Design Professionals Research Articles

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Design as a Political Object: The Necessary Positioning of the Designer as an Agent of Change.

Faced with what we could consider an act of connivance with the prevailing neoliberal model of leisure and production, the designer has become an apolitical, naïve and blind subject, immersed in the unthinking action of unlimited production. Humanity must feed 8 billion people while at the same time guaranteeing both its survival and the sustainability of the planet. Given this challenge, design must resituate the subject at the centre of the model in all its fields and specialities. This repositioning must come from a politicised, eco-centric and left-wing perspective to become an engine of social change, clearly and openly confronting extreme neoliberalism and its constant growth curve, a model that has placed humanity in a process of programmed self-extinction due to the prioritisation of earnings and profit over our own existence. The upcoming generations of design professionals will play a crucial role in the planet’s future. We are facing a challenge of capital proportions in which all actors in society and the market, among which design is one of the most relevant, will have to work together in unison. From within the interconnected international system that the academy represents, it falls on us to promote and encourage new attitudes that facilitate the repositioning of designers, removed but not alien to the perverse complexities of the extreme neoliberal market. For and because of this, we seek to enervate consciences and promote reflection in pursuit of the consequent revolt, which, if disregarded, will condemn us to failure as a society and as a species.

Co-designing an artificial intelligence (AI) literacies framework for learning designers

Advances in artificial intelligence (AI) are undoubtedly changing the practice and profession of learning design. While the full impact is yet to be realised, learning designers grapple daily with the challenges, risk, and opportunities these technologies represent for changing how students learn, how faculty teach, and how we design. So, what knowledge, skills, and mindsets do learning designers need to survive and thrive in a post-AI higher education sector? This paper reports on a project to co-design an AI literacies framework for and with a team of learning designers. Using the world café method, we conducted an online workshop with a group of 18 learning designers, drawing on our collective experience and expertise to ideate and refine the essential elements of an AI literacies framework. The data generated was then coded and thematically analysed to develop a practical framework comprising four domains and 16 specific elements, each elaborated to describe the knowledge, skills, and mindsets required for post-AI learning design. This framework informs the development of training programs and professional learning opportunities for learning designers.

Practical implications for design professionals: integrating emerging patterns into new media interface design

ABSTRACT In the new media era, visual communication design (VCD) in interface design (ID) relies on critical design patterns—layout, color, typography, and interactive elements—that are essential for user engagement. This study investigates these design patterns in ID, drawing on responses from 760 professionals, including UI and UX designers, researchers, and industry experts. Data analysis with SPSS revealed key trends, common practices, and areas for innovation, informing strategies for improved user experiences in new media interfaces. By highlighting emerging patterns and addressing literature gaps, the study offers valuable insights into design preferences and challenges faced by professionals, with implications for educational curricula, tool development, cross-disciplinary collaboration, and user-centric guidelines.

MENTORING INSTRUCTIONAL DESIGNERS IN HIGHER EDUCATION: A NEEDS ASSESSMENT

This study benchmarked the mentoring needs of instructional design (ID) professionals working within a broad range of institution types across higher education. Data from 65 participants was collected using a needs assessment survey. ID respondents categorized 27 discrete mentoring needs into high, medium, and low priorities. Statistical analyses revealed communication skills as the highest mentoring need, while scholarly research and publication was the lowest. Years of career experience, team format, and team size were factors that distinguished the mentoring needs of IDs. The mentoring needs of IDs with between 3–7 years of experience significantly differed from their novice and senior colleagues as they strived to advance their careers. Implications for mentors, mentees, and institutions are discussed.

