-creation and Sharing View Digital Media
Paper Presentation in a Themed Session Sara Ceraolo
The research discusses the role of design as a facilitator of knowledge co-creation between academia and society. Despite the development of engaged university models and Third Stream initiatives, Academia struggles to overcome its traditional detachment from communities and real-world issues (the "ivory tower"). University-society interactions are frequently limited to uneven initiatives that tend to benefit researchers more than the communities involved. Often, societal engagement is restricted to data collection or participatory actions, lacking collaborative processes that add meanings and value to the engagement. This missed opportunity is significant, as shared experiences of knowledge production, interpretation, dissemination are essential for supporting community autonomy and self-determination (Wenger, 2008). Within this context, design—particularly participatory and socially engaged design—shows notable potential due to its inherently collaborative nature (Manzini, 2015). Contemporary critiques, however, challenge the “saviour” narrative of design, emphasising the need for practitioners to engage with greater critical awareness of their societal role and impact (Taboada et al. 2024). Decolonial and queer studies, and Global South onto-epistemologies can support this reflexivity, and concepts such as pluriversality (Escobar, 2018), corazonar (Albarrán González, 2022), and situated knowledge (Haraway, 1988) can be critical tools to address hegemony, exclusion, and cultural extractivism in knowledge production (McGowan et al., 2020) and to underscore the political-ontological implications for design, advocating for increased reflexivity. To discuss these issues, the paper proposes a preliminary framework for reflective design practice that challenges technocratic and Eurocentric perspectives while advocating for an approach that empowers communities and fosters equitable knowledge co-creation and exchange (Fry, 2009).
Cognitive Impact of Computational Design on Interior Designers : Exploring the Impact of Computational Design Methods on Interior Design Processes
Paper Presentation in a Themed Session Somang Yang, Taneshia W. Albert
This study examines the impact of computational design (CD) methods on designers, focusing on their potential to enhance problem-solving capabilities. Computational design offers a novel approach distinct from traditional design methods, yet its application within the architecture, engineering, and construction (AEC) sector - especially in interior design - remains underexplored. This research investigates how computational methods influence design processes, and cognition, thus contributing to the evolving landscape of design problem-solving. Methodology: A comparative analysis approach is adopted to evaluate the substitutability and effectiveness of computational methods in design tasks. Drawing on cognitive and metacognitive frameworks such as the Significant Learning Experiences framework, the study assesses how computational workflows impact designers’ reasoning process, design development, design hypothesizing, and solution testing. The research bridges cognitive theories of learning with computational design to identify overlaps and areas of divergence between human and machine-driven workflows. Outcomes and Implications: Findings demonstrate that computational design methods foster innovative problem-solving strategies by enhancing human-computer collaboration. Findings also support the development of metacognitive skills, such as reflective thinking and adaptive learning, which are less emphasized in traditional design approaches. Despite technological advancements, the research highlights the irreplaceable value of human designers in addressing the emotional and relational dimensions of design, reinforcing the need for balanced integration of computational tools. This study underscores the importance of human interaction and the presence of the designer; suggesting a collaborative future for computational and human-driven design processes.
Bridging the Gap Between Design Practice and Education: A Practical Case Study Method for Design Practitioners
Paper Presentation in a Themed Session Taneshia W. Albert, Courtney Brown
Case studies are pivotal in architecture and design, offering insights into innovative solutions, challenges, and lessons learned. However, a gap exists between the informal, practice-based case studies commonly found in design media and the rigorous, methodologically driven case studies of academia. This divergence underscores the need for design disciplines to integrate more formal research methods into their practice, especially in the era of evidence-based design. Traditionally, informal case studies prioritize accessibility and practicality, while academic case studies emphasize scholarly rigor and methodological precision. This study addresses the growing need for a case study approach that blends these two paradigms, enabling design practitioners to contribute to the research discourse without compromising the demands of their fast-paced workflows. Research Question: How can design practitioners develop a scientifically rigorous yet practical case study method that aligns with professional workflows? Methodology: Using cross-case analysis, this research identifies features, strengths, and weaknesses of existing case study methods. A qualitative review examines how these features can be adapted to fit design practice while maintaining academic standards. The proposed methodology ensures seamless integration into professional workflows. Findings and Implications: The study introduces a new case study method tailored to design practice, balancing academic rigor with accessibility. This method empowers practitioners to conduct research that is both scientifically robust and practical, fostering evidence-based designs. By bridging academia and practice, the approach promotes deeper collaboration and advances the integration of research into the design profession. This hybrid methodology equips designers to produce impactful, research-informed contributions to both fields.
A Theoretical Study on Restructuring University Lecture and Learning Spaces for Student-Centered Education View Digital Media
Paper Presentation in a Themed Session Eunjung Kim
Current university education faces a rapid paradigm shift driven by factors such as demographic changes, technological innovations like the Fourth Industrial Revolution, and the accelerated transformation of the educational environment due to the COVID-19 pandemic. Traditional lecture-based teaching methods and the corresponding spatial designs have proven inadequate in effectively supporting new educational paradigms like learner-centered education. Against this backdrop, this study aims to restructure university lecture and learning spaces to support the implementation of learner-centered education by analyzing teaching and learning methods, activity types, and proposing design guidelines and improvement strategies for learning spaces. The purpose of this study is to suggest directions for designing learning spaces that reflect the characteristics and needs of learner-centered education. To achieve this, the study theoretically examines learner-centered teaching methods and activity types, identifies the spatial characteristics and components necessary for restructuring university learning spaces, and conducts field surveys at lecture rooms and learning support spaces in seven universities located in Seoul. Additionally, it investigates learner requirements to derive practical improvement strategies for spatial design. The findings indicate that the design of spaces supporting learner-centered education requires the reconfiguration of unit spaces based on seven spatial characteristics, including flexibility, adaptability, and connectivity. This study provides cluster-based spatial design guidelines and application cases to support learning activities, serving as foundational resources for improving the environment of university lecture and learning spaces.
