Design research is a relatively young and often misunderstood tradition within academic research circles. Design, by definition, addresses the formation and evolution of products, experiences and systems to improve the quality of life. Successful design must consider the implications for both user and outcome at each stage of the design process. As with all “wicked” human problems (Rittel and Webber 1973), where users are human this relationship is both complex and dynamic. Decisions made at each iteration result in changes large and small. Where multiple users are involved there are few constants and infinite variables. What methodology might be employed to achieve credible and useful research results in such situations? Faced with a project that involved investigation of design process in the setting of historic preservation and restoration in a community setting, the authors elected to use the Learning History Methodology (Kleiner and Roth 1997). This paper discusses the Learning History Methodology, and its contributions to the growing field of design research.
|Keywords:||Learning History, User-centered Design, Wicked Problems, Design Research, Design Methodology, Preservation, Restoration|
Director, Division of Design and Merchandising, West Virginia University, Morgantown, USA
Associate Professor and Academic Coordinator, Design and Merchandising, Division of Design and Merchandising, West Virginia University, Morgantown, USA
Assistant Professor, Division of Design and Merchandising, West Virginia University, Morgantown, USA
West Virginia University, USA