An intelligent font generation system based on stroke inference, mitigating production labor and enhancing design experience

Traditionally, font design has relied on manual craftsmanship by designers, a time-consuming and labor-intensive process that can take over a year to complete a new font family. Despite advancements in computer vision and graphics enabling the automation of font generation, creating high-quality fonts meeting commercial standards remains a technical challenge. Current automatic font generation technologies have not fully met production demands, mainly due to their lack of focus on generating glyphs that can be decomposed into strokes and their ineffective post-processing interaction, particularly for Chinese fonts. This study presents an innovative system for intelligently generating Chinese character fonts. The system utilizes a stroke database created by professional designers and combines font images generated through style transfer learning to perform stroke inference for font generation. The system’s core lies in its unique stroke inference mechanism, accurately identifying and matching strokes within font images to efficiently align with standard stroke data in the database. This approach not only improves the precision of font generation but also streamlines subsequent processing steps. Compared to traditional font design systems, our system shows significant advantages in generating fonts suitable for commercial use. It not only aids designers in enhancing work efficiency but also has the potential to greatly increase the production efficiency of font libraries. Moreover, the system’s design is scalable, offering extensive application prospects for future expansion to other East Asian scripts like Japanese and Korean.

American Scenic Design and Freelance Professionalism by David Bisaha (review)

American Scenic Design and Freelance Professionalism by David Bisaha (review)

Effect of Beta-Alanine Supplementation on Maximal Intensity Exercise in Trained Young Male Individuals: A Systematic Review and Meta-Analysis.

Beta-alanine is a nonessential amino acid that is commonly used to improve exercise performance. It could influence the buffering of hydrogen ions produced during intense exercise and delay fatigue, providing a substrate for increased synthesis of intramuscular carnosine. This systematic review evaluates the effects of beta-alanine supplementation on maximal intensity exercise in trained, young, male individuals. Six databases were searched on August 10, 2023, to identify randomized, double-blinded, placebo-controlled trials investigating the effect of chronic beta-alanine supplementation in trained male individuals with an age range of 18-40years. Studies evaluating exercise performance through maximal or supramaximal intensity efforts falling within the 0.5-10min duration were included. A total of 18 individual studies were analyzed, employing 18 exercise test protocols and 15 outcome measures in 331 participants. A significant (p = .01) result was observed with an overall effect size of 0.39 (95% confidence interval [CI] [0.09, 0.69]), in favor of beta-alanine supplementation versus placebo. Results indicate significant effects at 4weeks of supplementation, effect size 0.34 (95% CI [0.02, 0.67], p = .04); 4-10min of maximal effort, effect size 0.55 (95% CI [0.07, 1.04], p = .03); and a high beta-alanine dosage of 5.6-6.4g per day, effect size 0.35 (95% CI [0.09, 0.62], p = .009). The results provide insights into which exercise modality will benefit the most, and which dosage protocols and durations stand to provide the greatest ergogenic effects. This may be used to inform further research, and professional or recreational training design, and optimization of supplementation strategies.

Shifting Paradigms: Semiotic Reading of the Built Environment Transformations in Lithuania 1986–2004

Summary The research delves into the complex and multi-layered transition of Lithuania from a Soviet to a post-Soviet society, focusing on the architectural landscape as a reflection of ideological shifts. It explores the period from Gorbachev’s initiation of perestroika in 1986 to the Baltic States’ entry into the EU and NATO in 2004, a time marked by significant transformations within the architectural, social, and political realms. First, using Greimasian Square, the study categorises and analyses the reactions toward Soviet Modernist architecture, observing the gradual shift from a representation of state ideology to a canvas reflecting a myriad of individual and collective experiences, also assuming the artistic value of the architects’ output. Second, utilising frameworks from Western architectural criticism figures such as Peter Blake, Robert Venturi and the Situationists, the study contextualises and collates with architectural trends in public interiors or private constructions in Lithuania. Additionally, presumptions are correlated with a crisis in the architectural profession, characterised by a rise in private constructions without architects. Through semiotic view architectural discourse becomes a vital element in understanding the broader cultural and political shifts in post-Soviet Lithuania.

