自由对话：设计教育家的“成长性心态”研究
2018-04-10PeterKwokChorChan美国俄亥俄州立大学
文/ Peter Kwok Chor Chan （美国俄亥俄州立大学）
今天下午的时间还是比较长的，在座有多少是老师？其实我今天的演讲主要是为了老师讲的。可以吗？大家应该不介意吧？
我今天所演讲的内容不是任何的模型、特定的框架，我只是想从一名设计教育者的角度讲一讲我对于成长型思维概念的理解。我之前从事设计师的工作有十多年，之后就开始做老师教设计有17年，是俄亥俄州立大学视觉传达设计方向的教授。它是美国第三大的公立大学，拥有十八个学院，175个本科学位，有超过6万多个学生。事实上，我今天的演讲主要是和视觉传达专业的老师分享，可能会稍微快一点。
设计学院是人文科学学院下面的一个非常小的学院。我们马上在两年以后就会庆祝我们学院成立五十周年。学院建立之初沿用了包豪斯模式,设有工业设计课程,然后有了视觉传达和室内设计专业,同时设计研究、数字动画与交互方向设有mfa学位。在2012年，我们大学要求要进行改变，从十周学季制变成了十五周学期制。所以我们就利用这个机会，开始审慎地调研各种新兴的领域，比如先进技术、可持续性、关键性全球经济问题和社会问题。全体教师紧密合作，设计了一套完整的反映了变化中和拓展中的视野的设计课程体系。
我们所有人都是团队中的一员，我们回到了学校的教学发展中心，在展开新的教学目的前，我们开始去学习怎样设计课程，如何设置培养任务、培养目标和课程目的。这个听起来挺简单、直接的，但是教了十几二十年的课后，可能形成习惯了，很难改变或者删除你之前的想法。
再看一下外面对于这个行业的影响和需求，对于我们教育的实践者，该怎样照顾到我们学生的未来。因此，我们从新的视角设置了新的培养目标，包括六个方面：设计思维和设计实践，如何实践、分数的设定、设计专业学生的内涵和角色。我们定义了过去的我们，以及在接下来的教学中要融入哪些对未来的考量。
有四个重要的论点。它们是推动者，把所有课程设计工作联结在一起，从而最终成为一个全面的综合的课程。在四年前，我们定义了这4个主题，它们分别是设计研究(我们希望拓宽对设计研究的指导)；跨学科合作；对社会的可持续性和责任感；新兴的技术。
我们结合所有课程，和各专业的同事一起，详细制订了培养目标。试图将培养目标和学习目的保持一致，从第一年到最后的第四年。所有的课程都系统的、逻辑化的分布，无关乎谁是否喜欢这个课程，每个本科专业都有三个课程。顺便说一下，研究生有单独的培养目标,但今天不会提到。
我将重点介绍下视觉传达设计，紫色高亮部分是主要的工作室。在上课的时候，我会介绍科技相关的内容。我们有4节设计媒体课程，从第一堂介绍交互媒体的理论开始到最后介绍更高级的设计理论。由此可见我们课程的分布，第二部分是设计研究。在第二年我们引入设计研究，主要关于评价研究。之后学习通用研究和关于毕业设计的详细研究。同时我们把三个专业的一年级新生集结在一起学习跨学科知识，指导他们做研究、做原型和概念开发。但愿这个过程能让我们重新建设设计部门，这是一个新的项目考虑接下来四十年我们怎么继续前进？
从现在开始,以接下来四年为第一个周期，我们接下来应该怎么做？我们希望能继续做我们擅长的，并加以扩展。我们希望能拓展设计辅修课程，让更多的非设计专业的学生了解设计思维。我们刚刚招聘了一位设计教师来促进产品生产，让更多的学生知道数字化制作的故事叙述。而且，我们正在为新的信息设计和数据可视化寻求新的定位，能够利用现在的这些新兴的技术上产生的新的东西，可以把这些复杂的概念以及数据应用到他们的设计当中。
最后，我们想探索游戏设计。我们准备把它纳入现有课程的辅修课程中，从而可以将游戏设计应用到交互媒体，在现实世界中开发视觉传达产品。
为了让设计在未来得到体现，所有的学生，以及包括我在内的教师，需要利用新兴科技带来的产物，并将重点放在设计经验的培养，而这些经验往往是空间的和感知的；真实的和虚拟的。
这是最近的发表的一些文章，根据IDEO及其他公司的一些设计领导者的意见，指出未来有哪几种设计的工作将会不断的增长。文章认为分别是虚拟交互设计师、特殊材料设计师、人工智能设计专家、后工业时代设计师、设计战略师、组织机构设计师、自由设计师。你也可以上网自己搜一下。同时也有5种工作会逐渐减少，其中包括用户体验和视觉设计师。设计研究将融入设计师的常规实践中，首席设计人员也可以成为公司群体中的一部分
看一下这个模型，它是由Cooper和Mike教授在英国做的，它显示了设计师的多元性、品质和背景。我们应该成为一名经得住检验的人，做一些非常美好的东西，或者我们可以和可持续的企业进行合作，参与企业战略制定，创造知识，参与研究。但我认为最重要的是参与其中。并且，以世界公民的角度思考互动，保持积极的形态和开放的思维。从而知道发生了什么，而不仅仅是设计世界，包括外部的世界，我们要移情地理解设计是为了什么。
