Abstract
Many design frameworks introduced to novices are not compatible with the behaviours and habits of mind of expert designers. This creates a barrier to effective practice, especially when novice designers tackle ill-defined, wicked problems. The W-model is a pedagogical framework that provides a prescriptive design model for novices, enabling them to effectively engage with ill-defined problems. Co-evolution of the problem and solution are mandated through rapid iterations of five design phases: define, ideate, synthesize, assess and reflect. The W-model was tested on pre-college novice designers who used this framework to solve a wicked problem. Results demonstrate that students using the W-model engaged in behaviours associated with informed designers, and were able to effectively and confidently tackle a real-world problem.
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