| 1. |
- Berglund, Anders, et al.
(författare)
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Development of the systematic grading procedure
- 2011
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Ingår i: Design education for creativity and business innovation. - Glasgow : Design Research Society. - 9781904670339 ; , s. 293-298
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Konferensbidrag (refereegranskat)abstract
- A challenge in design education is the grading of students work when the task is based upon the student’s ability to show applied knowledge. Due to this difficulty the grading criteria needs to be and is most often subjectively focused. As previous research has shown the assessments can vary between teachers, thus, increasing the chance for varied and possibly improper scores. Much has to do with the level of experience and knowledge a particular teacher has and the individual preferences to which parameters make a good picture or animation. The Systematic Grading Procedure (SGP) is a method in which an assignment is broken down and the task is graded depending upon the assessment areas. The aim of this paper is to validate the SGP as a grading method for teachers in 3D modeling and 3D-visualisation and further develop the SGP as an assessment tool for lesser-experienced teachers. The SGP has previously shown to be helpful in giving and receiving feedback. Previous work did not show significant differences between SGP and the commonly used methods but this more extensive study did show that the SGP did significantly help reduce the variation in grading for both experienced 3D teachers and inexperienced 3D teachers but not for non-teachers. There seems to be a good potential for the SGP method to help teachers give more consistent grades and at the same time help students through feedback which helps both by helping them with a better understanding of the grading methods and measures.
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| 2. |
- Berglund, Anders, et al.
(författare)
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Innopoly : Design Steps Towards Proficiency in Innovative Practices
- 2011
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Ingår i: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11. - : the Design society. - 9781904670339 ; , s. 281-286
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Konferensbidrag (refereegranskat)abstract
- This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.
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| 3. |
- Håkansson, Anders, et al.
(författare)
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Stimulate student business outcome through needfinding-oriented projects
- 2011
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Ingår i: Design education for creativity and business innovation. - Glasgow : Design Research Society. - 9781904670339 ; , s. 391-396
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Konferensbidrag (refereegranskat)abstract
- At the department of Human Work Sciences at Luleå University of Technology, LTU, there is a long tradition of working in student driven product development projects in cooperation with companies in the industry. The main structure of these projects is to develop assignments together with the companies and let the students address these problems during the projects. This leads to stimulating and real tasks where the students are very committed. However, the tasks are relatively well defined and are more like consultant assignments where the students act like the consultants and work directly with the companies’ problems. The ambition was to increase the element of innovation and entrepreneurship and through that increase the ambition and conditions for starting new companies. To achieve this, need finding methodology based on Patnaik and Becker was introduced in order to give the students a tool to work with more loosely defined tasks. The projects where not defined more than as a few different scenarios where the students were requested to identify needs and from that develop a product or service to satisfy these needs. From the need finding, the use of scenarios and personas the outcome was a number of unique and innovative solutions. The students experienced the new approach as scary at first but gradually started to appreciate it as long as the project proceeded. The course assessment showed that the new way of addressing problems when developing products filled a gap in the methodology package for the students. However, even though the outcome showed a successful result regarding innovativeness the projects ended without being implemented as products on the market. This step seemed to be too much to overcome. According to that an additional aspect was introduced the third time the course was given. From the start the projects were carried out without cooperation with the industry in any way but this time a company committing them selves to buy and produce the best solution was involved. The company introduced in the course provides gifts and profile products to other companies and organizations. This means they have a great number of different products in their collection. The student project groups task was to find and create a new suitable product to offer them. The class of students was divided into groups of four and they all worked with the same assignment in competition with each other. The outcome of this project was a great number of different solutions depending on which target group the students had chosen to focus on and which needs were identified. The result from, the need finding were, in the cases when it was an advantage, prototyped in the rapid prototyping equipment which is a way to make models of high quality close to production ready designs. In the end, several solutions were chosen for production by the company. All in all, this approach turned out to greatly stimulate an entrepreneurial approach and further develop the students’ ability for innovative thinking. The use of need finding-based projects in a strong competitive situation is useful for the students. To focus more towards entrepreneurship and innovation proved to stimulate start-up of new companies and it can also show the students that a self-employed future is realistic.
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| 4. |
- Selvefors, Anneli, et al.
(författare)
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Using product innovation as eco-branding to encourage sustainable lifestyles - An exploratory student approach to business strategy
- 2011
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Ingår i: DS 69. ; , s. 337-342, s. 337-342
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Konferensbidrag (refereegranskat)abstract
- Recently, new market demands and customer expectations have forced companies to expand their commitment to sustainability and to offer new eco-friendly solutions. It is therefore of increasing importance for companies to expand their product portfolio with new sustainable and innovative designs. New product solutions have the ability to change how we as individuals live and use resources in our everyday life. This offers great opportunities for companies and designers to use creative technology innovation as a tool to promote new sustainable lifestyles. This paper discusses the challenge of using product innovation as eco-branding and how an exploratory approach to this has been used in a number of student projects. Based on in-depth analyses of different brands and their existing products, students created ten new brand, product and service concepts. The sustainability aspect was particularly stressed both in the created concepts and in the accompanying business and brand strategies. In the paper, we report on the overall description of the project as well as the overall results. Finally, we will describe one case in more detail and discuss the project approach in regards to the actual result and contribution to the student learning experience and insight on eco-branding.
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