Promoting design probes in interior design and in the user-centred analysis of a space in the context of Finnish higher education

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dc.contributor.author Kärnä-Behm, Jaana
dc.date.accessioned 2018-09-21T12:33:01Z
dc.date.available 2018-09-21T12:33:01Z
dc.date.issued 2016-10-24
dc.identifier.citation Kärnä-Behm , J 2016 , ' Promoting design probes in interior design and in the user-centred analysis of a space in the context of Finnish higher education ' , Art, Design and Communication in Higher Education , vol. 15 , no. 2 , pp. 175-189 . https://doi.org/10.1386/adch.15.2.175_1
dc.identifier.other PURE: 54780912
dc.identifier.other PURE UUID: b309be5a-6e34-47aa-b541-eb6429dd1f76
dc.identifier.other Scopus: 84992520784
dc.identifier.other WOS: 000408685400006
dc.identifier.other ORCID: /0000-0002-4812-0568/work/30057844
dc.identifier.uri http://hdl.handle.net/10138/243966
dc.description.abstract Probing is a new, playful co-design method that enables future users to participate in a design process in variant design contexts. This article is based on a case study of applying and developing the probing method as a part of studies of interior design in higher education in craft and design. The article reports probing processes of the university-level students (N=72), training to become textile teachers, and their reflections on the method. The data on the case were collected during two interior design courses held in a single institution in 2014 and 2015. The results outline the students’ processes from the point of view of participation, spaces chosen as well as their reflections. After the students experienced the probing process, they suggested ideas for its application in teaching design in different educational degrees as well as applications in other contexts. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof Art, Design and Communication in Higher Education
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title Promoting design probes in interior design and in the user-centred analysis of a space in the context of Finnish higher education en
dc.type Article
dc.contributor.organization Teacher Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1386/adch.15.2.175_1
dc.relation.issn 1474-273X
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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