On the road to expertise: an investigation into the differences between novices and experts - the visual prototype identity model (VPIM) and its pedagogical implications

摘要

This thesis will discuss a recent research study that examined the differences between how expert and novices use Visual Analysis Descriptors (VAD) to identify and describe design prototypes. The expert participants for this study were academics from one Australian and one New Zealand University. The novice participants were first year design students studying for a Bachelor of Design degree at the University of New South Wales. For this study a total of sixty-two images were collected to represent four different design styles. Using the nominal group consensus technique this selection was reduced to twelve design prototypes. Utilising TAP (talk allowed protocol) methodology, expert participants were asked to discuss these twelve prototypical design examples. The novice participants were required to write down their observations about the same twelve design prototypical examples. The participant’s responses were placed into sixteen categories that emerged from the raw data, which was then grouped into five Visual Analysis Descriptors (VAD). From this data a series of Visual Prototype Identity Models (VPIM) were developed. From these VPIM the language patterns that emerged were analysed specifically to identify the differences between an expert and a novice’s approach to identifying and discussing design prototypes. The pedagogical implications of the VPIM are also discussed specifically in relation to improving the teaching of design history in higher education.