Podium 7: Design Creativity in Education
A Renewed Understanding of Creativity is Paramount prior to Introducing Students to a Life Design Attitude
Danish School of Media and Journalism, Denmark
Students of today are faced with the reality of an unpredictable working life in a constantly turbulent and fast-changing world. This has led to an intense focus on entrepreneurship. Yet,we seem to overlook the fact that students are increasingly challenged by stress and depression. We need to rethink education to include knowledge and tools not only for creating a job, but for reshaping life in general. This paper is part of a larger body of research aimed at introducing students to a Life Design Attitude. Research has proven that design can be used in value clarification and lead to changes in inappropriate beliefs and behaviour. In other words, design can be used to create better lives. However, by comparing data from three workshops this paper concludes that prior to introducing students to a design-attitude to life there is an urgent need for a renewed understanding of creativity in educational institutions.
Self-assessment of creative performance with a learning-by-doing approach: getting familiar with Novelty, Quality, Quantity and Variety
1Politecnico di Milano, Italy; 2Universidad Tecnica Federico Santa Maria, Chile
The paper discusses the outcomes of tailored ideation workshops (duration: 3 hours) for students of Design Engineering, not trained in design creativity dimensions and their assessment. 65 participants generated ideas to address a design problem, first individually and then in groups of 4/5 people. They were asked to cluster their ideas intuitively and then according to the structure of the genealogy tree. The reflections on the ideation experience (structured consistently with the Kolb cycle) helped them to easily consolidate their understanding of typical metrics of creativity (Novelty, Quality, Quantity and Variety). A survey questions them after four months from the workshop and the results show that the metrics are still clear, despite some controversial results appear for quantity. The investigation also shows that novelty has become the main driver to self-assess the effectiveness of their creative ideation performance.
Semantic measures in design conversations as predictors of creative outcomes in design education
1Center for Ubiquitous Computing, University of Oulu, Finland; 2School of Architecture, Ariel University, Israel
The analysis of conversations maintained during the design activity can help to gain a better insight into design thinking and its relation to creativity. A semantic analysis approach was employed to inspect the content of communications and information exchange between students and instructors. The goal was to explore design conversations in terms of Abstraction, Polysemy, Information Content and Semantic Similarity measures, and analyse their relation to the creativity of final design outcomes. These were assessed according to their Originality, Usability, Feasibility, Overall Value and Overall Creativity. To this end, design conversations from the 10th Design Thinking Research Symposium (DTRS10) dataset were used. Main results show a significant relationship between Information Content and Originality and Overall Creativity. For instructors, Semantic measures were mainly related to Feasibility, whereas for students the focus was set on the Overall Value of the final solutions.
Too many attributes!: Diminishing the cognitive load of metaphor generation for product design
1Universidad Adolfo Ibañez, Goldsmiths, University of London; 2Engineering Design Department, Universidad Técnica Federico Santa María
Many successful products result from a creative ideation process guided by the use of metaphors. Metaphors are used to embed meaning or values in a final product, or as a tool to structure design problems and generate creative solutions. In the former case, the source of inspiration is selected because it naturally exhibits the required traits, whereas, in the latter, the source might be randomly chosen. In both cases, the final result is achieved by transferring one or more attributes from the source to the target product. Given that the number of transferrable attributes is very high compared to the capacity of human’s working memory, how can we ensure that we are exploring all possible solutions? Are generated metaphors better when all options are in plain sight? In this paper we describe preliminary results drawn from the use of a tool aimed at facilitating metaphor generation for product concepts.