Clients and carers: Healthcare professionals’ roles in medical device development processes in SMEs

Purpose of the article With the call for patient-centred healthcare, designers and healthcare professionals collaborate increasingly, as both health and design researchers advocate closer engagement between the two. Yet the existing literature is scarce in describing the actual roles taken up by healthcare professionals in these collaborations. Addressing this gap, this article investigates the participation of healthcare professionals in medical device development in SMEs. Materials and methods The research context is Ankara, Turkey, where most design and development activities in medical sector are geared towards export substitution, undertaken with limited resources. The analysis is based on data gathered through semi-structured interviews with 32 professionals, including design professionals, managers, physiotherapists and engineers involved in the design of around 25 medical devices. Results and conclusion This article identifies four main roles that healthcare professionals take in medical device development: business partners, expert users, mediators, and medical professionals. These roles entail diverse responsibilities with various objects of collaboration with designers, making significant contributions to medical design.

Exploring contemporary visualization of traditional Chinese arts: Relationship between calligraphy elements and visual communication effects

This study aims to explore the relationships between calligraphy elements, visual communication effects and cultural significance in the context of contemporary visualization of traditional Chinese arts. Thematic analysis was conducted on interview responses to uncover insights into the complex dynamics at play. In-depth interviews with professionals and scholars provided firsthand perspectives on integrating calligraphy elements in visual communication, the effects of visual communication on audience perceptions and the role of cultural heritage in design practice. Comparative analysis with existing literature further enriched the understanding of the variables’ relationships and their implications for theory and practice. The findings reveal intricate relationships between calligraphy elements, visual communication effects, and cultural significance. Calligraphy elements enhance visual communication by imbuing design materials with cultural depth, authenticity and emotional resonance. Visual communication influences audience perceptions of cultural significance, shaping their attitudes and behaviors towards cultural artifacts and representations. Furthermore, cultural heritage informs design practice by providing a rich source of inspiration and meaning, guiding the creation of culturally resonant and effective communication materials. This research contributes to theoretical advancements in visual communication, cultural studies and design theory by uncovering insights into the relationships between calligraphy elements, visual communication effects, and cultural significance. The practical implications for professionals in design, marketing and cultural heritage preservation include providing practical guidance for creating culturally resonant communication materials and informing policies and initiatives that support the preservation and promotion of cultural heritage.

How can level of trust in conditional driving automation vehicles be improved? Road condition feedback strategies and the mediating role of anxiety

ABSTRACT Conditional driving automation (CDA, Level 3) vehicles will become widespread in the next few years. The driver only needs to take over the vehicle in an emergency and pay attention to the feedback from the vehicle. However, the mechanism by which feedback strategies and drivers' emotional factors influence drivers' levels of trust in automation is not clear. This study compares the effect of three road condition feedback strategies on drivers' trust in automation: no feedback, concentrated feedback (multiple feedback messages are presented together before the takeover request is issued) and real-time feedback (the road condition messages are fed in real time based on changes in the external environment). The mediating effect of anxiety in the relationship is also examined by a within-subjects factorial simulated driving experiment (N = 41). The anxiety score was significantly lower in the real-time feedback group than in the other two groups, but the level of trust in automation was significantly higher. Furthermore, an analysis of the mediating effect showed that anxiety plays a fully mediating role in the relationship between real-time feedback and the level of trust in automation. This finding will help professionals design more trustworthy feedback strategies from a psychological perspective.

Stakeholders’ perceptions of and willingness to pay for circular economy in the construction sector

Adopting Circular Economy practices in the construction industry can help reduce greenhouse gas emissions. However, many barriers exist to adoption, and current perceptions of and willingness to pay for circularity have yet to be quantified. This study seeks to understand the various perceptions of circularity in the construction industry, characterize uncertainties and risks, and identify economic incentives and opportunities that could accelerate circular adoption via an industry survey of three stakeholder groups. 58 stakeholders filled out part of the survey, and 42 stakeholders completed the majority of questions. Real estate developers are willing to pay an average premium of 10% for construction costs if there’s a minimum embodied carbon reduction of 53%. Design and construction professionals and material suppliers were also surveyed. Reasons for adopting circular practices were primarily driven by client, design team, and net zero goals. The results of this survey begin to characterize the economic landscape of what is needed for a circular transition in the built environment.

