Print Email Facebook Twitter Making explicit in design education: Generic elements in the design process Title Making explicit in design education: Generic elements in the design process Author Van Dooren, E.J.G.C. Boshuizen, E. Van Merrienboer, E. Asselbergs, M.F. Van Dorst, M.J. Faculty Architecture and The Built Environment Department Architectural Engineering +Technology Date 2013-08-30 Abstract In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process. Subject design processgeneric elementsdesign educationmaking explicit To reference this document use: http://resolver.tudelft.nl/uuid:10ef9238-8da6-4c59-a209-374201952026 Publisher Springer ISSN 0957-7572 Source International Journal of Technology and Design Education, 24 (1), 2014; Authors version Other version https://doi.org/10.1007/s10798-013-9246-8 Part of collection Institutional Repository Document type journal article Rights (c) 2014 Springer Files PDF 300263.pdf 665.41 KB Close viewer /islandora/object/uuid:10ef9238-8da6-4c59-a209-374201952026/datastream/OBJ/view