I VA N A A E N I N S T I T U T F O R D ATA L O G I

I VA N @ C S . A A U . D K

PROCESSER OG IT

U D F O R S K N I N G A F P R O B L E M G E N N E M F O R S L A G T I L D E T S L Ø S N I N G

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A Third Paradigm for Software Development?

1.The document-oriented

• Top-down, static, plan-oriented

2.The agile

• Incremental, dynamic, user-oriented

3.The pragmatic

• Hypercomplex, problem-oriented

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Hypercomplexity

• We no more build systems from the ground up. We select and integrate from more sources, than we can grasp.

• We no longer control the ecosystems. Systems emerge, they meet other systems, and they part like ships in the mist.

• Systems are no longer discrete entities, but depend on previous and coming designs.

• Increasingly, we need systems to do what we want and not just what we say.

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4

We only think when confronted with a problem

― John Dewey (1859-1952)

So what IS a problem, and how do we work on it?

A First Step in a Project• Can we use visions as proposals and plans for

acting upon existing conditions to bring new facts to light and to organize all the selected facts into a coherent whole? (Dewey, Logic p112-113)

• Can different types of vision representations help elicit some initial

• objects,

• events, and

• qualities to pursue?

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Example: School DesignProblem explored via solution

I had six of these classroom units but they were too small in scale to do much with. So I changed them to this more significant layout (the L-shapes). It relates grade one to two, three to four, and five to six grades, which is more what I wanted to do educationally anyway. What I have here is a space which is more of a home base. I'll have an outside/inside which can be used and an outside/outside which can be used - then that opens into your resource library/language thing

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Schön, D. A., & Wiggins, G. (1992). Kinds of seeing and their functions in designing. Design Studies, 13(2), 135-156.

Figure I

Quist and Petra: a microcosm Imagine a first-year design studio in a depar tment of architecture. The studio project is the design of a school, for which the students have been given both a programme and a site. They have been working on this project for about a month when the studio master (Quist) sits down next to one of the students (Petra) to conduct a design review (Note 1). Petra begins by describing how she has had ' t rouble getting past the diagramma- tic phase' . Then, in response to Quist 's question, 'What o ther big problems? ' , she sets out the following account of her process to date

I had six of these classroom units but they were too small in scale to do much with. So I changed them to this more significant layout (the L-shapes). It relates grade one to two, three to four, and five to six grades, which is more what I wanted to do educationally anyway. What ! have here is a space which is more of a home base. I'll have an outside/inside which can be used and an outside/outside which can be used - then that opens into your resource library/language thing.

Figure 1 displays Petra 's drawing.

Let us assume for the moment that this snippet of drawing and description represents the whole of a design process. How shall we describe it?

First of all, Petra describes a move she has made. Beginning with the 'six classroom units ' (she does not tell us how she got to them in the first place), she has found them ' too small in scale to do much with' and she has changed them into the L-shapes, 'this more significant layout ' . What we mean by a 'move ' is just such a change in configuration as Petra now describes in words and has made earl ier in her drawing. This move of hers

136 Design Studies Vol 13 No 2 Apri l 1992

Figure I

Quist and Petra: a microcosm Imagine a first-year design studio in a depar tment of architecture. The studio project is the design of a school, for which the students have been given both a programme and a site. They have been working on this project for about a month when the studio master (Quist) sits down next to one of the students (Petra) to conduct a design review (Note 1). Petra begins by describing how she has had ' t rouble getting past the diagramma- tic phase' . Then, in response to Quist 's question, 'What o ther big problems? ' , she sets out the following account of her process to date

I had six of these classroom units but they were too small in scale to do much with. So I changed them to this more significant layout (the L-shapes). It relates grade one to two, three to four, and five to six grades, which is more what I wanted to do educationally anyway. What ! have here is a space which is more of a home base. I'll have an outside/inside which can be used and an outside/outside which can be used - then that opens into your resource library/language thing.

Figure 1 displays Petra 's drawing.

Let us assume for the moment that this snippet of drawing and description represents the whole of a design process. How shall we describe it?

First of all, Petra describes a move she has made. Beginning with the 'six classroom units ' (she does not tell us how she got to them in the first place), she has found them ' too small in scale to do much with' and she has changed them into the L-shapes, 'this more significant layout ' . What we mean by a 'move ' is just such a change in configuration as Petra now describes in words and has made earl ier in her drawing. This move of hers

136 Design Studies Vol 13 No 2 Apri l 1992

Figure I

Quist and Petra: a microcosm Imagine a first-year design studio in a depar tment of architecture. The studio project is the design of a school, for which the students have been given both a programme and a site. They have been working on this project for about a month when the studio master (Quist) sits down next to one of the students (Petra) to conduct a design review (Note 1). Petra begins by describing how she has had ' t rouble getting past the diagramma- tic phase' . Then, in response to Quist 's question, 'What o ther big problems? ' , she sets out the following account of her process to date

I had six of these classroom units but they were too small in scale to do much with. So I changed them to this more significant layout (the L-shapes). It relates grade one to two, three to four, and five to six grades, which is more what I wanted to do educationally anyway. What ! have here is a space which is more of a home base. I'll have an outside/inside which can be used and an outside/outside which can be used - then that opens into your resource library/language thing.

Figure 1 displays Petra 's drawing.

Let us assume for the moment that this snippet of drawing and description represents the whole of a design process. How shall we describe it?

