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Results show a shift from abstract, linear process depictions early in the semester to more concrete, iterative representations by the end, motivating a preliminary expertise-change model.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/sketching-design-thinking-representations-of-design-in-education-and-practice/600713/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/sketching-design-thinking-representations-of-design-in-education-and-practice/600713.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What role does sketching play in this study?","Question",{"text":63,"@type":64},"Sketching is used as a form of reflection-on-action in an intensive interaction design course, reflecting students’ understanding of the holistic view of design.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do student sketches change during the first semester?",{"text":68,"@type":64},"Students shift from abstract, linear representations of process early in the semester to more concrete, iterative representations by the end.",{"name":70,"@type":61,"acceptedAnswer":71},"How are practitioner sketches different from student sketches?",{"text":72,"@type":64},"Practitioner sketches tend to be more abstract and linear, while also including representations of business terminology and design teams.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600713,1792935646,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Sketching Design Thinking: Representations of design in education and practice  \nColin M. Gray and Martin A. Siegel, Indiana University, USA  \nRESEARCH  \n48  \nAbstract  \nResearch on design pedagogy has shown that students progress through a variety of barriers on the path to becoming a successful design practitioner, and that frameworks for explicit reflection can be beneficial to the development of design students. Schön uses the concept of reflection-on-action to describe one form of reflection on design practice, with the eventual goal of improving design processes and judgment. In this study, sketching is used as a form of reflection-on-action in a first semester intensive course in interaction design (IxD) . This sketch reflects the student’s current understanding of the “whole game” or holistic view of design in IxD. Current practitioners in IxD companies were asked to draw the“whole game” sketch as well. Parallels among the sketches and areas of divergence are discussed. In summary, students shifted from abstract, linear representations of process early in the semester to more concrete, iterative representations by the end of their first semester. Practitioner sketches were more abstract and linear, but also included representations of business terminology and design teams. We propose a preliminary model of change in expertise, which documents the shift in a designer’s visual representation of their process as their expertise increases over time. Implications for changes in design pedagogy and avenues for future research are discussed.(210 words)  \nKey words  \nreflection, sketching, human-computer interaction (HCI), design practice  \nIntroduction  \nReflection has long been implemented as a feature of educational practice, both in mainstream education (Rogers, 2001) and in design education (Ellmers, 2006; Schön, 1983, 1985) . Reflection as a classroom activity is often centered on journaling, blogging, discussion forums, or post-hoc evaluation of projects, and is generally discursively focused on documenting the past and present. While various forms of reflection prompts have been used to stimulate thinking – ranging from abstract to concrete – these prompts can be seen as an integrated measure of the overall curriculum, intended to stimulate individual thinking around synthesis, and to provide an additional evaluative measure of student performance.  \nIn this paper, we will structure our discussion around visual forms of reflection applied as an evaluative measure to design students and practitioners. These reflections focus on a holistic way of thinking about a discipline (Perkins, 2010) and the student’s relationship to that discipline. The process of reflection is also treated as an evaluative measure that can be used in conjunction with models of design expertise (Dreyfus, 1981; Lawson and Dorst, 2009) and schemas or processes (Dubberly, 2004; Nelson and Stolterman, 2012) to understand what and how the student or practitioner is thinking about design – what they prioritize in their process and how they visually represent these elements.  \nThe “Whole Game”  \nThe concept of “playing the whole game” is derived from Perkins (2010), who notes the importance of viewing education in a holistic, action-driven way. Rather than teaching components of a process without putting it together (described as “elementitis”) or learning “about” a subject without ever applying it, students learn through the process of engaging in the activity. This approach melds with Schön’s conception of the design studio – a place where education and praxis are linked – in a profound way.  \nIn educating non-designers (or non-traditional designers), it is vital to keep a clear conception of the terminal objective of design education: preparing students to become successful design practitioners (Brandt, Cennamo, Douglas, Vernon, McGrath, and Reimer, 2011; Shaffer, 2003) . Assuming this terminal objective, understanding the connections between the real","cbCaivnBBOdrbvw7","https://ap.wps.com/l/cbCaivnBBOdrbvw7","pdf",1001266,14,"English","# Abstract\n# Introduction\n# The “Whole Game”\n# Reflection-on-Action\n# Modeling of Expertise","[{\"question\":\"What role does sketching play in this study?\",\"answer\":\"Sketching is used as a form of reflection-on-action in an intensive interaction design course, reflecting students’ understanding of the holistic view of design.\"},{\"question\":\"How do student sketches change during the first semester?\",\"answer\":\"Students shift from abstract, linear representations of process early in the semester to more concrete, iterative representations by the end.\"},{\"question\":\"How are practitioner sketches different from student sketches?\",\"answer\":\"Practitioner sketches tend to be more abstract and linear, while also including representations of business terminology and design teams.\"}]","Sketching Design Thinking: Representations of design in education and practice | PDF",1792091242,35]