2019
Gray, Colin M; McKilligan, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard
Using creative exhaustion to foster idea generation Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 1, pp. 177–195, 2019, ISSN: 0957-7572, 1573-1804.
Abstract | Links | BibTeX | Tags: Creativity, Design Education, Idea Generation
@article{Gray2019-go,
title = {Using creative exhaustion to foster idea generation},
author = {Colin M Gray and Seda McKilligan and Shanna R Daly and Colleen M Seifert and Richard Gonzalez},
url = {http://link.springer.com/10.1007/s10798-017-9435-y},
doi = {10.1007/s10798-017-9435-y},
issn = {0957-7572, 1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {29},
number = {1},
pages = {177--195},
publisher = {Springer Netherlands},
abstract = {Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.},
keywords = {Creativity, Design Education, Idea Generation},
pubstate = {published},
tppubtype = {article}
}
Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
2016
Gray, Colin M; Seifert, Colleen M; Yilmaz, Seda; Daly, Shanna R; Gonzalez, Richard
What is the Content of ''Design Thinking''? Design Heuristics as Conceptual Repertoire Journal Article
In: International Journal of Engineering Education, vol. 32, no. 3B, pp. 1349-1355, 2016.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Design Theory, Idea Generation
@article{Gray2016-lq,
title = {What is the Content of ''Design Thinking''? Design Heuristics as Conceptual Repertoire},
author = {Colin M Gray and Colleen M Seifert and Seda Yilmaz and Shanna R Daly and Richard Gonzalez},
url = {https://colingray.me/wp-content/uploads/2019/08/2016_Grayetal_IJEE_DesignHeuristicsConceptualRepertoire.pdf
http://www.ijee.ie/latestissues/Vol32-3B/05_ijee3220ns.pdf},
year = {2016},
date = {2016-01-01},
journal = {International Journal of Engineering Education},
volume = {32},
number = {3B},
pages = {1349-1355},
abstract = {When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of ‘‘design moves’’—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe a set of relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise. We conclude with implications for future research on the development of expertise, and the ways in which methods such as Design Heuristics can enhance this developmental process.},
keywords = {Design Knowledge, Design Methods, Design Theory, Idea Generation},
pubstate = {published},
tppubtype = {article}
}
When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of ‘‘design moves’’—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe a set of relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise. We conclude with implications for future research on the development of expertise, and the ways in which methods such as Design Heuristics can enhance this developmental process.
2015
Gray, Colin M; Yilmaz, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard
Building Students' Ideation Ability through Design Heuristics Proceedings Article
In: LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators, Chicago, IL, 2015.
Links | BibTeX | Tags: Design Education, Idea Generation
@inproceedings{Gray_undated-if,
title = {Building Students' Ideation Ability through Design Heuristics},
author = {Colin M Gray and Seda Yilmaz and Shanna R Daly and Colleen M Seifert and Richard Gonzalez},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_Grayetal_LxD_BuildingIdeationAbilityWorkshop.pdf},
year = {2015},
date = {2015-06-01},
booktitle = {LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators},
address = {Chicago, IL},
keywords = {Design Education, Idea Generation},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; Yilmaz, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard
Creativity `Misrules': First Year Engineering Students' Production and Perception of Creativity in Design Ideas Proceedings Article
In: ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, pp. V003T04A006-V003T04A006, American Society of Mechanical Engineers, 2015, ISBN: 9780791857106.
Abstract | Links | BibTeX | Tags: Creativity, Design Education, Idea Generation
@inproceedings{Gray2015-ie,
title = {Creativity `Misrules': First Year Engineering Students' Production and Perception of Creativity in Design Ideas},
author = {Colin M Gray and Seda Yilmaz and Shanna R Daly and Colleen M Seifert and Richard Gonzalez},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_Grayetal_ASME_CreativityMisrules.pdf
http://proceedings.asmedigitalcollection.asme.org/proceeding.aspx?articleid=2483438},
doi = {10.1115/DETC2015-46492},
isbn = {9780791857106},
year = {2015},
date = {2015-01-01},
booktitle = {ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference},
volume = {3},
pages = {V003T04A006-V003T04A006},
publisher = {American Society of Mechanical Engineers},
abstract = {We report four cases from a larger study, focusing on participants’ self-identified “most creative” concept in relation to their other concepts. As part of an ideation session, first-year engineering students were asked to create concepts for one of two engineering design problems in an 85-minute period, and were exposed to one of two different forms of fixation. Participants worked as individuals, first using traditional brainstorming techniques and generating as many ideas as possible. Design Heuristics cards were then introduced, and students were asked to generate as many additional concepts as possible. After the activity, participants ranked all of the concepts they generated from most to least creative. Representative cases include a detailed analysis of the concept that each participant rated as “most creative,” idea generation method used, and relative location and relationship of the concept to other concepts generated by that participant. Across four cases, we identified a number of characteristic “misrules” or misconceptions, revealing that first-year students judge creativity in their concepts in ways that could inhibit their ability to produce truly novel concepts. We present Design Heuristics as a tool to encourage the exploration of creative concept pathways, empowering students to create more novel concepts by rejecting misrules about creativity.},
keywords = {Creativity, Design Education, Idea Generation},
pubstate = {published},
tppubtype = {inproceedings}
}
We report four cases from a larger study, focusing on participants’ self-identified “most creative” concept in relation to their other concepts. As part of an ideation session, first-year engineering students were asked to create concepts for one of two engineering design problems in an 85-minute period, and were exposed to one of two different forms of fixation. Participants worked as individuals, first using traditional brainstorming techniques and generating as many ideas as possible. Design Heuristics cards were then introduced, and students were asked to generate as many additional concepts as possible. After the activity, participants ranked all of the concepts they generated from most to least creative. Representative cases include a detailed analysis of the concept that each participant rated as “most creative,” idea generation method used, and relative location and relationship of the concept to other concepts generated by that participant. Across four cases, we identified a number of characteristic “misrules” or misconceptions, revealing that first-year students judge creativity in their concepts in ways that could inhibit their ability to produce truly novel concepts. We present Design Heuristics as a tool to encourage the exploration of creative concept pathways, empowering students to create more novel concepts by rejecting misrules about creativity.