Abstract
Understanding Design Knowledge (DK) remains an ongoing debate that encompasses diverse perspectives—from traditional academic theories to various practical methods and processes. The advancement of Design Education is guided by DK, and DK is shaped within Design Activity (DA). However, as socio-cultural problems become increasingly complex, DA has evolved into a more ambiguous and expansive concept. Similarly, the scope and definition of DK remain elusive and difficult to determine. In other words, DK is not a substance that can be easily described or defined, and the concept of DA is too intricate to be fully clarified today. Furthermore, the boundaries of the Design Discipline continue to expand through interdisciplinary research and collaboration. As a result, Design Education has consistently sought to develop effective curricula that identify and reflect a distinct body of knowledge—Design Knowledge. This paper introduces the Dynamic Linkage of Reflected Nodes (DLRN) model, a conceptual and pedagogical framework for understanding DK. The DLRN model reframes DK as the dynamic Links formed between Reflected Nodes (RNs)—which include experiences, learnings, and knowledge elements derived not only from DA but also from interdisciplinary collaboration—rather than as a static or predefined substance. By shifting the focus from what design experts know to how they interpret and link what they know within context, the DLRN model aligns with systems thinking, situated learning, and reflective practice. Developed through reflective synthesis of long-term teaching and professional design experience, the DLRN model offers a new framework for design educators and practitioners to identify and cultivate DK in diverse, interdisciplinary contexts. Future research may focus on applying and testing the DLRN model in practical design education and project settings to further validate its effectiveness.
DOI
https://doi.org/10.21606/drslxd.2025.073
Citation
LEE, S.(2025) Dynamic Linkage for Understanding Design Knowledge, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.073
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Full Paper
Dynamic Linkage for Understanding Design Knowledge
Understanding Design Knowledge (DK) remains an ongoing debate that encompasses diverse perspectives—from traditional academic theories to various practical methods and processes. The advancement of Design Education is guided by DK, and DK is shaped within Design Activity (DA). However, as socio-cultural problems become increasingly complex, DA has evolved into a more ambiguous and expansive concept. Similarly, the scope and definition of DK remain elusive and difficult to determine. In other words, DK is not a substance that can be easily described or defined, and the concept of DA is too intricate to be fully clarified today. Furthermore, the boundaries of the Design Discipline continue to expand through interdisciplinary research and collaboration. As a result, Design Education has consistently sought to develop effective curricula that identify and reflect a distinct body of knowledge—Design Knowledge. This paper introduces the Dynamic Linkage of Reflected Nodes (DLRN) model, a conceptual and pedagogical framework for understanding DK. The DLRN model reframes DK as the dynamic Links formed between Reflected Nodes (RNs)—which include experiences, learnings, and knowledge elements derived not only from DA but also from interdisciplinary collaboration—rather than as a static or predefined substance. By shifting the focus from what design experts know to how they interpret and link what they know within context, the DLRN model aligns with systems thinking, situated learning, and reflective practice. Developed through reflective synthesis of long-term teaching and professional design experience, the DLRN model offers a new framework for design educators and practitioners to identify and cultivate DK in diverse, interdisciplinary contexts. Future research may focus on applying and testing the DLRN model in practical design education and project settings to further validate its effectiveness.