Dan Johnson

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sometimes generative, and sometimes evaluative (Dubberly and Evenson, 2010). Visualization and modeling support consensus-building across many aspects of problem-solving, not just the “making” phase in a linear progression aimed at producing a physical artifact. Design process, therefore, is a multifaceted concept that often unfolds in ways that reflect the particular demands of a problem and its context.
Teaching Design: A Guide to Curriculum and Pedagogy for College Design Faculty and Teachers Who Use Design in Their Classrooms
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