Abstract
The narrative qualities of a design presentation and subsequent critique comprise a design argument, distilling designers’ rationale for their design, rooted in their process. In this paper, I analyze two consecutive design presentations from an introductory undergraduate human-centered design studio, documenting the argumentation structures students rely upon when “selling” their design. Dominant argumentation structures of these presentation events are described and related to narrative in a human-centered design context.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Blevis, E., & Siegel, M. (2005). The explanation for design explanations. In 11th international conference on human-computer interaction: Interaction design education and research: Current and future trends.
Boling, E., & Gray, C. M. (2015). Designerly tools, sketching, and instructional designers and the guarantors of design. In B. Hokanson, G. Clinton, & M. W. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 109–126). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-16504-2_8.
Boling, E., Siegel, M. A., Smith, K. M., & Parrish, P. (2013). Student goes on a journey; stranger rides into the classroom: Narratives and the instructor in the design studio. Art, Design & Communication in Higher Education, 12(2), 179–194. https://doi.org/10.1386/adch.12.2.179_1.
Cooper, A. (2004). The inmates are running the asylum. Indianapolis, IN: Pearson Education.
Dalsgaard, P., Dindler, C., & Fritsch, J. (2013). Design argumentation in academic design education. In Proceedings of Nordes (Vol. 1, pp. 426–429). Copenhagen, Denmark/Mälmo, Sweden.
Dannels, D. P. (2005). Performing tribal rituals: A genre analysis of crits in design studios. Communication Education, 54(2), 136–160.
Dannels, D., Gaffney, A., & Martin, K. (2008). Beyond content, deeper than delivery: What critique feedback reveals about communication expectations in design education. International Journal for the Scholarship of Teaching and Learning, 2(2), 1–16.
Dewey, J. (1938/2005). Art as experience. New York: Perigee Trade.
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39–72.
Erickson, T. (1996). Design as storytelling. Interactions, 3(4), 30–35. https://doi.org/10.1145/234813.234817.
Fischer, G., Lemke, A. C., McCall, R., & Morch, A. I. (1991). Making argumentation serve design. Human-Computer Interaction, 6(3–4), 393–419.
Gray, C. M. (2013). Discursive structures of informal critique in an HCI design studio. In Nordes 2013: Experiments in design research (pp. 110–118). Copenhagen, Denmark/Malmö, Sweden.
Gray, C. M. (2014). Evolution of design competence in UX practice. In CHI’14: Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1645–2654). New York: ACM Press. https://doi.org/10.1145/2556288.2557264.
Klebesadel, H., & Kornetsky, L. (2009). Critique as signature pedagogy in the arts. In R. Gurung, N. Chick, & A. Haynie (Eds.), Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind (pp. 99–120). Sterling, VA: Stylus Publishing.
Martin, B., & Hanington, B. (2012). Universal methods of design: 100 ways to research complex problems, develop innovative ideas, and design effective solutions. Beverly, MA: Rockport Publishers.
Morton, J., & O’Brien, D. (2006). Selling your design: Oral communication pedagogy in design education. Communication Education, 54(1), 6–19. https://doi.org/10.1080/03634520500076885.
McCarthy, J., & Wright, J. (2004). Technology as experience. Cambridge, MA: MIT Press.
Nelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world (2nd ed.). Cambridge, MA: MIT Press.
Oak, A. (1998). Assessment and understanding: An analysis of talk in the design studio critique. In Engendering communication—Proceedings from the fifth Berkeley women and language conference. Berkeley, CA: University of California.
Parrish, P. (2014). Designing for the half-known world: Lessons for instructional designers from the craft of narrative fiction. In B. Hokanson & A. Gibbons (Eds.), Design in educational technology (pp. 261–270). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-00927-8_15.
Quesenbery, W., & Brooks, K. (2010). Storytelling for user experience: Crafting stories for better design. Brooklyn, NY: Rosenfeld Media.
Smith, K. M., & Boling, E. (2009). What do we make of design? Design as a concept in educational technology. Educational Technology, 49(4), 3–17.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Gray, C.M. (2018). Narrative Qualities of Design Argumentation. In: Hokanson, B., Clinton, G., Kaminski, K. (eds) Educational Technology and Narrative. Springer, Cham. https://doi.org/10.1007/978-3-319-69914-1_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-69914-1_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-69913-4
Online ISBN: 978-3-319-69914-1
eBook Packages: EducationEducation (R0)