Model: Design-driven field research
The design-driven design research model combines data collection, design reflection and personal experience as the driving forces of field research.
Supporting field work in human-centred design processes
The design-driven field research model was created by Sigrun Lurås and Kjetil Nordby while working on the redesign of the ship bridges in the Ulstein Bridge Vision project. Sigrun, Kjetil and the rest of the design team applied a human-centred design process that involved extensive field work to capture the experiences of ship crew in ship bridges. Although field studies were common in human-centred design processes, they had been only rarely used in the context of ship design. So Sigrun and Kjetil introduced a simple model that framed the design activities that a field researcher should focus upon during a field study on a ship.
Data mapping
Design processes require a wide range of information about users, their activities and the context. Each project will have different requirements in terms of what data to collect. However, since field studies are costly and an innovation process might venture into unknown territory, we recommend a broad approach to data collection in design-oriented field studies. This includes observations of and interviews with users, data capture from ship systems, as well as the comprehensive collection of media from the observation site.
Experiencing life at sea
We emphasise the subjective personal experience of being on board a vessel as important for building designers’ maritime competence. Consequently, we suggest an ethnographic approach to field studies where designers engage in the maritime workplace. This involves familiarisation with life on board the vessel in addition to the work activities. It also involves understanding the environmental and temporal aspects of being at sea through personal experience.
Design reflection
We suggest integrating design refection into field study processes. This includes evaluating design potential, developing ideas and concepts while in field and using the field to prepare for idea generation later in the design process. This involves bringing early-stage ideas to the field as well as including users in design processes while on board. By integrating design refection into the field study process, designers can take advantage of having the full richness of the context and the relevant users at hand when developing their design.
We see design-driven field research as closely integrated into design processes in such a way that we encourage design reflection in the field. Although field research is usually positioned early on in the design process, we encourage design reflection before, during and after the field research has been carried out.
We have applied this model to our field studies over many years and in our processes it is a proven approach that help add direction and value to the field study process. The model is integrated in our field study course and we see improvements in the students ability to integrate human centered design in their innovation processes.
Practical use of the model
The model is meant to be used before, during and after the field study. Before the field study, it helps the field study participants planning what activities they will engage with on the field. Most of the field study plan will consist of describing data collection strategies, but the design reflection and field experience parts of the model can also be translated into specific activities. As such, the model also serves to build up the motivation of the field researchers.
During the field study, the model serves as a compass and recharging base. It is common for field researchers to be worried that they have not collected enough data, although they have been working 16 hours on the field without a break… The model serves as an important reminder that field work is not only about data collection, but also about design reflection and experiencing the field.
After the field study, the model serves as a guide for field researchers to debrief their experience. How did the data collection go? What did I learn by reflecting over my experience on the field? What could I do next time to support even more reflective activities?
Beyond field studies on ships
The model is valid for any context of application. The reason we insist on reflection is that it is a powerful engine for design creation and design judgement. In other word, the capacity to generate ideas that are good ideas. Reflecting on design potentials, working with ideas in the field, and using the field study to create a basis for generating ideas and ‘aha moments’ later in the design process is fundamental for the value of the whole field study process.
Further reading
Read Sigrun Lurås and Kjetil Nordby´s original article “Field studies informing ship’s bridge design at the Ocean Industries Concept Lab” on Researchgate.
Credits
This chapter was written with contributions from Sigrun Lurås, Kjetil Nordby and Etienne Gernez.
