This is a Voicethread recording of my presentation. I have also done a Screencast presentation but because I recorded with the camera on - the result was that my talking head obscures some of my presentation slides. The streaming is smoother than on this Voicethread though so I may post it also here on the blog.
My Script Text for NET Symposium Presentation
Thursday, October 4, 2012
Tuesday, September 25, 2012
NET Initial Proposal / BUZZ Review
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.
NET ACTIONS Questions
NET ACTIONS
1. Given BUZZ outcomes what outside link(s) have you made (or intend making)?
The Design Research Society is a multi-disciplinary society for the design research community worldwide. The DRS was founded in 1966 and facilitates an international design research network in around 40 countries. The DRS cite 3 main aims:
- recognising design as a creative act common to many disciplines
- Understanding research and its relationship with education and practice
- Advancing the theory and practice of design
I intend on making a link with a Special Interest Group within the Design Research Society, known as PedSIG. This special interest group is “focused on design pedagogy and aims to bring together design researchers, teachers and practitioners, and others responsible for the delivery of design education, to clarify and develop the role of design research in providing the theoretical underpinning for design education”. The group organises events and discussion in a number of ways to facilitate the exchange and development of best practice in the field. The contact person over this group is Professor Michael Tovey, Director for Design, Coventry University, Priory Street, Coventry CV1 5FB (+44 (0)797 498 4720)
I have done extensive searching to find an Irish agency focused on design research to link with, but all searches have led down blind alleys. There are 2 groups that seemed the most promising: First is the Centre for Design Innovation, headed up by Toby Scott, which is linked with Sligo IT. This group are more primed for product design and are more focused in business innovation however I may establish a link with them at a later stage in my on going work. Another group I uncovered are called ‘Design Research Group’ consisting of lecturers at NCAD. Their Blog has been inactive since 2009 so it appears they may have dissolved, however, again I may look into contacting a few members once my e-folio is in place
2. Who within the community group are you liaising with to identify mutual concerns?
Pamela Heaney - there is common ground with regard to the educational level of the students we teach and we have had strong cross over’s in our investigations to this point in the MA. These common strands are emerging all the more within our NET inquiries with both of us engaged in looking at design research and its place within the creative process.
I will also liaise with Audrey Fitzgerald. We share and discuss ideas freely and while mutual concerns within NET are still evolving, we have identified potential link ups based on our work in the previous modules.
3. What key point(s) (300 words please) do you intend to make at the symposium?
As referred to in Question 1 above I had great difficulty in sourcing an Irish design research resource. It is my intention that the portfolio will grow into an online resource for those engaged in design research, ultimately providing a space for discussion and the exchange of ideas in the area.
Given the timeline to the end of the masters the e- portfolio I create now will act as a primer.
So some key points in my symposium presentation will be:
1. Given BUZZ outcomes what outside link(s) have you made (or intend making)?
The Design Research Society is a multi-disciplinary society for the design research community worldwide. The DRS was founded in 1966 and facilitates an international design research network in around 40 countries. The DRS cite 3 main aims:
- recognising design as a creative act common to many disciplines
- Understanding research and its relationship with education and practice
- Advancing the theory and practice of design
I intend on making a link with a Special Interest Group within the Design Research Society, known as PedSIG. This special interest group is “focused on design pedagogy and aims to bring together design researchers, teachers and practitioners, and others responsible for the delivery of design education, to clarify and develop the role of design research in providing the theoretical underpinning for design education”. The group organises events and discussion in a number of ways to facilitate the exchange and development of best practice in the field. The contact person over this group is Professor Michael Tovey, Director for Design, Coventry University, Priory Street, Coventry CV1 5FB (+44 (0)797 498 4720)
I have done extensive searching to find an Irish agency focused on design research to link with, but all searches have led down blind alleys. There are 2 groups that seemed the most promising: First is the Centre for Design Innovation, headed up by Toby Scott, which is linked with Sligo IT. This group are more primed for product design and are more focused in business innovation however I may establish a link with them at a later stage in my on going work. Another group I uncovered are called ‘Design Research Group’ consisting of lecturers at NCAD. Their Blog has been inactive since 2009 so it appears they may have dissolved, however, again I may look into contacting a few members once my e-folio is in place
2. Who within the community group are you liaising with to identify mutual concerns?
Pamela Heaney - there is common ground with regard to the educational level of the students we teach and we have had strong cross over’s in our investigations to this point in the MA. These common strands are emerging all the more within our NET inquiries with both of us engaged in looking at design research and its place within the creative process.
