blog de notas de juan freire

About Blog @jfreire

Publicaciones etiquetadas como Métodos

Sep 6

Mayo 22

Mar 2
“Clifford Geertz en su famoso librito “El antropólogo como autor” (1989) busca cuál es la clave del relato etnográfico y nos dice que no es su retórica factual, ni su argumentación teórica, ni su primoroso estilo, si no su capacidad para “convencernos de que lo que dicen es el resultado de haber podido penetrar (o si se prefiere, haber sido penetrados por) otra forma de vida, de haber, de un modo u otro, realmente “estado allí” (pág. 14). Es el diálogo del etnógrafo o de la etnógrafa con sus datos lo que da sentido al texto etnográfico. Lo que da sentido al relato de campo es el propio proceso de aprendizaje del autor.” el relato etnográfico «  mediaciones

Feb 1
“Un experto es una persona que ha cometido todos los errores posibles en su campo del conocimiento.” Niels Bohr, físico (en Microsiervos)

Ene 11


Dic 28
‘What We Learned’ - The New York Times
The architects Robert Venturi and Denise Scott Brown on a 1968 field trip to Las Vegas. Their explorations led them to an important book and a rethinking of vernacular architecture.
Article: The Lessons of Las Vegas Still Hold Surprises

‘What We Learned’ - The New York Times

The architects Robert Venturi and Denise Scott Brown on a 1968 field trip to Las Vegas. Their explorations led them to an important book and a rethinking of vernacular architecture.

Article: The Lessons of Las Vegas Still Hold Surprises


Oct 14

Sep 15
“The Open Scholar, as I’m defining this person, is not simply someone who agrees to allow free access and reuse of his or her traditional scholarly articles and books; no, the Open Scholar is someone who makes their intellectual projects and processes digitally visible and who invites and encourages ongoing criticism of their work and secondary uses of any or all parts of it–at any stage of its development.”

P2P Foundation  » Blog Archive  » We need Open Scholars

[Excerpt from a proposal and thoughtpiece by Gideon Burton. Definición de “open scholar”]


Sep 3

Ago 30
Steps in a Design Thinking Process
UNDERSTAND. Understanding is the first phase of the design thinking process. During this phase, students immerse themselves in learning. They talk to experts and conduct research. The goal is to develop background knowledge through these experiences. They use their developing understandings as a springboard as they begin to address design challenges. OBSERVE. Students become keen people watchers in the observation phase of the design thinking process. They watch how people behave and interact and they observe physical spaces and places. They talk to people about what they are doing, ask questions and reflect on what they see. The understanding and observation phases of design thinking help students develop a sense of empathy.DEFINE. In this phase of design thinking, students the focus is on becoming aware of peoples’ needs and developing insights. The phrase “How might we….” is often used to define a point of view, which is a statement of the:
user + need + insight
This statement ends with a suggestion about how to make changes that will have an impact on peoples’ experiences.
IDEATE. Ideating is a critical component of design thinking. Students are challenged to brainstorm a myriad of ideas and to suspend judgment. No idea is to far-fetched and no one’s ideas are rejected. Ideating is all about creativity and fun. In the ideation phase, quantity is encouraged. Students may be asked to generate a hundred ideas in a single session. They become silly, savvy, risk takers, wishful thinkers and dreamers of the impossible…and the possible.
PROTOTYPE. Prototyping is a rough and rapid portion of the design process. A prototype can be a sketch, model, or a cardboard box. It is a way to convey an idea quickly. Students learn that it is better to fail early and often as they create prototypes.
TEST. Testing is part of an iterative process that provides students with feedback. The purpose of testing is to learn what works and what doesn’t, and then iterate. This means going back to your prototype and modifying it based on feedback. Testing ensures that students learn what works and what doesn’t work for their users.

Steps in a Design Thinking Process

UNDERSTAND. Understanding is the first phase of the design thinking process. During this phase, students immerse themselves in learning. They talk to experts and conduct research. The goal is to develop background knowledge through these experiences. They use their developing understandings as a springboard as they begin to address design challenges. 

OBSERVE. Students become keen people watchers in the observation phase of the design thinking process. They watch how people behave and interact and they observe physical spaces and places. They talk to people about what they are doing, ask questions and reflect on what they see. The understanding and observation phases of design thinking help students develop a sense of empathy.

DEFINE. In this phase of design thinking, students the focus is on becoming aware of peoples’ needs and developing insights. The phrase “How might we….” is often used to define a point of view, which is a statement of the:

user + need + insight

This statement ends with a suggestion about how to make changes that will have an impact on peoples’ experiences.


IDEATE. Ideating is a critical component of design thinking. Students are challenged to brainstorm a myriad of ideas and to suspend judgment. No idea is to far-fetched and no one’s ideas are rejected. Ideating is all about creativity and fun. In the ideation phase, quantity is encouraged. Students may be asked to generate a hundred ideas in a single session. They become silly, savvy, risk takers, wishful thinkers and dreamers of the impossible…and the possible.

PROTOTYPE. Prototyping is a rough and rapid portion of the design process. A prototype can be a sketch, model, or a cardboard box. It is a way to convey an idea quickly. Students learn that it is better to fail early and often as they create prototypes.

TEST. Testing is part of an iterative process that provides students with feedback. The purpose of testing is to learn what works and what doesn’t, and then iterate. This means going back to your prototype and modifying it based on feedback. Testing ensures that students learn what works and what doesn’t work for their users.


Jul 21

Jul 12
As designers working to improve the quality of life in other countries, the firm IDEO has spent more than 10 years creating a methodology focused on designing for the user. And now, IDEO wants to give all of that methodology away. A series of PDFs that are free to download, the Human-Centered Design Toolkit hopes to empower organizations and design firms by giving them their field-tested tools for social impact in a way that focuses more on sharing information than authorship. (via Open-Source Innovation: IDEO’s Human-Centered Design Toolkit | Designerati | Fast Company)

As designers working to improve the quality of life in other countries, the firm IDEO has spent more than 10 years creating a methodology focused on designing for the user. And now, IDEO wants to give all of that methodology away. A series of PDFs that are free to download, the Human-Centered Design Toolkit hopes to empower organizations and design firms by giving them their field-tested tools for social impact in a way that focuses more on sharing information than authorship. (via Open-Source Innovation: IDEO’s Human-Centered Design Toolkit | Designerati | Fast Company)