Over the last 12 years, the design research group at the Key Centre for Computing at the University of Sydney has been developing an extensive model of designing, looking at designing as a process in which the concepts of function,... more
Over the last 12 years, the design research group at the Key Centre for Computing at the University of Sydney has been developing an extensive model of designing, looking at designing as a process in which the concepts of function, behaviour and structure of artefacts play a central role. In this paper, we critically analyse this model of designing, focussing on its internal clarity and external empirical validation. We review the model and present the definitions of the key concepts function, behaviour and structure. In doing so we show that one can distinguish at least two different versions of the model. Finally, we raise fundamental questions about the precise location of the transition between structural and intentional descriptions of artefacts in these versions, and about the empirical status of the model as a whole.
Research Interests:
Research Interests:
The problem-solving literature that arose in the 1960s and 1970s in the promising and exciting field of artificial intelligence has had a profound impact on Design Methodology. The introduction of these theories in Design Methodology, at... more
The problem-solving literature that arose in the 1960s and 1970s in the promising and exciting field of artificial intelligence has had a profound impact on Design Methodology. The introduction of these theories in Design Methodology, at the start of the 1970s, helped to ...
Research Interests:
This report of a series of protocol studies of designers at varying levels of competence examines the pedagogical system of integrating developing skills with increasing project complexity as a definition of design expeitise. It comments... more
This report of a series of protocol studies of designers at varying levels of competence examines the pedagogical system of integrating developing skills with increasing project complexity as a definition of design expeitise. It comments on different kinds of problem-solving strategies which are used to ensure the appropriateness of the aims of design education, and assesses the relative importance that novelty and creativity, uncertainty and information, imagination and constructive thought, and drawing and modelling play in the maturation of designers. The results show a lack of predictability, but that the abilities needed for design expertise can be articulated and developed as educational programmes.