I will also liaise with Audrey Fitzgerald. We share and discuss ideas freely and while mutual concerns within NET are still evolving, we have identified potential link ups based on our work in the previous modules.
3. What key point(s) (300 words please) do you intend to make at the symposium?
As referred to in Question 1 above I had great difficulty in sourcing an Irish design research resource. It is my intention that the portfolio will grow into an online resource for those engaged in design research, ultimately providing a space for discussion and the exchange of ideas in the area.
Given the timeline to the end of the masters the e- portfolio I create now will act as a primer.
So some key points in my symposium presentation will be:
- Lack of current resource nationally for designers/teachers/researchers interested in design research;
- Given my personal experience in the Masters witnessing the benefits of a community of practice I believe that a forum for the exchange of ideas in this area would be hugely beneficial;
- I will use my portfolio to illustrate the impact of research on my own creative output.
REV/COP/BUZZ creative offerings acting as a ‘case in point’ as it were, with research existing at the heart of the creative expression
- I will bring the audience broadly through the folio to demonstrate the points…
nested within these elements I will give a general run through of e.g a subject overview; a short showcase of my personal creative work growing out of my Masters research (a case in point almost) ; a comment or query field; links to other relevant agencies I will contact my ‘outside’ link (pedSIG) to seek advice and guidance going forward – although I anticipate this resource being less academic/theoretical and more practical in its nature than that of the DRS’ work
4. Indicate one strong initiative for a post programme action.
+ The intention to evolve the e folio workspace into an online resource forms a huge part of my intentions for post programme activity
+ Another post programme action for me is to hopefully attend the next Conference being held by the Design Research Society – DRS//CUMULUS Oslo 2013. It’s the 2nd International Conference for Design Education Researchers 14-17 May 2013. The conference theme is:
DESIGN LEARNING FOR TOMORROW – DESIGN EDUCATION FROM KINDERGARTEN TO PhD
It is organised by (1) Oslo and Akershus University of Applied Sciences, Faculty of Technology, Art and Design (2) the DRS and (3) CUMULUS – the international Assoc. of Universities and Colleges of Art, Design and Media.
Whatever the theme for the 2014 Conference, I am confident looking at previous years papers that my Masters investigations will comfortably fall with its’ parameters and I will continue my own research over the coming months so that that the writing is tailored accordingly. The writing requirement for paper submission is 3000 – 5000 words with an initial abstract submission of 800 words. At the last DRS conference initial proposals numbered 600 from which 380 authors were asked to submit full papers. 250 full papers were then received and following judgements 150 papers selected for presentation at conference and subsequent publication in the proceedings. So there is a good acceptance ratio of 4:1 from initial submission to presented paper. Authors of accepted papers will be invited to present their work at DRS 2014 Umea. Each presentation will last 20 minutes and be followed by 10 minutes of questions and/or discussion+ And finally, in a follow up to my REV projects on Synaesthesia, I am also considering contacting the Institute of Neuroscience in Trinity College Dublin where there is a research group dedicated to finding out more about this fascinating, multi-sensory condition. I have gotten the name of a psychologist there heading up the research - Dr Kylie J Barnett, and have read that they are currently seeking people with synaesthesia within Ireland to further their research into this fascinating phenomena.
4. Indicate one strong initiative for a post programme action.
+ The intention to evolve the e folio workspace into an online resource forms a huge part of my intentions for post programme activity
+ Another post programme action for me is to hopefully attend the next Conference being held by the Design Research Society – DRS//CUMULUS Oslo 2013. It’s the 2nd International Conference for Design Education Researchers 14-17 May 2013. The conference theme is:
DESIGN LEARNING FOR TOMORROW – DESIGN EDUCATION FROM KINDERGARTEN TO PhD
It is organised by (1) Oslo and Akershus University of Applied Sciences, Faculty of Technology, Art and Design (2) the DRS and (3) CUMULUS – the international Assoc. of Universities and Colleges of Art, Design and Media.
http://www.hioa.no/DRScumulus has details of the themes that will be discussed.