First of all, Petra describes a move she has made. Beginning with the 'six classroom units ' (she does not tell us how she got to them in the first place), she has found them ' too small in scale to do much with' and she has changed them into the L-shapes, 'this more significant layout ' . What we mean by a 'move ' is just such a change in configuration as Petra now describes in words and has made earl ier in her drawing. This move of hers

136 Design Studies Vol 13 No 2 Apri l 1992

Case: The Psyche Project

Assume a team is charged with this challenge:

• Can wearable technologies serve to improve the life of ambulant psychiatric patients?

The team starts out deciding on some fundamental questions to address first. In this case:

• Who should be the main user?

• What kind of improvement?

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8

Observation Intervention

Citizenoriented

Caretakeroriented

I

IV

II

III

Four Types of Vision Representations

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• Complex means that the vision consists of interrelated parts or aspects.

Based on these dichotomies we will discuss one example within each of these

four categories Table 24.1:

• Icon (representation via principle),• Prototype (representation via function),• Metaphor (representation via analogy), and

• Proposition (representation via literal expression).

Simple Complex

Concrete Icon

• Principal

• Disembodied

Prototype

• Functional

• Outward

Abstract Metaphor

• Connotational

• Figurative

Proposition

• Denotational

• Defining

Table 24.1: Four types of Vision representation

The following four sections will discuss and illustrate these four representation

types.

24.2. Icon (concrete and simple)An icon is a symbol that serves to exemplify one or more key qualities of an idea.

Icons have recognized and agreed upon properties that serve as inspiration for

the team and stakeholders. Qualitative properties that the team might choose to

reach for.

An icon is concrete and simple, and the properties of the icon is often not

readily imitable for practical development. The team will need to inquire into

what they see as qualities in the icon and how these qualities could inspire the so-lution in the present project – what could possibly represent a similar quality in the new

solution?

An icon might be very vague and convey little more than a set of esthetic val-ues. Still, these qualities might have a strong influence on the line of thinking

among team members. Although the goal might not be very clear for the team,

the icon might create strong agreement between team members on some essen-tial qualities they strive to build into the system.

We will illustrate icons as vision via a software innovation project about

marking up video recordings from a surgical robot (Figure 24.1). Marked-up

recordings may be used for educating new surgeons as well as for improving the

surgical procedures. The mark-up could for example split a two hour surgical pro-

© 2015 Ivan Aaen, draft version

165

We need to represent ideas if we want to share and discuss them with other people

How does each representation form affect our understanding of a problem?

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Proposition

Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Psyche detects, identifies, and reports on emerging conditions to the citizen

Psyche detects, identifies, and intervenes on emerging

conditions via the citizen

Psyche detects, identifies, and intervenes on emerging conditions via the caretaker

Psyche detects, identifies, and reports on emerging

conditions to the caretaker

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Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Alert level #2 Acute

Pat feels extremely sad, sleeps badly and does not see anyone

Call Pat

Psyche Caretaker AppCitizen Caretakers

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysisAlerts

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Pat, you need to act!You are extremely sad, sleep badly and you don’t see anyone. Call your friend Bob or call Charlie Call Bob Call Charlie

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysisAlerts

CitizenwarningHi Pat, time for

writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Pat, here are some concerns:Mood down 2Sleep down 1Sociability down 2Physical activity up 1

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysis

Citizenreport

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Trend report on PatMood down 2Sleep down 1Sociability down 2Physical activity up 1

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysis

Caretakerreport

Proto-type

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Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Personal log book

Health monitoring system

Car safety system

Collision notification and dispatch system

Meta-phor

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Observation Intervention

Citizenoriented

Caretakeroriented

I

IV

II

III

Personal insight

Reliable monitoring

Timely response

Problem identification

Icon

Icon Metaphor Prototype Proposition

Objects:Citizen, sensors, reaction

Objects:Sensors, data, actuators, sequence

Objects:Modal citizen, app, sensors, server, db

Objects:Citizen, data streams

Events:Sudden impact

Events:Sudden impact, self-test

Events:Reflection, trend, situation

Events:Emerging conditions

Qualities:Invisible, reactive, trusty

Qualities:De-composition, self-contained

Qualities:UX, architecture, facilitation

Qualities:Detection, intervention

Assume we choose one Quadrant: Q114

Observation Intervention

Citizenoriented

Caretakeroriented

I

IV

II

III

Personal insight

Reliable monitoring

Timely response

Problem identification

Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Personal log book

Health monitoring system

Car safety system

Collision notification and dispatch system

Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Alert level #2 Acute

Pat feels extremely sad, sleeps badly and does not see anyone

Call Pat

Psyche Caretaker AppCitizen Caretakers

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysisAlerts

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Pat, you need to act!You are extremely sad, sleep badly and you don’t see anyone. Call your friend Bob or call Charlie Call Bob Call Charlie

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysisAlerts

CitizenwarningHi Pat, time for

writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Pat, here are some concerns:Mood down 2Sleep down 1Sociability down 2Physical activity up 1

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysis

Citizenreport

Hi Pat, time for writing your diary

How was your day?Did you see anyone?Did you sleep well?

Psyche App

Trend report on PatMood down 2Sleep down 1Sociability down 2Physical activity up 1

Psyche AppCitizenreporting

Psyche Repository

Psyche Server

Database Server

Movement dataPosition dataSocial activity dataDiary entriesPrivacy setup

Status overviewTrend analysis

Caretakerreport

Observation

Citizenoriented

Caretakeroriented

InterventionI

IV

II

III

Psyche detects and reports on emerging conditions to

the citizen

Psyche detects, identifies, and intervenes on emerging

conditions via the citizen

Psyche detects, identifies, and intervenes on emerging conditions via the caretaker

Psyche detects and reports on emerging conditions to

the caretaker