Abstract
In this paper, we propose to look at designing processes as interpretive acts of translations parallel to other various descriptive and iterative artifacts – briefs, mood boards, sketches, post-it boards, design drawings, technical drawings, user journey-maps and diagrams, renderings, mock-ups, etc. – and to look at what roles prototypes play within these processes of translation. More specifically, the role of prototypes within processes of translation will be investigated by looking at social design and especially in social design education projects. Indeed, whereas prototypes have served designers for many decades to consider alternative outcomes, test out various approaches, and evaluate ergonomic needs and constraints, in social design, as part of participatory or codesign practices, prototypes offer even more potential for harnessing communities, mediating between various stakeholders, and highlighting a more relevant path for the design team. In a similar manner, in design education, prototypes are not only used to highlight the various stages of the design process but also the importance of the different design partners and stakeholders. Furthermore, prototypes can serve to highlight key values and ideologies relevant to a specific design strategy to articulate and enhance the designer’s role in their local and professional communities. By using translation to link these spheres of knowledge, we will highlight an innovative approach to understanding the importance of prototypes in social design education.
Keywords
social design; prototype; education; design research; semiotics
DOI
https://doi.org/10.21606/eksig2023.135
Citation
Mattozzi, A.,and Ventura, J.(2023) Prototypes, translation and research in social design education, in Silvia Ferraris, Valentina Rognoli, Nithikul Nimkulrat (eds.), EKSIG 2023: From Abstractness to Concreteness – experiential knowledge and the role of prototypes in design research, 19–20 June 2023, Milan, Italy. https://doi.org/10.21606/eksig2023.135
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Prototypes, translation and research in social design education
In this paper, we propose to look at designing processes as interpretive acts of translations parallel to other various descriptive and iterative artifacts – briefs, mood boards, sketches, post-it boards, design drawings, technical drawings, user journey-maps and diagrams, renderings, mock-ups, etc. – and to look at what roles prototypes play within these processes of translation. More specifically, the role of prototypes within processes of translation will be investigated by looking at social design and especially in social design education projects. Indeed, whereas prototypes have served designers for many decades to consider alternative outcomes, test out various approaches, and evaluate ergonomic needs and constraints, in social design, as part of participatory or codesign practices, prototypes offer even more potential for harnessing communities, mediating between various stakeholders, and highlighting a more relevant path for the design team. In a similar manner, in design education, prototypes are not only used to highlight the various stages of the design process but also the importance of the different design partners and stakeholders. Furthermore, prototypes can serve to highlight key values and ideologies relevant to a specific design strategy to articulate and enhance the designer’s role in their local and professional communities. By using translation to link these spheres of knowledge, we will highlight an innovative approach to understanding the importance of prototypes in social design education.