Inhalt

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   Abstract
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   Table of Contents
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   List of Figures
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   List of Tables
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   1 Introduction
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   Motivation
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   Aims and objectives
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   Contribution
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   Content Overview
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   2 State of the Art
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  2.1 Design Practice and Design Research
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  2.1.1 What is design
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   Varies definition of design
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   “Creative” and “Rational” Line of Design
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  2.1.2 Call for unifying both in design research and education paradigm
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   Design education paradigm
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   Challenge of archiving design knowledge
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   Risk of Systematicity
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   2.1.3 Design Knowledge System and Reuses
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  2.2 Design Research and Design Education
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   2.2.1 Educating-through-design
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   2.2.2 Case Based Learning
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  2.3 Secondary Data Sharing and Uses in Education
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   2.3.1 Call for Open Sharing
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   Challenges of sharing secondary data
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   Challenges of sharing qualitative secondary data
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  2.3.2 Qualitative Secondary data in the education context
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   Using secondary data for teaching in Social Science
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   Using secondary data for teaching in HCI
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   2.4 Summary
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  3 Methodology
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  3.1 Seminar as a Prax-Lab
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   Seminar overview
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   e-Learning tool support
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   Methods foundation for design learning
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   Hands-on and co-learning activity
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   Co-creation and co-curation
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   3.2 Participates
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   3.3 Collected Empirical Materials
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   Content transcription and analysis
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  3.4 Data Resources – Two research projects
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   Project iStopfalls: Design for aging society (1-2 semester)
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   Project Cyberrüsten 4.0: Design for machine operator in local factory (3-4 semester)
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   Ethical aspect
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   4 Research Background
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  4.1 Overarching methodological foundation: Grounded Design and e-Portfolio
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  4.1.1 Grounded Design -- a practiced-based approach to user-centred computing
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   Practice-based Design—the “practice turn” in HCI
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   Iterative 3 steps in Design Case Study
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   4.1.2 E-Portfolio: an ecological collection of Design Case Study
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   The technical artefact relation - Research-Hub & DesignCaser
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  4.2 HCI Master Student--the Aspect from the Data Re-User
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   Lack of authentic resources and instances
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   Am I a designer? – lack of recognition of empirical work as part of design skill
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   4.2.1 A practice-based HCI Master Curriculum
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   4.2.2 Why should students learn Grounded Design?
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   4.2.3 Why secondary research data for Grounded Design Learning?
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  4.3 Researchers--the Aspect from the Data Provider
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   4.3.1 Affirmative Voices
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   4.3.2 Dissenting Voices
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   4.3.3 Share data in the education context
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   4.4 Summary
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   5 First Seminar: Understanding Secondary Data in Design Learning Context
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  5.1 Preparation Work and Setting
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  5.1.1 Curate education materials
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   Tutor as the data curator
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   Constructing the knowledge foundation
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   Curate research data
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   Applied technical tools
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   5.1.2 Plan for 4 steps
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  5.2 Step1. Data Selection
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  5.2.1 Understanding secondary data is challenge
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   Data mystery
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   Data overload
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   Failed anonymization
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   Time consuming work
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   5.3 Step2. From Data to Analysis
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   5.3.1 Acquiring “how to” knowledge
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   Challenges of qualitative analysis in group work
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   Using qualitative data Inefficiently
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  5.4 Step3. From Data to Design Scenarios
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   5.4.1 Articulate empirical findings through stories
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   5.4.2 Descriptive data and directive data for design
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   5.4.3 Find “real” design problems
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  5.5 Step 4: From Data to Design Outcomes
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   5.5.1 Design initials triggered by emotional resonance
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  5.5.2 Approaches to re-using research data for design
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   Re-design based on the data
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   Combine with other resources
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  5.5.3 Concerns of designed outcomes based on secondary resource
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   Sense of lacking creative character in design
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   Bias of using secondary data for design
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   5.6 Feedback on Educational Setting
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   5.7 Summary
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   6 Second/third Seminar: Designing and Developing for Students & with Students
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  6.1 Preparation Work and Setting
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  6.1.1 Prepare for second seminar
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   Sign higher authority for accessing data
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   Restrict rights and ethic education
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   Construct knowledge foundation
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   Weekly class-arrangement
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  6.1.2 Prepare for the Third Seminar
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   Building knowledge foundation
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   Manage unexpected changes in teaching
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   Invite students from second semester and build contacts
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   Involving experienced student
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   Curate for new project data (project B)
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   An integrated platform for e-Learning -- ResearchHub
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   Flexible time arrangement
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  6.1.3 Plan for 7 steps
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   Second Seminar： design and testing
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   Third Seminar： redesign and implement
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  6.2 Step1. Understanding Context and Analysis
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   6.2.1 Literature review
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  6.2.2 Analyse the original data-set and repository
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   New aspects in using second-handed research data
