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So that people can recognise all these red dots are activities
that convince people that there is a roadmap which is
important for them. The difficult thing is to convince people
that they need a map where they are not looking for it.
We need to plant ourselves and to professional institutions.
That is the tricky part because everything else exists. That
is an objective. How do we take the step of causing individuals
to realise that they should be doing it? We should be
causing the schools and the professional institutions to say
that they should be paying attention to this and offering it
on the side it is good for them to do that because it makes
them relevant and keeps them busy. It is a good service to
provide their members. That is the trick and that does not
exist.
Cİ: Can we add template of roadmap to the board.
DG: I think that the keyword that is missing is the glue.
The glue that causes people to realise it and causes the
organisations to prepare for. It is the spray that you apply
on these individuals and organisations that once you use it
they get stuck on it. The glue that makes things together to
make connections.
HN: This looks like my sketch from yesterday. It is pretty
much the whole thing. The red dots are the activities. The
cloud is the possible and available competences. The only
thing remains is the culture and individuals in place. DG: I
think that the keyword that is missing is the glue. The glue
that causes people to realise it and causes the organisations
to prepare for. It is the spray that you apply on these
individuals and organisations that once you use it they get
stuck on it. The glue that makes things together to make
connections.
HN: This looks like my sketch from yesterday. It is pretty
much the whole thing. The red dots are the activities.
The cloud is the possible and available competences. The
only thing remains is the culture and individuals in place.
These might be the road signs but you do not need to
follow them. If you turn left you would develop yourself on
that track but if you turn right, you will have an another
track, and by the end of your life you would add many
thing beside from your diploma. Many of the graduates
are ok with the diploma but we value lifelong education. I
would also like to add that as what David said, there might
be things that are not recognised which had emerged from
yesterdays sessions. There are competencies which are not
recognised by the community. These are derived from the
practitioners who do not define themselves as designers,
and that needs to be unearthed in a sense. So maybe, that
could be added to this atomic explosion of individuals.
Cİ: I want to make sure where are we putting the credentials?
HN: If this were a dynamic graph that we work on it, this
straight line would show one person moving in this direction.
The credential is that if this activity has enough gravity
to pull that person back down, then he would move as in
that part. So the gravity is the credentials, the pulling force.
DG: The point I would like to make is that the division of
three is arbitrary. We can point out and map the activities
and competences but I am maintaining the credentials as
glue. It is the self awareness that puts all of these together.
It is in the minds of the people.
HN: It is connected to the minds of the people if it is
attached to the activities. Credentials are attached to the
activities. If an activity has enough gravitational force, then
it convinces people to join that activity. So blue arrows
in my representation are credentials. If that arrow is too
strong than it would pull the individual closer.
HE: I do not think that it is a one way process. Especially in designer’s life, going back of the process is important. I believe
that this should be rather a circular map. I think if this is the life cycle of designer we can divide it by two. If we say everything
starts with a curiosity then there is a credential somewhere. After got a diploma from a university you become a professional.
In life, there are a lot of things such as these red dots. And then we come here with a lot of problems such as a bad
design. On the action side, there is a lot of activities such as an outsourcing. But the designer is in the centre. In a dynamic
way we can evaluate this periodically.
DG: I believe it is very relevant and interesting but it is an another issue.
HE: To conclude, there is a critical factor that evaluates the process that is specific for designers and create a passport for
some reason.
HN: The plug in part, what does it consist of? Where do they come from? Who are they?
HE: This is the actor that we were discussing about.
HN: It is a commission of thing. I think I would agree with David that it is a mother problem that value process but not a
design education process. It is more a complete and larger picture.