# 2021 Key Paper 閱讀

這是DITLDESIGN 2021的key Paper閱讀成果

# Design Paradigm
### Fallman, D. (2008). The interaction design research triangle of design practice, design studies, and design exploration. *Design issues, 24*(3), 4-18.

This study compares the design process knowledge of students before and after a capstone design course. The influence of having prior industrial experience or being on a multidisciplinary capstone project on design process knowledge is also investigated. To assess design process knowledge, students critiqued a proposed design process; their responses were evaluated with a rubric that focuses on seven traits of design process knowledge. Results indicate that a capstone experience increases students’ understanding of needs identification, the overall
layout of a design process, and relative time allotments of different design activities. A capstone course also reduced the differences seen before this study between students with and without prior industrial experience. Students in multidisciplinary and single disciplinary capstone courses performed similarly.

<font size=2> 延伸閱讀：[文章](https://drive.google.com/file/d/13ufF0b6hB2ZJWrhjRKFW2dIu5TJBCNxI/view?usp=sharing)；[解讀](https://drive.google.com/file/d/1RufqAb4GJ3mxcqW-zucURoZTuolllyj4/view?usp=sharing)</font>

### Zimmerman, J., Forlizzi, J., & Evenson, S. (2007, April). Research through design as a method for interaction design research in HCI. In *Proceedings of the SIGCHI conference on Human factors in computing systems* (pp. 493-502).

<font size=2> 延伸閱讀：[文章]()；[解讀]()</font>

# Design Education
### Gruenther, K. , BaIley, R. , Wilson, J. , Plucker, C. , & Hashmi, H. . (2009). The influence of prior industry experience and multidisciplinary teamwork on student design learning in a capstone design course. Design Studies, 30(6), 721-736.

This study compares the design process knowledge of students before and after a capstone design course. The influence of having prior industrial experience or being on a multidisciplinary capstone project on design process knowledge is also investigated. To assess design process knowledge, students critiqued a proposed design process; their responses were evaluated with a rubric that focuses on seven traits of design process knowledge. Results indicate that a capstone experience increases students’ understanding of needs identification, the overall
layout of a design process, and relative time allotments of different design activities. A capstone course also reduced the differences seen before this study between students with and without prior industrial experience. Students in multidisciplinary and single disciplinary capstone courses performed similarly.

<font size=2> 延伸閱讀：[文章](https://drive.google.com/file/d/1BaAt-SzOVjUxEcyHkT53W5zxjdILWaZU/view?usp=sharing)；[解讀](https://docs.google.com/presentation/d/1m48EVeK0AGO8hQWgLYfdLOFEQAA8caiL/edit?usp=sharing&ouid=106902223342212564502&rtpof=true&sd=true
)</font>

# Value Co-creation
### Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231.

Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as partners is a process known as value co-creation. Value co-creation is the process of students’ feedback, opinions, and other resources such as their intellectual capabilities and personalities, integrated alongside institutional resources, which can offer mutual value to both students and institutions. This paper presents the first conceptual model of value co-creation in higher education using a lens of co-creation cultivated through business and marketing literature. The model includes key components of value co-creation, co-production, and value-in-use as well as links to the anticipated benefits of value co-creation. The model can be used to inform and guide practice for the faculty and administration within higher education as well as to broaden the foundation of value co-creation literature.

<font size=2> 延伸閱讀：[文章](https://drive.google.com/file/d/1JETsvSnS_--Pm3Y0ryOz0nrxVIq3WD3h/view?usp=sharing)；[解讀](https://docs.google.com/presentation/d/1QtJhdgG99iAWmCXGTzllciIKz64GuK96/edit?usp=sharing&ouid=106902223342212564502&rtpof=true&sd=true)</font>

### Dollinger, M. , & Lodge, J. . (2019). Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management, 1-15.

Increased marketisation and competition has renewed interest in
how universities can partner, or co-create, with students. To address
this, and further conceptualise a model of co-creation across inputs,
processes, and outcomes, this article summarises the findings from
10 different case studies of student-staff co-creation (e.g., coproducers of learning resources, peer mentors, co-creators of the
curriculum) in the Australasian higher education context. Our data
include qualitative survey responses (n= 97) and interviews (n= 35)
with students and staff. Based on these data, we present an evidence-informed model of co-creation that elucidates the key considerations in the co-creation process. The model highlights and
distinguishes two dual-value creation dimensions that underlie cocreation, co-production, and value-in-use. The result is a model of
co-creation in higher education that can help guide administrators,
researchers, and higher education stakeholders to better conceptualise, design, implement, and assess co-creation activities.

<font size=2> 延伸閱讀：[文章](https://drive.google.com/file/d/1EL_alkDdeopzqOm-A76XxbrEycDdtvqs/view?usp=sharing)；
[解讀](https://docs.google.com/presentation/d/1ejHdFfgl7Ne_4zGgnPt4VeZnV22CTvgE/edit?usp=sharing&ouid=103256821134200632636&rtpof=true&sd=true)