我最近跟一个三年级的学生在聊，他叫Peter Hollander，Peter设计了自己的项目。我们把它称之为一种类型的设计，他对于虚拟现实这种新兴的技术比较有兴趣，他觉得大学给他的是一个学习环境，而为学位并不是他的头等大事。而且他想要了解不同学科的知识，比如像心理学，计算机科学、剧场、游戏设计等等。
以教师的角色参与社会，对自己的期望是什么。他们希望我成为一名教师，一名所教领域的专家。他们希望我们挑战他们，引导他们，让他们有动力，而且激励他们，让他们能够共同协调并推动这些学习的过程。这些学生还让我考虑，作为教育者我们是不是应该和学生一起来进步。教学相长对我形成成长型思维模式非常重要。这是斯坦福心理学家建立的理论，他的课题叫做“自我的角色”。这是一个被接受且有趣的概念，我想了解更多，帮助我创造未来，定义技术转型中的新意义。
最近我参加了为期两年的100万美元的项目，对人类技术间的局部合作展开研究。这是我第一次体验虚拟现实技术。除了体验，我们也会问一些问题，我们要研究这些艺术在技术上的影响，我们也是要跟大家分享一下我们学生的表达。我第一次感受到虚拟现实技术带给我的兴奋和震惊，我也为自己对新技术的复杂性和不熟悉感到汗颜。我试图理解并弄懂这些新的体验。我一直在思考如何表述这种行为，如何重构每一个场景和互动。
我自己在对新事物的思考和尝试中的进一步成长，我开始在思维风暴中寻找一个新的目的。这很容易解释，就像冥想，你知道如何冥想但却很难控制。当我在虚拟现实中，我问我自己，我是否沉浸在我所做的事中？我是否从新的角度思考？
我开始咨询其他学者来获得灵感，成长型思维能影响我的思考和设计。而设计成果和设计思考的抽象观点创造的可见的成果能促进并揭露设计观念模式的本质。
有两位在交互中心工作的实践者，他们重新反思了设计思维。他们说，只有当设计思维与设计实践相结合，并且有强大的设计文化做支撑，设计思维才有价值。
Kamil Michlewski博士写了一本关于设计态度的书,研究企业里设计师的态度对设计作品的影响。他关注设计师产生的文化，而不是产品或者创作的过程，认为这种文化和态度会对企业产生影响。对产品有5种设计态度，如何迎接不确定性和未知；如何引发强烈的同理心；如何协调整体的感官；愉悦地将产品带入生活；在复杂的形势下创造新的意义。
上一次，我介绍了柳冠中教授，我没有亲眼见过他，但是我读过他的很多文章，我也希望见到他。这不是翻译，因为中国的语言是根据上下文进行的，所以我把它称之为一种转述。上面有中文，英文是我的翻译。如果设计师只是关注在技术上而没有思考，他是不会留下一个好的遗产的，他自己也没有办法发展和形成一个好的未来。
所以他的设计理念激励了我的这些想法。要关注在解决方案而不是功能上，要关注存在的问题而不是客观事物，外部结构而不是内在，整体性而不是局部，过程而不是条件，关注理解而不是原因，推动力而不是描述，让设计师重视用户的需求。
最后的两点，也是非常的有意义。我也想要一边读一边学习，这四个字是唐朝的一幅书法，你应该要了解美德和智慧是什么，并且从当中总结得到精髓。中国语言，中文实在是太美了，就四个字，当中涵盖的内容非常之丰富。那么我们如果把这几个字放到设计这个框架之下，它也有非常丰富的内涵。
这个最新的一本出版的书叫做《设计你的生活》，是由两个来自斯坦福大学的设计工程师，他们所写的一本书。这个其实也是斯坦福最受欢迎的一门课，也就是《设计你的生活》。这个课程当中使用到了一个和很多的非常优秀的产品设计一样的方法，来帮助所有上这些课的人塑造他们的生活。这个课程希望我们能够重塑问题，去了解工艺和流程，并且参与到协作当中，同时也要保持好奇心。
事实上，建立一个良好设计的模式就是从做自己开始，我们知道自己是谁，然后我们再去做实事，去做事情。我们在不同的经验和体验当中，不同的思维会使我们不断的成长。这些新取得的东西又会反馈到我们身上，我们就会成为一个越来越成熟的设计师。所以在我不断成长不断发展的过程当中，我又会建立起一个新的思维模式，新的想法。也就是说我的想法，我的不断变化和进化的想法，它也在塑造我自己。可能塑造的内容就是我对很多含义的解读，我的价值观。而所有这些成长，它其实又会带动我的成长，带动到设计当中。通过这个过程，我的思维方式也会不断变化，它是不断成长的变化。所以这是一个旅程而不是终点，这是一个过程而不是一个结果。我必须非常谦虚的跟大家说，我也有恐惧，而且我有的时候也为自己的无力感到难过。我希望和这个小女孩一样，她知道怎么样跟从自己的内心去走。我希望能够不断地去改变我自己的观点，能够不断地去更新自己的想法。