Las Polémicas de la Relación Espacio Social y su Influencia en la Forma Urbana en Ciudades Contemporáneas

This essay explores the polemics of the concept “social spatial.” Four main axes of thought can be distinguished: social space as the material environment of social groups; social space as a relational establishment of positions; social space as a dialectical approach to the society-space relationship; and, finally, the threads of constructivism that question the opposition of society and space from a post-structural perspective. This essay attempts to situate these four perspectives within the literature that pays attention to social theory, social geography, urban studies and their implications for the spatial professions of urban planning, urban design, architecture and civil engineering. These four perspectives of social space are complementary from a theoretical point of view. Its application in social research often occurs simultaneously within and among different disciplines, depending largely on the object of analysis, and how geography is defined. I argue that these four theoretical perspectives define geography differently as either functional space, central places, territoriality, or lived places. Moreover, these perspectives and their respective definitions of geography influence practice and professional policy that affect urban form. This essay pays attention to the link between knowledge and practice that have created contemporary socio-spatial environments.

AI-Enabled Multi-Mode Electronic Information Innovation Practice Teaching Reform Prediction and Exploration in Application-Oriented Universities

In view of professional learning and practical training in traditional electronic information education of application-oriented universities, this paper constructs electronic information–innovation practice teaching reform (EI-IPTR).In this scheme, by an integrating artificial intelligence (AI)-enabled curriculum with a multi-mode integrated platform and open-style module, big data-based comprehensive education resources are optimally configured. We jointly perform the multi-mode construction of innovative practice teaching, professional education stage design, and teaching management improvement, respectively. Subsequently, new practice teaching mechanisms with information technology and its implementation and management methods are established to achieve better teaching effects. It first strengthens learning and intra-group competition to promote students’ innovation in competitions. Then, the AI technique, i.e., attention mechanism-aided long short-term memory (LSTM), is used to model individual students’ abilities. Thus, it accurately evaluates them for teachers to efficiently manage their teaching process in accordance with their aptitude. The teaching reform practice verifies that the AI-enabled big data optimization of teaching reform has a better effect by the above multi-mode innovation. It exhibits an obvious improvement in the quantity and quality of students’ professional knowledge, personal ability, teamwork, and innovative practice. It is also in accordance with the independent completion of practical course teaching in the analysis of big education data. In addition, it realizes high-quality practical teaching by combining multi-mode, multi-level, and open discipline foundations together with efficient, professional skills.

Serious Games for Education and Training in the Humanitarian Sector: State of the Art

Serious games and game-based learning have seen slow and stymied adoption in the humanitarian sector, despite their general efficacy as training tools. We looked at over 120 games released between 1990 and 2023 that dealt with topics relevant to the humanitarian sector such as disaster risk management, conflict mitigation, human rights and sustainability, and applied the following filters - serious games, games for education and training, and non-commercial games - to obtain a list of 89 serious games that were designed for awareness, education or training in the humanitarian sector. We then noted their accessibility and investigated the following information for each - year of release, developer, format, platforms, context, purpose, target audience, NGOs involved and related research papers - to understand the trends, challenges and future potential of games as a research and pedagogical tool in this field. Of particular interest to us was the subset of 31 training games aimed at professionals, policy makers and stakeholders. We noted concerning trends regarding the accessibility and longevity of games in this field, and tracked recurrent issues facing the development and dissemination of these games, such as the need for a trained facilitator, the difficulty of adapting the content to new settings, a lack of scientific frameworks to guide their design and a lack of long-term impact metrics. However qualitative surveys conducted by the game designers and some third-party researchers indicate that these games remain a valuable addition to traditional forms of education and training and help enliven a difficult topic through experiential learning. We thus propose that involving professional game designers, embracing digital formats, and investing in archiving and long-term impact studies will greatly benefit the development and accessibility of games for humanitarian education and training.

