This document provides an edited review of my BUZZ research and its outcomes, along with an outline of where I plan on taking that research going forward and how I hope to present those elements in the context of a Symposium.
What I did within BUZZ
Why I did it… (what were the aims of the research)A key aim for me within BUZZ was to gain a greater insight into the day-to-day researching activities of students and to learn more about the degree to which they engaged with their research; how they did so; when and why; and the value of it to them in the context of the ongoing conceptual and visual development of a design project.
I was keen to observe their research in action in this way and to see how they used the data they had gathered to propel themselves forward creatively. I was very interested in studying student ability to select appropriate research methods and relevant researching channels, their ability to edit and filter their research (which for some seemed to cause difficulty) and then also I was keen to see how they interpreted, analysed and brought the research forward – synthesising it into the concept or design development.
In short the “Why I did it” can be answered simply - as someone for whom research is a fundamental element in the design process I was very motivated to learn more about the burgeoning design research skills and activities in the students I teach and was optimistic about how that might inform my future teaching practice.
Why it is relevant / significant… (what has the research informed for me)My research during BUZZ led me to a greater understanding of student approaches to design research.
As a result I am far better informed as to how I can assist the activity; I have a better understanding of how to respond to students researching needs (in both broader theoretical and individual project-led contexts); and also I am developing ways in which my own activity as a designer/teacher/researcher can assist students with their own researching needs at third level.
I imagine most teachers would find inquiry into how their students think about research, work with it and synthesise it to be relevant and significant for them in their own teaching practice and for me this investigation also provided a deeper understanding of theories in action. My research has informed me with many new insights, for example I have a much greater awareness of how my students go about the task of researching, the value they place on it; the difficulities they encounter; how they are recording; the benefits they perceive with
At the end of BUZZ I have a springboard for future transformative plans in my teaching practice and I devised a number of ‘next steps’ for myself as I moved from researching to strategy and innovation in my own teaching practice. These ‘next steps’ are:
1. DESIGN RESEARCH MODEL FOR STUDENTS:
My findings have led me to conclude that students would benefit from a project brief where the researching aspect is a guided element, particularly in relation to visual research. It is assumed that by third year students instinctively know how to research but I’ve found during BUZZ that this is not always the case and that sources can be quite narrow and there tends to be an over reliance on internet searches – particularly Google. I am addressing this within my teaching practice in this academic year.
What I did within BUZZ
The central aim of my BUZZ research revolved around an examination of – if; when; how; and to what degree, research is embedded into the creative design process of 3 of my third year students in BA (Hons) Visual Communication at AIT. The research conducted was ethnographic and involved a case study group of 3 students. This allowed me to delve deeply into the research behaviours of a small group, and carefully study those research activities and experiences using video, photography, interviews etc.
Why I did it… (what were the aims of the research)A key aim for me within BUZZ was to gain a greater insight into the day-to-day researching activities of students and to learn more about the degree to which they engaged with their research; how they did so; when and why; and the value of it to them in the context of the ongoing conceptual and visual development of a design project.
I was keen to observe their research in action in this way and to see how they used the data they had gathered to propel themselves forward creatively. I was very interested in studying student ability to select appropriate research methods and relevant researching channels, their ability to edit and filter their research (which for some seemed to cause difficulty) and then also I was keen to see how they interpreted, analysed and brought the research forward – synthesising it into the concept or design development.
In short the “Why I did it” can be answered simply - as someone for whom research is a fundamental element in the design process I was very motivated to learn more about the burgeoning design research skills and activities in the students I teach and was optimistic about how that might inform my future teaching practice.
Why it is relevant / significant… (what has the research informed for me)My research during BUZZ led me to a greater understanding of student approaches to design research.
As a result I am far better informed as to how I can assist the activity; I have a better understanding of how to respond to students researching needs (in both broader theoretical and individual project-led contexts); and also I am developing ways in which my own activity as a designer/teacher/researcher can assist students with their own researching needs at third level.