接下来我想给大家分享一个一分钟长的视频，有的时候我们想展望未来就必须要先回顾过去。这是25年前的一个场景。这是史蒂夫·乔布斯。
-视频-
在这里要讲到虚拟现实，虚拟现实25年前大家也没有想到过这样一个概念。再次感谢各位，很高兴跟大家做这个分享。
The title I really want is not any model specific frame work, I just want to have a conversation to talk about my search for a growth mindset as an engaged design educator. I have been teaching design for 17 years, before I left my practice after working as a designer for over 10 years. I'm visual communication design professor at the Ohio State University, which is the third largest public University in the United States with over 60,000 students. We have 18 colleges and 175 undergraduate majors.
Actually I share this part of presentation for all visual communication design teachers, so I try to make it quicker.
So the department of design is really a small department at the culture of art in science and humanity. By 2018, it is going to be our 50 years old anniversary. When it first established, it was following the Bauhaus model with having industrial design program and then visual communication and interior design. We also have the MFA in design research and digital animation and interactive design.
In 2012, the university was required to change from 10-week quarter to 15-week semester. So the department of design embraced this opportunity to critically examine the emerging landscapes, such as advanced technologies, sustainability, the critical global economics, and social issues. So the faculty worked closely together to develop a holistic design curriculum that reflect the changing horizon and expanding horizon.
So we all as a part of member of community, we all went back to the university center for the advancement of teaching. So we learn how to design curriculum, how to look at our program mission, the program goal,the course goal before we set off our learning objective for each class.So this really sounds very straight forward. But after you talk the class for over 10 to 20 years, sometimes it is not easy to change or to combine all your classes being deletes.
