Line by line, part by part : collaborative sketching for designing

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Härkki , T , Seitamaa-Hakkarainen , P & Hakkarainen , K 2018 , ' Line by line, part by part : collaborative sketching for designing ' , International Journal of Technology and Design Education , vol. 28 , no. 2 , pp. 471-494 . https://doi.org/10.1007/s10798-016-9379-7

Title: Line by line, part by part : collaborative sketching for designing
Author: Härkki, Tellervo; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai
Other contributor: University of Helsinki, Department of Education
University of Helsinki, Maker culture, Design learning and Technology (MaDe)
University of Helsinki, Education of Education


Date: 2018-06
Language: eng
Number of pages: 24
Belongs to series: International Journal of Technology and Design Education
ISSN: 0957-7572
DOI: https://doi.org/10.1007/s10798-016-9379-7
URI: http://hdl.handle.net/10138/310303
Abstract: While sketching has an established role in professional design, its benefits and role in design education are subjects that invite research and opinions. We investigated how undergraduates studying to become design educators and textile teachers used sketching to generate and develop design solutions in a collaborative setting. The students were given an authentic design assignment involving three detailed tasks, one of which was 2D visualisation by sketching. Adopting a micro-analytical approach, we analysed the video-recorded visualisation session to understand how teams used sketching to collaborate and to generate and develop design solutions. To that end, we set three research questions: (1) What ways of collaborative working are reflected in actions of sketching? (2) In what ways do sequences of collaborative sketching contribute to designing? (3) What kinds of collaborative sequences of sketching advance designing? Our analysis identified three collaborative ways of sketching (co-ordinated, collective and disclosed) and confirmed that sketching is an important facilitator of mutual appropriation, adaption and adoption. Next, we identified three ways of contributing to designing, as well as three functions and six capacities for advancing designing. Our analysis shows that sketching can lead to invaluable advances in designing, although each team had its own way of using and benefiting from sketching. We further consider that the teams' diverse sketching processes and rich content owed, at least in part, to the task structure and imposed constraints. We continue to see sketching as an important design tool, one among many.
Subject: 516 Educational sciences
Collaborative design
Higher education
sketching
video analysis
engineering design
REPRESENTATIONS
GENERATION
TASKS
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