Symposium 3: Content and Language Integrated Learning

European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is at risk of becoming a ‘buzz word’ without evidence-based research on emerging CLIL practices. This paper suggests a framework for practice-based research in the initial steps of CLIL implementation into HE curriculum and considers expansive learning theory as a theoretical and analytical framework to advance knowledge creation. The deliberate construction of a transciplinary networked learning community is advanced as the outcome and vehicle as the first initiative for CLIL implementation. The partnering and convergence of the knowledge expertise of language experts and subject experts in collaborative reflective practice enhances networked learning within and beyond the institutional boundaries, professional development and learner multiliteracies, including languages, culture, content and digital media. The context for this study is within tertiary architectural education in France where students study architecture in the first language, French, and Language and Communication Skills in the additional language of English as a separate discipline. This lack of convergence appears at odds with the emerging trend and evolution of transdisiplinarity in architectural education and practice where academia and associated professions of architecture, design and engineering increasingly teach, practice and research collaboratively. This desk-based research first examines the significance of CLIL in the European context, its variants, along with the challenges and drawbacks in crossing disciplinary boundaries. The implications for language and disciplinary practitioners and their role are discussed. Transdisciplinary collaborative work, teaching and learning can bridge language and knowledge barriers between the different disciplines in and through the fusion of language learning of, for, and through the languages of architectural practice and content, leading to innovation in curriculum development. Relational agency, in other words calling on the capacity of individuals to jointly work and learn with other practitioners, pedagogies, theories and resources distributed within institutional settings, given that a supportive learning community is possible, can lead to enhanced professional agency, in other words the capacity to act effectively informed by appropriate professional knowledge.. This paper concludes that further research is needed on relational agency within collective activities, such as networked learning communities to advance CLIL implementation.

Pushing the Boundaries of Architectural and Engineering Education

This study investigates the impact of an interdisciplinary and collaborative approach to architecture and engineering education through a case study analysis based on a Solar Decathlon studio conducted in Turkey. The studio, which competed in the Solar Decathlon Design Challenge 2024, engaged architecture and engineering students, academics, and professionals in collaboration with design and industry partners to repurpose an abandoned school site. The study uses a hermeneutic methodology to explore the lived experiences of team participants and assess the outcomes, benefits, and challenges of the interdisciplinary and collaborative studio experience in developing a professional horizon and design knowledge and skills to address contemporary issues. Through semi-structured interviews, surveys, and thematic analysis, the study sheds light on the symbiotic relationship between academia, industry, civil society, and state departments in architectural and engineering education. This research contributes to understanding the potential of interdisciplinary design education in addressing the 21st-century problems in the built environment.

Collective and individual practices in popular music: Differences between semi-professionals and professionals in Austria and Germany

Collective and individual practices are essential for popular music bands and their members when preparing for public performances. This study addresses the interplay of collective and individual practices in a sample of 82 members of semi-professional and professional popular music bands in Austria and Germany. Utilizing a structured questionnaire, practices were assessed within collective and individual practice contexts, and attributes and experiences pertinent to the current band and individual members were examined in terms of their reciprocal interplay, differences between semi-professionals and professionals, and relationships with the experience variables of groups and individuals. The results showed that collective and individual deliberate practices and the use of practice strategies were related in both practice contexts. Members of professional popular music bands invested significantly less time in collective practice for fun and significantly more time in individual deliberate practice. The results provide deeper insights into the interplay of collective and individual practices in music bands, the differences between semi-professional and professional practice designs, and the relevance of practice and professional experience for accomplishing professional music performance in general.

Landscape architecture as democratic practice: learning from participatory methods and motivations in community-engaged design

To guide and advance participatory and democratic landscape architecture practice, this study investigates the participatory methods and motivations of community-engaged design (CED) practice aligned with the principles of democratic professionalism (DP). A content analysis of semi-structured interviews with 17 experienced scholar-professionals in landscape architecture and related professions whose praxis is rooted in participatory principles (1) identified a toolbox of essential task-sharing methods and strategies based on typical landscape architecture project stages (site analysis/data collection, planning and design, and implementation and post-implementation), and two key themes—relationship-building and communication, and (2) found the principal motivations driving democratic design practices to be empowerment and advocacy, community engagement ethics, and democratising professional paradigm. Task-sharing approaches identified in landscape architecture practice exemplify how DP values can be embedded in all phases of a CED project. This study also affirms the position that landscape architecture as a profession has the potential to advance DP.