+ the key post programme action I hope to fulfil will be to submit a paper for consideration at the
Design Research Society’s 2014 Conference at Umea in Sweden. On September 12 (this week) an
open symposium will be held to develop the conference theme and format. As a start for the
collaborative process a group of experts from different areas of design will present and discuss
perspectives on present and future trends in design research.
http://www.drs2014.org/startpage/open-symposium-september-12th/design research.
Thursday, June 28, 2012
BUZZ BIBLE
INQUIRY QUESTION and BACKGROUND:
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.
Having initially spent some time investigating theories on design research methodologies I then began to look very specifically at my central question in the context of the three students' researching activities – within our studio culture at AIT and their research experiences in a broader context also.
THE BOOK:
My aim within this book is to provide a report on my research findings which highlight my perspectives of the students’ researching activities; which demonstrate my teaching as inquiry and which give a springboard for future transformative plans in my teaching practice growing out of my research outcomes and the deeper understanding I now have of theories in action.
One double page spread is dedicated to each individual involved in the process – the 3 case study students and myself. The concept behind the book grew out of a ‘design bible’, which I had mentioned previously and which came up again in a recent tutorial. I used this as my foundation stone in this final element of BUZZ, as a Bible is, in many ways, something that defines a modus operandi and also is, in its simplest definition, a story written down. So in essence I have 4 Gospels – according to James / Ita / Catherine / Steph. The visual style was triggered by Biblical illuminated manuscripts, but each spread is very much an attempt to visually capture the researching style of the individual student. I want to highlight that these are not interpretations of the students’ visual styles but my impressions of their researching modus operandi. The page under my own moniker is a melting pot of these interpretations, combined with a visual commentary of my own.
Saturday, June 9, 2012
Friday, June 8, 2012
BUZZ POSITION STATEMENT
INQUIRY QUESTION:
I also looked at how the students record their research. Again some commonality here – all 3 have quite an organised approach to the recording of their research. For Ita the visual appearance of the research in her pad is very important and she described feeling happy when she perused the pad and felt that she had made sense of the random gathering she had engaged in. She described how she uses the process of pasting in gathered research elements as an opportunity to allow her to reflect and assess what she had gathered, and to question why; and where she viewed the value of it in the context of her project.
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.
Initially my intent was to set about finding evidence that captured
the varying degrees of influence that research was having on the creative and
visual development of the students work. However, I adjusted this inquiry after
a tutorial when I understood that the direction I was headed was becoming too
theoretical and this then led me to hone in, very specifically, to my case study
group of students. I redefined my central question in the context of their
situation within our own studio culture in AIT and their unique and personal
researching activities and experiences. This then emerged as the thrust behind
my own investigations for BUZZ. Symbiotic researching threads emerged and the students’
personal and individual researching skills fueled my own BUZZ research activity
more than I ever envisaged at the outset.
RESEARCH METHODS (some cross over here into types of data and research outcomes)
A huge part of my methodology in the early stages included much
reading, focusing on models of design research. Some of this is documented here
in the blog. A point of interest for me too in doing this was my discovery that
there exists surprisingly little writing and theory on design research
methodologies. Much of my references led me to the relatively new field of HCI
(Human Centered Interface) design. This research was proving to be enormously
informative and I intend to refer back to some of my earlier analysis of it
again at the close of BUZZ when I can integrate it into my findings at the
macro level of my case study group.
However, once I refocused my intentions after engaging in these
theoretical investigations and honed in on specific and individual observation
of my students, my research became engaged in reflection and analysis of their
research activities. The most constant research method I utilised was
analysis of documentary evidence – predominantly
the students’ sketchpads and notebooks. I continue even still to filter the elements
that I have observed and recorded from these and the analysis of them is
ongoing. This research method has been very fruitful in allowing me time to
reflect on their individual research activities. And while there is an intimacy
to pouring over their sketchpads, particularly in reading their notations on
why particular research elements have been included or where they anticipate
the influence of it unfolding within the projects’ creative development there
is, conversely, a curious sense of remove from the process also at times. With
one student in particular there is a sense that it is being filtered or presented
for tutor benefit rather than her own. I discussed this with students in tutorials
and it became clear that in fact this distancing is a technique she employs to
give herself a sense of standing back and assessing the research. I found this
very interesting as it seemed to me that in the creating this distance she
afforded both of us an opportunity to reflect and observe.
