| 1. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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Media and representations in product design education
- 2014
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Ingår i: A. Eger, A. Kovacevic, & B. E. Parkinson (Eds.), Design Education & Human Technology Relations, Proceedings of The 16th International Conference on Engineering and Product Design Education. ; , s. 42-47
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Konferensbidrag (refereegranskat)abstract
- The creation of product form, involves embodying a potential function and intended use while defining geometrical, ordering principles. This paper aims to elaborate roles of different media and representations in design activities intended to externalise form ideas (e.g. sketching, building physical models, digital modelling, etc.). Understanding and explaining this is central to helping students and practitioners engage with, reflect on, and value the roles of media for externalising ideas.To understand and explain the role of media in design activities, design diaries were analysed. These were documented as part of a course in Advanced Form Design (7,5 ECTS - master level) in spring terms 2011-2013 with a total of 38 participants. For course completion, the students were expected work in groups on a project seeking creative form ideas and solutions for a dinnerware product with a high level of novelty, aesthetic detail, and functionality. Design diaries were used as an educational method for initiating and documenting self-reflections on a weekly basis. The students were to reflect on their process and the underlying motivations behind their activities.Design progress can be seen, as interplay of moving-seeing not only within one medium of externalizing, but also across different media. In the design diaries the students engaged in a dialectic process when translating their ideas from one medium to another. The results from diary analysis show how reframing prior ideas facilitates interpretation, discovery and correction of the assumptions that are not revealed in previous representations, and thereby, learning from previous mistakes. Creating educational situations to encourage the students iterate more often using different media, may result in reaching more well-reasoned solutions.Further, the paper discusses issues regarding skill in manipulation of material and media. Eloquence in using media facilitates idea generation without necessarily being bounded to and distracted by technical problems. This accentuates a need to help design students become more skilled in using different media, thereby enabling a fluent exploration of novel solutions.The paper provides a platform for students and, educators to engage with, reflect on and discuss how different media may support design, but in some cases also constrain creativity and ability to work with three-dimensional form.
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| 2. |
- Hestad, Monika, et al.
(författare)
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Craft Brewery Brands: self-awareness through performance
- 2014
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Ingår i: Erik Bohemia, Alison Rieple, Jeanne Liedtka, & Rachel Cooper (Eds.), Design Management in an Era of Disruption- Proceedings of the 19th DMI: Academic Design. - 9780615991528 ; , s. 504-529
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Konferensbidrag (refereegranskat)abstract
- New principles emerge, with brands, innovation and design being driven bypassion and meaning. Companies strive to resonate with consumers, tappinginto culture, myths and ideologies, but also move to becoming “citizenartists” who inspire people. Design may play a central role in this,materialising values and interpreting meaning. A product category that isseemingly localised, socially engaged, and value-oriented is craft breweries.These are often small-scale and use traditional approaches to brewing,emphasising craftsmanship and quality, based on an often rebellious butplayful nature, challenging the status quo, while having a passion to learn.We aim to understand how to develop brands based on own passion andprinciples, while being open to influences in society. What is the role of designwhen establishing a craft beer brand? We conducted a comparative casestudy using interviews, site visits and extensive desktop research. The resultsare compared through a framework seeing identity as a self-image that isembodied, performed, interacted and re-negotiated in an ongoing process.Both cases actively use design and engage with their audiences, but do sowith different agendas: preserving and perfecting traditions, or playfullycreating new brews and scenes.
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| 3. |
- Hjort af Ornäs, Viktor, 1976
(författare)
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Editorial: Design’s subtle contributions
- 2014
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Ingår i: Swedish Design Research Journal. - 2000-964X. ; 2014:1, s. 33-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Exploring negotiated determinants of product form.
- 2012
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Ingår i: 11th Nordcode Seminar & Workshop: Strategic design communication in business Helsinki / Stockholm, June 11-13 2012.
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Konferensbidrag (refereegranskat)
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| 5. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Felicities and Fallacies of Teaching Design Theory: A Comparative Study
- 2012
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Ingår i: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen (eds.) Proceedings of E&PDE 2012, the 14th International conference on Engineering and Product Design Education, Antverp, Belgium, September 6-7 2012.