But we look at the big picture,we look at the outside, what are the influence of the industrial, what are the influence from the petitioner,what do they require us to teach to educate our student. So this is the program goal we work together based on several vision exercises. The six candidate degrees here include design thinking and design doing，how they practice, what are the score, the context and role for being a design student. We define what we were in the past and what kind of future we want to incorporate to our teaching.
So, four critical topics. These topics are really drivers to bring all the course work design together,so that the final work will become a holistic comprehensive program. These 4 topics we identify at that time, 4 years ago, were design research (We want to expand our design research instruction.), interdisciplinary collaboration, social sustainability and responsibility and of course the emerging technologies.
So we work together to map our program goal, work together with the whole program and also with my colleagues for each major. So we try to align a program goal with the learning objectives. Through year 1 to the final year 4, everything is systemically and logically lay out so that it is not about whether I like this class or she like, she have this class. So the outcome is we develop three curriculums for undergraduate for each major. By the way, there is a separate program goal for a master degree program which I will not cover today.
So I am going to get a little bit in depth about the visual communication design. We have the purple highlight is all the major studios. Along with the student class, I want to introduce the technology, we have 4 design media class, from the first one introduces the concept of interaction media to the final one to more advanced design theory. So you can see how it lay out. And the second one is design research. And we introduce design research at the second year,about evaluative research. And then we introduce the generative research, and fine research relate to thesis projects. We also bring all the junior lever students together from all the three major to work on interdisciplinary knowledge and ask them to do research and do prototyping and concept development.Hopefully, this process allow us to re-establish the department of design, a new program that we need to disconstruct what we have for the 40 years and move forward.
So moving forward now, after 4 years, going to the first cycle,what we should do next? We hope keep doing what are doing good, but we want expand. We want expand design minor courses, to allow more nondesign students to learn about design thinking. We just hire a design faculty in moving emerge production,so that more students can learn about story telling about digital production. We are currently seeking an new position on information design and data visualization to leverage what currently an emerging technology have to offer exploring and expressing complex systems and concept data.
And finally we want to explore game design. It is minors, so we want to incorporate into our existing curriculum in minors, so that it can use game design into interactive media, what we develop long visual communication products in material space.
In order to practice design in the future, our design students,and also myself with the faculty,we need to leverage what currently about emerging technology has to offer, but we also need to focus on the cultivating our designing experiences, which are always spatial and sensual; physical and digital.
There's a recent article published about future jobs. What kind of job is going to grow based on design leaders from IDEO and other company? They said virtual interaction designers, special material designers, artificial intelligence design specialists,post-industrial designers, design strategists, organization designers and freelance designers. Of course,there are 5 jobs they said are going to slow down. You can always go on the line and check yourself. They said user experience and visual designer is going to slow down.Design research is going to integrate into the normal practice of the designers, and also chief design officers also can be intergroup part of a company.
Look at this model, developed by Professor cooper and Mike in England, which really shows the diverse, attribute and context sort of designers, and new designs can be involved.
We can be a proven person, make something beautiful, doing something,or we can engage in sustainable enterprise, dealing with business strategy, or we can create knowledge,and engage in research. But I think the most important thing for us is to really engage beyond making. And thinking an interact as a global citizen, with an active and open mind of us. So we can understand what's going on, not just within the design world, outside world, and empathic understanding what we need to design for.
I recently talked to a third year student. His name is Peter Hollander.He designed his own program. It is called one a kind of design program.He wanted to explore virtual reality,an emerging technology. He said he is an approaching the university as an environment to learn，a degree is not a priority to him. He wants to build knowledge based on course from different departments, such as psychology, computer science,theater, game design in English. They can write and create story, they can do programming, all those about it.
What kind of expectation for you,for engage society as an educator.
They told me they want me to be a teacher. They want me to be an expert of the subject that I' am teaching.But they want us to challenge them,to guide them, to inspire them, to motivate them，but also to help them to coordinate and facilitate the learning progress.