The second main method of research I engaged in (and just
touched on above) was tutorials with my students. These were enormously
informative as here the act of my BUZZ research was wholly and completely bound up with
my teaching practice. This method of
researching gave me great insight into the day-to-day researching activities of
the students and crystallised the degree to which each one engaged with their
research; how they did so; and the value of it in the context of the ongoing
conceptual and visual development. In conversation with them I could really see the value, or not in some cases, of the latest installment of their research and also hear how they perceived the value of it. It was fascinating 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, while going off tangents at times also. Again here I was struck by the
tandem nature of the journey we were on together, given my own experience of the research process at the start of BUZZ.
The last element of evidence gathering I engaged in was
structured interviews with the learners involved.
All along I had conducted my research without the case study students
being aware that they were being ‘singled out’ for observation in any way. I
felt that prior knowledge on their part might alter the natural researching
path they might take. As it happened it all unfolded very well with the timing -
with the academic year wrapping up giving me a 1-week window to interview my
students about their researching activities over the course of the case study
project. I videoed these interviews which run between 11 and 16 minutes and
will upload them to the blog shortly. These interviews added a whole new
dimension to my own research activities and are proving to enormously helpful
now at the closing stages of BUZZ. The main aspect in which I am finding them
to be revelatory is with regard to identifying patterns of researching activity
between students. This is in relation to the gathering of information and is
even more evident in characterising
the process of analysis and synthesis they engage in with their research
particularly once they are actively recording it in their pads. (Analysis relating to the sources, methods of investigation,
inquiry and understanding central to the research. Then in the synthesis also
where each student is drawing upon his or her analytical work and investigation
to draft meaningful communications). The 3 students’ ability to understand the
range of issues affecting the creation of a successful visual communication –
audience, the intention with the message/product, materials, the use of
appropriate visual language - all influence the research strands engaged with
and indeed influence their creative direction towards the final form their
individual designed artifact takes.
These interviews allowed the students to give their own account of how
they research and enabled them to describe the value they attach to it. I found
this fascinating as all 3 students aligned their personality types and modus
operandi to the act of researching and then the subsequent analysis and
synthesis of it. They referenced metaphors for researching such as viewing it “as
a reservoir” (Cat Mooney); or “like gathering seeds” (James Killeen).
Each student also spoke of the sense of self-belief, confidence and
trust in their instincts that the researching provides. Disposing of doubt
whether it is in relation to their knowledge on a subject or in relation to the
visual explorations that go hand in hand with the researching activities they
do – validating their creative expression in a way.
Another common element was the degree to which research provided an
enormous source of inspiration for the students (all spoke of being influenced
with regard to colours encountered for example). Again the tandem element of
our researching bubbled to the top here as I became increasingly creatively inspired
through my own researching into their research activity.
TYPES OF DATA GATHERED: (see above..and some cross over into research outcomes)
So from the various methods of research engaged in over the course of
BUZZ the main ‘types’ of data I have gathered are primarily around the
following areas:
I have investigated how my case study students research, and their approach to research in the context of the sample brief that was part of the BUZZ study. But also in a broader
sense too through my conversations with the students. This has proved to be
hugely informative in revealing how each individual tackles researching. These
approaches varied among the group with research being the first port of call
for Ita to get her ‘head in gear’ for the project in hand; James approached the
research a little later once he had some loose directions and ideas in place;
and Cat described her approach to research as something that did not come
naturally but that she did hand in hand with her initial brainstorming.
All 3 said that researching is ongoing throughout the project, although there were differences in their research activity as the project rolled on. Additionally, all 3 students approached the activity in an organised yet intuitive way, with Cat admitting that at times she felt bogged down by research and found herself becoming sidetracked on occasion.
