[RE] CONSTRUCTION OF THE STUDENT'S JOURNEY MAP BETWEEN THE RESEARCH AND IDEATION STAGES IN THE DESIGN PROCESSES
DOI:
https://doi.org/10.5377/aai.v1i10.20986Keywords:
Design-Methodology, Design-ResearchAbstract
One of the principal breakdowns in the learning and implementation of design methods in undergraduate university teaching is the obscure process at the moment when the diverse information obtained via research is translated into the ideation phase (for the document, creativity). This lack of assertiveness produces in the students a series of adverse reactions that materialize in the limited application of the design methodologies, causing very poor and inadequate processes in the analysis experience. With time, this transforms into apathetic attitudes towards the discovery and implementation of new methods, and impedes the students’ migration to situations with a greater degree of complexity. Articles related to this topic suggest that there is still not suffcient information that studies how one can optimize the collection of research in view of the generation of new ideas applied to design (Tsenn, Atilola, McAdams & Linsey, 2014; Gonçalves, Cardoso & Badke-Schaub, 2014), which could contribute to the teaching processes, a better understanding of the benefts, limits and prerequisites necessary for the application of design methodologies within a learning environment (Daalhuizen, Person y Gattol, 2014). This investigation revolves around trying to identify the diffculties that students exhibit when incorporating the analysis of information collected into tangible and intangible design products.
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