Morrison, Andrew; Vaughan, Laurene; & Mainsah, Henry; & Ball, Cheryl E. (2015). Dialogue and PhD design supervision. In Proceedings of LearnXDesign. The 3rd International conference for design education researchers. Chicago, IL.
A doctorate in design stretches experience, acuity and knowledge in design practice into analysis and long form expository writing in an academic oriented thesis. The PhD in design is a mix of theory and practice, with innovation in practice-based inquiry and acknowledgement of insights and articulations based on design work. Supervision of design PhDs is a largely unresearched domain of design studies, culture and pedagogy. Much may be gleaned from this supervision that has wider import for other domains of doctoral mentoring where praxis is significant. The paper addresses these thematics through the dialogical reflections of four doctoral design educators and supervisors from two settings, one in Australia and one in Norway, and education systems experience in four continents. We have coordinated and taught PhD programmes in design and supervised numerous students from different countries and language backgrounds. As learning by design and designing for learning, our paper takes the form of a themed reflection on our supervisory challenges, experiences and reflections in engaging in dialogues of socio-culturally framed pedagogy in doctoral design along with our own changing professional, teacherly and research practices. We suggest extending the arguments and reflections presented to additional educational and cultural contexts.
Ball, Cheryl E. (2014/forthcoming). Designed research: Publishing designs as scholarship. Proceedings for Design Research Society conference, Umeå, Sweden.
Scholarly publications are a primary means for researchers in any field to foster and support a shared discourse. As design researchers debate what forms their scholarship might take, this author suggests looking to examples from other, transdisciplinary academic fields that have long traditions in publishing designed research, or scholarship that enacts its argument through design. The author offers cases of several online journals in the sciences, arts, and humanities that publish designed research of various types, including one example from digital writing studies, which shares design researchers’ interests in collaborative, process-based, rhetorical practices. By considering alternative modes of publishing design research through designed research, the shared discourses of scholarly practice can serve as a pedagogical site of knowledge-building for the field.
Ball, Cheryl E. (2005). Trans-cultural multimedia production in an English classroom. Proceedings for Advancing the Effectiveness and Sustainability of Open Education Conference. Utah State University, Logan, UT.
In English studies, the past decade has seen a dramatic shift toward analysis and production of multimedia texts (c.f. Cope & Kalantzis, 2000; Wysocki, Selfe, Johnson-Eilola, & Sirc, 2004). This shift is informed by the study of rhetoric, which we defi ne as reading and composing texts with an understanding of a specifi c audience, purpose, and context. In Dr. Ball’s Perspectives on Writing and Rhetoric class, students analyze creative multimodal texts using multiple reading strategies, and then compose their own texts. Although this generation of students is typically well-informed about technology, most of them have never encountered a digital, multimodal text whose purpose is primarily aesthetic. Studying the rhetorical situation in what literary theorists such as Eco and Rosenblatt would call an “open,” readerdriven, adaptable text provides a rich learning experience for students.In this class, students read several examples of open texts including “Murmuring Insects” (Ankerson, 2001), which successfully uses Eastern and Western multimodal elements—including written, aural, visual, animated, and other modes of communication—to juxtapose calm with fear while honoring the events of September 11, 2001. In this presentation, we show this piece in contrast to student-produced multimodal texts that attempt to adopt cultural contexts of other writers, often unsuccessfully. We conclude by suggesting why some students’ attempts at adaptation in these creative and social media are hindered by localized contexts. In addition, we demonstrate how students who don’t attempt to adapt their creative work to other’s contexts often make stronger rhetorical choices in their multimodal texts while still meeting the needs of various audiences.