All 3 said that researching is ongoing throughout the project, although there were differences in their research activity as the project rolled on. Additionally, all 3 students approached the activity in an organised yet intuitive way, with Cat admitting that at times she felt bogged down by research and found herself becoming sidetracked on occasion.
I also looked at how the students record their research. Again some commonality here – all 3 have quite an organised approach to the recording of their research. For Ita the visual appearance of the research in her pad is very important and she described feeling happy when she perused the pad and felt that she had made sense of the random gathering she had engaged in. She described how she uses the process of pasting in gathered research elements as an opportunity to allow her to reflect and assess what she had gathered, and to question why; and where she viewed the value of it in the context of her project.
James also had a very structured approach. I was intrigued as he
described how he records his research in his pad. It takes on an almost ‘gallery’
like environment where he carefully selects which elements of the research
should appear along side each other - as he assesses how ‘things bounce off
each other’. He groups things together over the weeks of the project - with
certain elements being pasted into pages of pads that he has moved on from and
filled - like the rooms of the gallery or chapters of a book. He does this
mindful of the viewer of his pad but primarily for himself as he structures his
research in a way that allows him to maximise its' value to him when he needs to
revisit it over the duration of a brief. Another element of note with James’
researching is in the commentaries that accompany it. While like the other 2
students, he includes notes on his analysis of the research, he
also focuses quite closely on his anticipated ‘use’ of the research - how he envisages
it influencing him. The girls do this to a degree also, but not with the same
level of projection that James engages with.
With regard to the time spent on researching again all 3 said they found
it to be a very time consuming activity. However, they also communicated that the value
gained from the knowledge and its contribution to the creative development made
it very worthwhile. Cat in particular felt the time spent researching needed to
be reigned in for her, as she easily found herself spending too much time
engaged in it. The other 2 students revealed that they spend a large amount of
time on research in the initial stages of the brief in particular. Ita then
drops in and out of it - pit stopping with it once the creative progress
slows... using it to refuel and propel her forward once again. James seems to
have a more steady approach to his research, very much keeping it running
steadily in the background throughout the entire project; gathering visual
examples; adding to his understanding of his audience by investigating brands
that focus on similar target markets, and like I mentioned earlier his method
of recording means he interleaves any new research in with earlier elements as
he goes. Cat too does engage her research skills throughout, and does an
enormous amount of investigation, particularly with the visual research – casting
her net wide, she then seems to be a little more buffeted by her findings than
the others who hone in on particular avenues at an earlier stage.
I also investigated how the students apply the research to the creative development – which they all do as they go along. The 2 elements run side by side generally, rather than research being something
that is conducted as a separate entity. In investigating how each student
maps their research onto the various stages of the design process I again identified differences in approaches here, which I
have outlined earlier in this writing, but one thing all 3 agreed on was the
contribution that the research findings make to their design practice.
When researching models of design research earlier in BUZZ I came across
the writing of Sir Christopher Frayling (see earlier “Researching Research’
post on this blog). This led me to some analysis on the blurring between
the act of researching and that of designing. This is something that emerged
again in my observation of the students research activities and in discussions
with them and is something I see myself touching on a little more now again in
the closing weeks of BUZZ.
The primary research tools for the 3 was the Internet - specifically Google
searches. Books and journals also featured. Ita, although at times reluctant,
also utilised interviewing from time to time and found the more personal her
tie to the interviewee or the subject the more she benefitted and enjoyed this
method. Cat and James both gathered and collected visual references to use as a
research, with James also citing music videos, films etc as a source of visual
research and inspiration. The students focused heavily in this brief on visual
research, particularly referencing historical research – looking at existing
logo/packaging/web designs for the area they were investigating. They each also
conducted primary research, investigating their areas through photography and
sketching etc also.
With regard to the level of enjoyment the students get from researching,
James and Ita both commented on how much they enjoy the researching process and
the degree to which it fuels the project. Cat seemed to view it and appreciate
it as part of the process but admitted that is feels like an ‘unnatural’ activity
for her and she also can lose her way within it from time to time. The fact
that it is a marked element within a brief didn’t hold much sway with them
(thankfully) and they, all 3, very much saw its’ impact on the amount of
learning they did within a brief.
