Generating visions: future workshops and metaphorical design
Design at work
Making customer-centered design work for teams
Communications of the ACM
Designing engineers
The sciences of the artificial (3rd ed.)
The sciences of the artificial (3rd ed.)
Invention by design: how engineers get from thought to thing
Invention by design: how engineers get from thought to thing
IBIS—a convincing concept…but a lousy instrument?
DIS '97 Proceedings of the 2nd conference on Designing interactive systems: processes, practices, methods, and techniques
Lingua Francas for design: sacred places and pattern languages
DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
Usability engineering: scenario-based development of human-computer interaction
Usability engineering: scenario-based development of human-computer interaction
The Design of Sites: Patterns, Principles, and Processes for Crafting a Customer-Centered Web Experience
Understanding Computers and Cognition: A New Foundation for Design
Understanding Computers and Cognition: A New Foundation for Design
The Psychology of Human-Computer Interaction
The Psychology of Human-Computer Interaction
Five Reasons for Scenario-Based Design
HICSS '99 Proceedings of the Thirty-Second Annual Hawaii International Conference on System Sciences-Volume 3 - Volume 3
Proceedings of the 2003 conference on Designing for user experiences
Evaluating paper prototypes on the street
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Next steps for value sensitive design
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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Students come to design education with different goals. Some seek to acquire expertise in design, others to learn specialized methods tailored to a research domain. Furthermore, students in the area of information system design confront a large literature of diverse perspectives on design, all of which are potentially useful. To disentangle this literature and to develop students' knowledge and know-how for design, a ten-week course, titled Theories and Practice of Design for Information Systems, was developed. Pedagogically, this introductory course is neither a studio course nor a methods course. Instead, it takes a "design perspectives" approach where students engage a number of substantial perspectives on design through conceptual and experiential study. This paper introduces this pedagogical approach and describes eight design perspectives including readings, key questions, and activities. It concludes with lessons learned for positioning students to engage the interplay between the theory and practice of information system design.