Abstract
The uneven application of human centered research and design across disciplines is evident in both practice and education. In particular, graphic or communication design is much less familiar than industrial or interaction design with human research and testing. The underlying human criteria for design activity should know no dimensional boundaries. The creation of printed material to convey information, digital interfaces for devices or web-based interactions, and three-dimensional products and environments, all share a foundation of human use. There is no reason why any design discipline should be disadvantaged in the sensitivity to human factors, and therefore in the exposure to the necessary tools for responsible design activity. Coinciding with a significant curriculum review, an introductory human factors course previously required only of industrial design undergraduates is now also required of communication design students. The first test-run of the original course taught to all students demanded some significant changes, and the course was revised with new content and format, recognizing the needs of a much larger and more diverse audience. The instructor assesses the revised course in the context of wider curriculum reviews and the changing nature of design boundaries, through outcomes and reactions of the class, and reflections.
Keywords
design education, human centered design, industrial design, graphic design, communication design
Citation
Hanington, B. (2006) Human Centering Design Across Dimensions, in Friedman, K., Love, T., Côrte-Real, E. and Rust, C. (eds.), Wonderground - DRS International Conference 2006, 1-4 November, Lisbon, Portugal. https://dl.designresearchsociety.org/drs-conference-papers/drs2006/researchpapers/64
Human Centering Design Across Dimensions
The uneven application of human centered research and design across disciplines is evident in both practice and education. In particular, graphic or communication design is much less familiar than industrial or interaction design with human research and testing. The underlying human criteria for design activity should know no dimensional boundaries. The creation of printed material to convey information, digital interfaces for devices or web-based interactions, and three-dimensional products and environments, all share a foundation of human use. There is no reason why any design discipline should be disadvantaged in the sensitivity to human factors, and therefore in the exposure to the necessary tools for responsible design activity. Coinciding with a significant curriculum review, an introductory human factors course previously required only of industrial design undergraduates is now also required of communication design students. The first test-run of the original course taught to all students demanded some significant changes, and the course was revised with new content and format, recognizing the needs of a much larger and more diverse audience. The instructor assesses the revised course in the context of wider curriculum reviews and the changing nature of design boundaries, through outcomes and reactions of the class, and reflections.