I imagine most teachers would find inquiry into how their students think about research, work with it and synthesise it to be relevant and significant for them in their own teaching practice and for me this investigation also provided a deeper understanding of theories in action. My research has informed me with many new insights, for example I have a much greater awareness of how my students go about the task of researching, the value they place on it; the difficulities they encounter; how they are recording; the benefits they perceive with
1. DESIGN RESEARCH MODEL FOR STUDENTS:
My findings have led me to conclude that students would benefit from a project brief where the researching aspect is a guided element, particularly in relation to visual research. It is assumed that by third year students instinctively know how to research but I’ve found during BUZZ that this is not always the case and that sources can be quite narrow and there tends to be an over reliance on internet searches – particularly Google. I am addressing this within my teaching practice in this academic year.
2. DESIGN RESEARCH CLASSIFICATION:
Growing out of the ethnographic research undertaken in BUZZ I will also revisit the effort to make my own ‘classification of design research’. I intend on this leading to a rewriting the assessment criteria for the researching element of briefs within my teaching practice. I intend to review the current criteria and expand the research definition to encompass more individual approaches (as witnessed in my case study students).
3. COLLABORATION SCENARIO:
I have arranged that my students this year will do a collaborative project with the 4th year Social Care students at AIT. Design students will produce an information design piece based on the Social Care students research. We take it for granted that research can inform design; one aim of this project is to show the extent to which design can, in turn, enhance research. I think this will be a valuable exercise in highlighting to design students the importance of understanding research generally and the role of the designer in communicating in a way that aids the viewer in their rocognition, understanding and evaluation of research findings. Information that is presented in a visually compelling way is more likely to intrigue, inspire and engage.
I continued to contextualise and bring understanding to my analysis of my BUZZ research when I moved into the NET module and evaluated the ongoing significance of some of my findings. The main thing to emerge from this is an acknowledgement that there is little available in the way of a practical design research resource, (in fact there is little on the theoretical also) . I have become interested in working on an online resource for those engaged in design research, ultimately providing a space for discussion and the exchange of ideas in the area.
More details on my ideas around this are contained in the last submitted writing (the ‘8 questions’ report).
Finally, my BUZZ research has also resulted in me actively seeking forums, societies, conferences etc around the area of design research. And while I see a ‘gap in the market’ as indicated above, happily I did identify some bodies and events that have significance for me in this area. Again these are outlined in the ‘8 questions’ document e.g. the Design Research Society, pedSIG, Cumulus symposium etc
Who is it relevant / significant to - (what is the wider significance of the research)My research is of significance to design researchers, teachers and practitioners, and others responsible for the delivery of design education. I firmly believe that the role of design research needs to be clarified and developed as it provides such a strong underpinning for design education. Investigating students’ individual approaches to design research has provided me with much discovery and provoked many more questions on how we educators can evolve the process of researching in the studio.
My research in BUZZ enabled me to establish connections between student approaches to design research, and also connections between their design research and my own as a designer/teacher/researcher. Examples include:
- sources of research – what sources are they (we) overly reliant on and how do we encourage expanding these
- methods of research – and the richness of the information growing out of a broadening of these methods – encouraging movement into perhaps more ethnographic research or practice based research for example
- motivating research – more than just ‘selling’ the advantages
- recording research – this was an important stage for the case study group that 2 in particular referred to as an integral part of the researching process itself with implications on how research was synthesised in the context of the design brief and the creative development, I am keen to investigate this area further in particular.
- reflection on research – this follows on from the last point but was further identified when students spoke of the practice of referring back to earlier research conducted as the creative work developed, so that they could refine their responses to that research in this new context eg as the creative work evolved the interpretation of earlier research often evolved also.
These connections have clearly got broader significance to those involved in teaching or practicing design and my observation of them has allowed me to make a leap from ‘researching the research’ into strategy and innovation within my own teaching and practice.
Finally, I intend to make a link with a Special Interest Group within the Design Research Society, known as PedSIG. This special interest group organizes events and discussion in a number of ways to facilitate the exchange and development of best practice in the field of design research.
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