位于
参与式行动研究
范围(计算机科学)
工程伦理学
动作(物理)
社会学
公民新闻
参与式设计
行动研究
教育学
主题(文档)
反思性练习
计算机科学
工程类
万维网
物理
人工智能
图书馆学
程序设计语言
机械工程
平行线
量子力学
人类学
出处
期刊:Art, Design and Communication in Higher Education
日期:2020-04-01
卷期号:19 (1): 51-64
被引量:5
摘要
Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.
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