I learned that an educator should become a co-learner along with my students. An active and progressive integration of my teaching in learning is a very critical for to develop a growth mindset. This is a concept developed by a Stanford psychologist. His subject is called ‘Role of Myself’. It is an establishing and interesting concept that I would like to explore more,and help me to shape the future,and define the new meaning for the transformation of technology.
Recently I engaged in a fine project for 2 years with 1 million dollars to explore a topical collaboration for humane technologies. This is the first time I play with virtual and reality.We also ask questions, other than playing and doing we ask questions about if contexts of art performing enter knowledge. But during this process, to be honest, I'm so humble to share with you, especially my students. I'm very exciting, but also overwhelming as I experience in virtual reality for the first time.I feel very intimidated with the complexity. I struggled to comprehend and understand the new experience.I consistently think about how to interpret that action, how to reframe every situation and interaction.
So along with my growth in new thinking and doing, I try to search for a purpose, a purpose storm mindset. This is a very simple question. Just like a meditation.It's easy to know how to meditate,but hard to control.
When I move to the virtual reality, I ask myself am I fully immersed with the doing, am I thinking with new perspectives, how can I develop a growth mindset?
I start to seek for wisdom from other scholar to get new perspectives inspiration. A growth mindset molds my design thinking and design doings.The tangible outcomes come from doing and also the abstract concept from my thinking can foster and reveal the essence of a design mindset.
According to 2 practitioners worked in center interaction, the article on time to re-think design thinking they said, design thinking only has value when combined with design doing and supported by a strong design culture.
Kamil Michlewski is a PhD student. he published a book about his thesis on design attitude，explored the impact on design a designer have in organization. It also makes compelling things that looking as a type of culture designer produce, rather than looking at the product or the process they create,so hopefully that kind of culture and attitude will provide the impact for the organization. The 5 design attitude the product is how to embrace uncertainty and unknown,how to engage deep empathy, how to embrace the power of our sensors, and we need to playfully bring things to life and create new meaning from complexity.
Last time when I was here, I got introduced to Professor Liu Guanzhong, I haven't met him, but I have been reading his article. I really want to visit him. Now this is not the translation, because the magic of Chinese language depends on the contexts, I call the a phrasing of this comment on the recent interview on china and design.He said,(the Chinese is on the bottom), that's my interpretation. If designers only emphasize technical skill without thinking, he would not inspire and would not leave a legacy, he would not challenge the generations to come to innovate, to desire to be different and to shape the future.
His design philosophy has inspired the purpose for design mindset. emphasizing the solution rather than the function, issue rather than the object, external faction rather than the internal one, totality rather than the part, the process rather than the condition, comprehension rather than reasons, driving force rather than description. And also emphasize the designers’ understanding of user needs.
The last 2 aspects have so much meaning. I try to read it. I'm learning, it is beautiful, I try to find out the meaning, originally developed in Tang dynasty. It said allows the wisdom and intelligence and rise above, the obvious to remain impactful. Chinese language is very beautiful, 4 words can embody so much meaning. We put it into the context of design, it gives me a lot of inspiration.
The final aspect I want to share with you is a book recently published, called
The model of building a welldesigned life is started being who we are. And we try out doing things, then we grow from different experience with thinking and doing and we will become ourselves, a new designer. So I'm evolved from a new bring, to new becoming. So this is a productive cycle of growth for my new mindset.
My evolving thoughts is when design thinking and design doing are supported by a purposefully framed mindset, value, relevance,and meaning will be compounded and nurture a new cycle of growth.
I 'm thinking this is process rather than outcome, this is a journey rather than destination,I need to admit my fear and my feeling of being vulnerable. I want to be like that little girl, know how to play for heartily. I want to experiment relentless. I want to consistently reframe my respective.
This video is one minute long and I want to share with you, looking into the future sometime, we need to look at the past also. This happen 25 years ago, and that is Steve jobs there.