Finally here, they all felt the research findings they made defined the
parameters of the brief for them with every aspect of the design being affected
by the discoveries made within the research. For example, they commented that
it helped them to identify the visual culture of the target audience, and
impact on use of space, colour, typeface choice, imagery and imagery
treatments, format, copywriting language etc etc.
RESEARCH OUTCOMES AS I VIEW THEM SO FAR:
I am attempting in this writing to keep to the headings provided in the
mail from Maria, although I have included some outcomes under the headings above – apologies but as time is
against me the structure will have to remain!!
One further point I feel must be part of this analytical audit on the outcomes of the research is in relation to the impact of the researching on the student’s confidence. It unquestionably instills a sense of self-belief in themselves and their creative offerings, the ability to back things up when questioned, the depth of the rationale. Also this gives them a great sense of the inner beauty of their work, and while they may not achieve what they had dreamed of in a visual sense, the fact that they can ‘logic it out’ as a piece of work, that fundamentally the meaning underpinning the visual is undeniable, brings with it a satisfying sense of achievement for them.
One further point I feel must be part of this analytical audit on the outcomes of the research is in relation to the impact of the researching on the student’s confidence. It unquestionably instills a sense of self-belief in themselves and their creative offerings, the ability to back things up when questioned, the depth of the rationale. Also this gives them a great sense of the inner beauty of their work, and while they may not achieve what they had dreamed of in a visual sense, the fact that they can ‘logic it out’ as a piece of work, that fundamentally the meaning underpinning the visual is undeniable, brings with it a satisfying sense of achievement for them.
In brief, the research brings to the students:
* meaning (as a thing of beauty); * confidence; * trust in their creative
instincts; * a building of visual awareness; * a breath of knowledge.
For me, the research outcomes during BUZZ have revolved around a huge
upswing in my * knowledge bank on the working and researching methods of my
students.
I feel that I have witnessed far more closely the degree of learning
that students’ gain from conducting their own research and that has led me to *contemplate my own teaching approaches with regard to this element of
the project. I have decided that in the early stages of year 3 that students would
benefit from a brief where the researching aspect is more guided, particularly
in relation to visual research, which I can see all the more so now, has huge
impact in building the visual awareness within different design disciplines and
in tuning the students into contemporary design styles, approaches. It is assumed that students instinctively know how to research but I’ve
found 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 intend on addressing this within my teaching syllabus going forward into the next academic year.
WHAT REMAINS TO BE DONE:
- upload student videos (in progress) and sketch pad images to blog (or Voicethread -
see below)
- make final decision on final report format – still contemplating
designing a summation piece of my BUZZ research, I have some outline sketches
in place for this piece and a concept for it. However I am still wondering
if my original report idea of producing a Voicethread might be a better
option. In it I will include some of my student sketchpad images and videos
with me voicing over my analysis and observation.
Both would encompass the individual experience of my student case study
group along with capturing something of my own shared experience with the
students and our collective researching activities. Obviously the Voicethread
would be a more detailed and precise expression of my BUZZ analysis, but I am
drawn to a less wordy report and interested in attempting to capture the
essence of my BUZZ experience within a visual piece. I have been creatively producing on my own research within the REV 'creative output' and on into visual mapping piece I produced within COP, and so
the prospect of continuing that is appealing - I will need to tease this out over my next tutorial. Which ever form the report takes it will feature elements of the patterning
and cross referencing of the researching activity of the 3 students, and with my own researching activity also - a shared experience.
- Growing out of the
more ethnographic approach undertaken in BUZZ I will, most likely, also revisit the effort to make my own classification
of research. This in turn will possibly then lead onto rewriting the assessment
criteria for the researching element of briefs within my teaching practice for the coming academic year also.
– This would also include looking at the inclusion of a research focused brief for Semester 1 as outlined above.
These last 2 points would most likely be done post BUZZ and are elements that will materialise into the next academic year starting in September. They are elements affect my teaching practice growing out of the BUZZ experience.
– This would also include looking at the inclusion of a research focused brief for Semester 1 as outlined above.
These last 2 points would most likely be done post BUZZ and are elements that will materialise into the next academic year starting in September. They are elements affect my teaching practice growing out of the BUZZ experience.
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