Jablokow, K. W., & Samuel, P. (2011, June), A Cognition-Based Classification Scheme for Design Techniques  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17302

\bibitem{asee_peer_17302}
  Jablokow, K. W., \& Samuel, P. (2011, June), \emph{A Cognition-Based Classification Scheme for Design Techniques}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17302

Kathryn W. Jablokow and Philip Samuel.  "A Cognition-Based Classification Scheme for Design Techniques".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17302 Internet.  14 May, 2024

\bibitem{asee_peer_17302}
  Kathryn W. Jablokow and Philip Samuel.
  "A Cognition-Based Classification Scheme for Design Techniques".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17302 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_17302
author = "Kathryn W. Jablokow and Philip Samuel"
title = "A Cognition-Based Classification Scheme for Design Techniques"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17302}
number = {10.18260/1-2--17302}
}

TY  - CPAPER
AB  -         A Cognition-Based Classification Scheme for Design TechniquesAbstractAlthough models of the design process may differ in their details, most of them share afundamental functional architecture that mirrors the stages and flow found in general modelsof problem solving. In a simplified form, these stages can be described as follows: (1) definethe design opportunity, (2) discover new ideas, (3) develop the details of the design, and (4)demonstrate the solution. Within each of these four stages, different techniques can be usedto assist in meeting the appropriate design objectives. There are dozens (if not hundreds) ofsuch techniques available in the design and problem solving literature, but challenges remainin utilizing and applying them successfully in practice.In the classroom, one of these challenges is knowing which technique to apply when – andwhat to expect in terms of student outcomes in each case (i.e., what kinds of ideas are likelyto result, student motivation to apply particular techniques); with limited time available,instructors cannot include them all. As a result, only a handful of techniques are typicallyintroduced, usually based on recommendations from the textbook or the instructor’sexperience – rather than any deep understanding of which techniques are most likely to leadto successful solutions in different situations.In this paper, our aim is to help students and their instructors make more effective use of thetechniques available for design through a new cognition-based classification scheme that isbased on well-established cognitive constructs from the literature (e.g., Guilford1, Kirton2,Sternberg3). The proposed classification scheme is based on four key components:   1.   Stages/sub-stages of the design process (e.g., define, discover, develop, demonstrate)   2.   Primary cognitive operation supported (e.g., divergent vs. convergent thinking)   3.   Cognitive level required for mastery of the technique (low to high)   4.   Cognitive style simulated by the technique (more adaptive to more innovative)In reference to the fourth component: techniques that simulate more adaptive thinking can beused to help students generate ideas that support and refine the structure of a system (makingit more efficient), while those that simulate more innovative thinking can be used to helpstudents generate ideas that loosen or reframe the system’s structure in tangential ways.Clearly, many styles of thinking are required within any complex design effort, so it isimportant for students (and their instructors) to be able to choose techniques wisely. Inaddition, based on a student’s own cognitive level and preferred cognitive style, differentamounts of coping behavior will be required, which will impact motivation and performance.We will describe and map a diverse selection of techniques commonly used during thedifferent stages of design onto the new classification scheme. We will also discuss howdesign students and practitioners of different cognitive levels and styles tend to work throughthe design process and how they make use of and respond to these techniques, highlightingthe importance of recognizing and rewarding cognitive diversity within student design teams.References[1] Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.[2] Kirton, M. J. (2003). Adaption-Innovation in the context of diversity and change. London:    Routledge.[3] Sternberg, R. J. (1997). Thinking styles. Cambridge: Cambridge University Press.                                                                                           2
AU  - Kathryn W. Jablokow
AU  - Philip Samuel
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - A Cognition-Based Classification Scheme for Design Techniques
UR  - https://peer.asee.org/17302
DO  - 10.18260/1-2--17302
ER  -