anchoring the design process: A framework to make the designerly way of thinking explicit in architectural design education

This thesis proposes a framework to address the design process in design education. Building upon the assumption that teachers, being professional designers, do not discuss the design process in the architectural design studio and do not have a vocabulary to do so, five generic elements or anchor points are defined which represent the basic...

Making the design process in design education explicit: two exploratory case studies

The aim of design education is that students learn to think and act like designers. However, the focus in the design studio is mainly on the design product, whereas the ‘why and how’ of the design process are barely addressed. A risk of learning by performing real-life tasks without addressing the skills involved, that is, without receiving...

The tacit design process in architectural design education

The purpose of the architectural design studio is that students learn to think and act like designers. However, communication between teachers and students seems to be problem- atic. Teachers barely seem to explain how designers work, which may be confusing for stu- dents. To learn professional reasoning processes and strategies, different...

Urban and regional design: Making the design process explicit

Urban and regional design are fundamental skills in the field of urban studies. Designing is 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 what to do. Learning a complex skill like designing, is a matter of doing and...

Socio-cultural dimensions to sharpen designer's cultural eyeglasses

This paper answers the question, how the dimensions that have been developed by anthropologists to typify cultures, can support designers in user-centred design processes. An analysis and evaluation of the use of cultural dimensions in design projects was performed. Although many of the dimensions found in the literature appear relevant for...

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

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...

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

Designing is a complex, personal, creative and openended skill. How can teachers help students in learning to design?