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Konferensbidrag (refereegranskat)abstract
- The scope of design has changed significantly in the last decades - from a focus on material aspects to the intangible, from functionality to pleasure, and from making products to providing services and experiences. Even if being aware of changes, design curricula rarely reflect theoretical challenges and opportunities connected with these issues. Design educators do not only struggle with the complexity and the metafix feature of their discipline but also with the fact that its basic conjectures are seldom made explicit, which in turn impedes possibilities for teaching design theory to students. The paper discusses the question of how to facilitate the understanding of design theory introductions by comparing two curricula. The objective of these is to provide design students with the ability to understand and implement design theory in their practice. Following the introduction, which positions the paper in a specific learning context, the second section describes course requirements, tools and methods applied in two teaching approaches. Based on a comparison of the two courses the third section points out barriers and opportunities, such as a contextualization of theory teaching within more applied activities in design education, and discusses ways of enabling different types of learning related to design theory.
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| 6. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Metaphors in Design Curricula
- 2014
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Ingår i: A. Eger, A. Kovacevic, & B. E. Parkinson (Eds.), Design Education & Human Technology Relations - Proceedings of the 16th International Conference on Engineering and Product Design Education.. - 9781904670551 ; , s. 600-605
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Konferensbidrag (refereegranskat)abstract
- Metaphors are central to the way we see and shape the world, and identifying metaphors can help toquestion how certain issues are explained or set-up, thereby opening up a range of opportunities fordesign. This paper explores how metaphors can contribute to understanding theories and models, aswell as problems and opportunities in design courses at different levels. Following the introduction,section two and three introduce metaphors, and identify the roles metaphors play in design and designeducation with help of analyzing three examples in design curriculum. The fourth and final sectiondiscusses educational implications of metaphors as tools to inspire and facilitate knowledge generationin design curricula.
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| 7. |
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| 8. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Teaching design theory: Scaffolding for experiential learning
- 2013
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Ingår i: EPDE2013 15th Itl. Conference on Engineering and Product Design Education, Dublin, Ireland. September 5-6. - 9781904670421 ; , s. 724-729
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Konferensbidrag (refereegranskat)abstract
- A future in ever changing professions requires design students to become competent in engaging with different types of knowledge. This article argues that teaching students the ability to reflect on their own approaches opens up for combining design theory and practice for the greater benefit of both. Yet, there are challenges in promoting such a ‘mixed approach’ in design education. In a prior paper, the authors took Kolb’s experiential learning model as a starting point for a post hoc comparison and evaluation of teaching design theory. The present paper describes the proactive application of this model in redesigning a course, given at the Norwegian University of Science and Technology spring term 2013. The course provides Concrete Experience through in situ-observations interviews, etc. Students are then requested to transform these into the generic requirements of a design brief (Reflective Observation), further interpret the brief in the light of theories (Abstract Conceptualisation), and finally convert findings into new design concepts (Active Experimentation). The paper discusses how learning models can be used proactively in design education, through three perspectives on learning: as Didactic staging-, Process driven-, and Reflexive independence.
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| 9. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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The spread of product development methodology: Exploring drivers and barriers in Swedish Industry
- 2014
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Ingår i: 10th Biannual NordDesign Conference, NordDesign 2014, Espoo, Finland, 27-29 August. - 9781904670582 ; , s. 540-549
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Konferensbidrag (refereegranskat)abstract
- The outcome of Design, Innovation and Product development research is often manifested asrecommendations in the form of methods, but these do not always find their way intoindustrial application. This paper elaborates on drivers and barriers for the spread of productdevelopment methodology based on 41 interviews with managers, designers, developers andknowledge brokers. Results indicate a range of motives for adopting methods including e.g.coordination of different actors, generation of documentation, methods serving as tools forvarious design tasks etc. However; the value of tools must be seen in relation to localconditions and practices. The spread of methods occurs between and within organisations andmay be actively supported while ideally “good tools spread themselves”. Participants call formethods to be scalable or malleable, guiding, informing and enabling without constraining orenforcing too rigid procedures.
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| 10. |
- Jagtap, Santosh, et al.
(författare)
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Design methods and factors influencing their uptake in product development companies: A review
- 2014
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Ingår i: Proceedings of the 13th International Design Conference - DESIGN'14. - 1847-9073. ; DS 77, s. 231-240, s. 231-240
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Konferensbidrag (refereegranskat)abstract
- Design methods are necessary to support product development companies in improving their product development processes, and thereby in producing high quality products. The uptake of design methods in product development companies is limited and lower than one might expect. There is a wide variety of literature related to factors that influence the uptake of design methods in companies. In this paper, we synthesised this literature, and in particular, developed a framework of factors than can influence the uptake of design methods in product development companies.
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