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   Suggest which resources are interesting for students
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  6.3 Step2. Reflect, Design and Prototyping
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   6.3.1 Identify user needs
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  6.3.2 Design and prototype
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   Group A02:
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   Group B02:
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   Association with collected materials
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  6.4 Step3. Practice Cooperative Evaluation
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   6.4.1 Exercise on Qualified Cooperative Evaluation
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   6.4.2 Test on data curation methods
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   6.4.3 Apply prior knowledge in practice
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  6.5 Step4. Redesign and Refinement
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  6.5.1 A process of “break” and “rebuild”
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   Destroy for breaking mind-set
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   Rebuild the design
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   6.5.2 Reflect design limitation:
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  6.6 Step5. Transfer Design Concept and Data
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  6.6.1 Design presentation and development discussion
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   Clashes of two mind-set
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   6.6.2 Mis-interpreted design concepts
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  6.6.3 Passive attitude on request information
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   Contact-list is not working
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  6.7 Step 6. Combine two Designs for Development
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   6.7.1 Solving the remaining Design Problems
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   Bubble view to reading time
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   Undesigned content
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  6.8 Step 7. Curate and Develop
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  6.8.1 Being data-curator and data-reuser in parallel
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   Curate with the original project researcher
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   Provide contextual information
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   Labour and time-intensive work
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   6.8.2 Practical development
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   Making new design decisions
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   Economic develop environment
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  6.9 Feedbacks of Educational Setting
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   The time constraints
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   Sense of being lost
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   A missing step before development
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   6.10 Summary
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  7 Fourth Seminar: Design Based on the Curated Data with Mediate Solution
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  7.1 Preparation Works and Setting
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  7.1.1 Virtual settings—unifying learning tools
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   ZOOM for seminar meetings and Recording
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   Research-Hub for communication, archive, task management and group collaboration
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   7.1.2 Plan in 4 steps similar to the first seminar
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  7.2 Step 1. Using Designed e-Portfolio for Data Selection
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   Designed artefact alleviate data access
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   Three data selection strategy
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  7.3 Step 2. From Data to Analysis
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   Data Analysis -- needs to be trained to be skilful
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   Missing background knowledge and requiring external information
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   7.4 Step 3. From Data to Design Scenarios
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   Materialized design output
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   Unfamiliar context and real design problems
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  7.5 Step 4. From Data to Design Outcomes
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  7.5.1 Two Approaches of reusing data for design
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   Re-Design on same problem
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   Design on other identified problems
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   7.5.2 Selected data impact design outcomes
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  7.6 Step 5. Usage of DesignCaser
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   Usability issues
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   Technical defection – uncomplete and ongoing development process
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   Limitation of design concept
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   New design ideas
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   Reflection of designer and developers
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  7.7 Feedbacks of Educational Setting
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   Peer learning is important in interdisciplinary group
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   Sense of being lost in design practice
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   Lack of experience of testing designed artefact
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   Helpful Online Tools and lack of design learning tool
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   Submitted documentation – lack of training of documentation
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   7.8 Summary
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   8 Discussion
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  8.1 Learn Design Case Studies—a Material derived Learning Method
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   8.1.1 Need of recognition of empirical value in design education
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   8.1.2 Need for knowledge about engaging with empirical data
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   8.1.3 Need of infrastructure design problems under complex context
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   8.1.4 Need of learn design with iterative and reflective approach
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  8.2 Problems and Solutions of Learning Design with Secondary Resources
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   8.2.1 Ethical issue of using past qualitative resource
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   Level of Anonymization
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   Decontextualization of past resources
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   Draw a boundary of sharing
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  8.2.2 Concerns of using secondary data in design context
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   Concerns about created bias
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   Concerns about creativity
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   Deficiency of Documenting Design
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   8.2.3 Balancing limited resources with learning experience
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   Restraints in original education setting
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   Lack of time resource
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  8.2.4 Barriers for learning from past resources
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   Language barrier
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   Interdisciplinarity barrier
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  8.3 Designing Design Seminar of using Secondary Data
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  8.3.1 Select design research projects
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   Quantity of project data
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   Rawness of data
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   Familiarities of design context and topic
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   8.3.2 Suggest curation steps for preparing secondary data for design education
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   Negotiating sharing boundary with stakeholders
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   Educating ethic aspect and preparing confidentiality
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   Familiarising oneself with the data
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   Selecting and restructuring data
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   Sanitising and annotating data
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   Supplementing materials
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   Introduce and Suggestion on data
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  8.3.3 Design implications for using secondary data in design education
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   Allow exploring secondary data from various dimensions
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   Building an ecological system for secondary design data sharing and learning
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   Limitation of My study
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   Limitation on investigated data formats
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   Lacking on self-learning environments
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   9 Conclusion
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   10 References