Review and Reflect
Sesión asincrónica de acceso permanente
Design Guided by Rules: Introducing Alternative Design Variables in the Textile Design Process View Digital Media
Paper Presentation in a Themed Session Tonje Kristensen Johnstone
Searching for ways to develop the field of textile design, this research aims to explore and introduce abstract design variables in surface pattern design processes. Workshop experiments with design students were used as a practical method. The purpose of the workshops was to introduce rules as design variables, and to understand the roles that they play in design processes and how they affect a design outcome, in order to open up for unexpected and unpredictable results. Another aim was to provide a foundation for reflection and critical discussion about using unconventional means for developing methods in pattern design and how that can influence the design process. The results show that the students’ design solutions were clearly influenced by the provided rules and opened up for another approach and awareness to alternative design methods. The analysis utilised a phenomenographic approach, wherein the intention was to study and describe the different types of experiences that can occur when designing surface patterns with these design variables, and to catalogue examples of the ways in which the participants interpreted these in their design processes. The implication of this research is in-depth knowledge of the field of textile design and surface patterns, and the highlighting of an area that is rarely in focus within design research. The main purpose has been to contribute to a broadening of the understanding of the design of surface patterns; to open up, develop and change design processes.
Observational Methods and Assessment Criteria in Interior Design for Children with Autism Spectrum Disorder in Kindergartens: Developing Interpretative Frameworks for Sensory-Sensitive Educational Environments View Digital Media
Paper Presentation in a Themed Session Melis Canlı
This study investigates the observational methods, interpretative frameworks, and assessment criteria used to evaluate interior design in kindergartens for children with Autism Spectrum Disorder (ASD). Recognizing the unique sensory and spatial needs of these children, the research aims to develop robust methodologies to observe and interpret their interactions within educational spaces. The approach includes a comprehensive literature review, the creation of observation protocols, and the establishment of design assessment criteria. Case studies of kindergartens specifically designed for children with ASD are analyzed using these methods. Expert interviews with child development specialists, psychologists, interior designers, and educators inform the interpretative frameworks. Observations of children's behaviours and interactions within these environments provide empirical data to assess design effectiveness. The findings are expected to contribute to the development of standardized assessment criteria, enhancing the creation of inclusive and supportive learning environments for children with autism.
“I LIVE POLITO” - Co-Designing Policies for Inclusion : Shifting to a GEDI Perspective in Higher Education Governance View Digital Media
Paper Presentation in a Themed Session Giulia Beltramino, Claudia De Giorgi
The "I LIVE POLITO" workshop initiative at Politecnico di Torino highlights the role of design in shaping social policy by promoting Gender Equality, Diversity, and Inclusion (GEDI) through participatory methodologies. Launched by the Vice-Rectorate for Equal Opportunities, Inclusivity, and Quality of Life, the initiative adopts a strategic and political approach to embedding diversity and inclusion into the university's governance framework. Anchored in a co-design process, the workshop brought together approximately 50 representatives from across the university, including students, faculty and staff, to collaboratively explore key themes: "Equality", "Accessibility" and "Well-being". Facilitated by an interdisciplinary team and supported by an external communications agency, participants identified systemic challenges and proposed actionable strategies to foster inclusivity and enhance organizational well-being. Building on these outcomes, the workshop has initiated an ongoing process to define GEDI actions for the university’s next Strategic Plan. This process, structured around three parallel working groups, adopts a bottom-up approach that actively involves students, teachers, technical-administrative staff, and university governance. It seeks to establish clear objectives and implement feasible, shared, and measurable policies, ensuring Politecnico di Torino evolves into a more inclusive and accessible institution. The results of this participatory framework have informed a comprehensive report that will shape the forthcoming Gender Equality, Diversity and Inclusion Plan, aligning with Horizon Europe eligibility criteria. By integrating diversity into strategic planning, the "I LIVE POLITO" initiative demonstrates the potential of design to drive social innovation, fostering ethical and democratic policy-making while enabling sustainable institutional transformation in Higher Education.
Exploring Spaces for Further (Re)connecting Tacit and Codified Knowledge in Product Design: Challenging Knowledge Hierarchy in Academia View Digital Media
Paper Presentation in a Themed Session Anne Marchand
Codified knowledge has traditionally been prioritized in universities over tacit knowledge or know-how. While the former is formal, systematic and can be easily disseminated through words and numbers, the latter refers to informal, experiential knowledge and skills that are more difficult to express and transfer through writing and theories. Recognizing that “we know more than what we can tell”, one could argue that codified knowledge alone presents limits in encompassing and expressing the diversity of knowledges. The purpose of this paper is to: 1) reflect on the origins of this hierarchy in academia where universities were founded on scholasticism and on the principle that manual skills, linked to tacit knowledge, were distinct from the higher intellectual knowledge the universities sought to pursue and preserve; 2) emphasize that the dominant system of knowledge in universities is a construction rooted in a specific heritage and that alternatives in indigenous cultures and societies suggest to us that this could be otherwise; and 3) highlight key authors who have challenged this dichotomy in product design, specifically with regard to craft skills. The paper explores the enriching potential and implications of further recognizing the value of “knowing and disseminating otherwise”, as well as the holders of precious know-how, for design research and education.
