| 1. |
- Berglund, Anders, et al.
(författare)
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Triple-loop-learning : An instrumentation model for engineering design innovation education
- 2016
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Ingår i: DESIGN EDUCATION. - : The Design Society. - 9781904670780 ; , s. 77-82
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Konferensbidrag (refereegranskat)abstract
- This paper presents a framework for engineering design innovation education. This is discovery research in a purely qualitative sense. The authors, both highly experienced educators, are reflecting upon their practice of delivering team-based new product development courses at the master's degree level at deeply different universities in Sweden and the United States of America. In both cases, industry partners bring real-world projects and funding to the curricula. They have, as their primary objective, the development of talented new product development leaders. In both cases there is no intellectual property attachment to the funding. This paper seeks to make important distinctions about common language and practices within different regional and academic cultures. We are hopeful that our observations and the presented framework will draw others to deepen our understanding through next generation quantitative studies.
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| 2. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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ETHICS IN DESIGN CURRICULA - TEACHING APPROACHES
- 2016
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Ingår i: Design Education: Collaboration and Cross-Disciplinary. - 9781904670780 ; , s. 614-619
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Konferensbidrag (refereegranskat)abstract
- The main objective of design 'making things better' is not always achieved easily as conflicting values and priorities often leave the designer in the dilemma what is the right decision to take. This challenges design education to incorporate ethics in their curricula. The following article aims to identify approaches to teaching ethics in design courses based on interviews with design educators. Intended learning outcomes including ethics in design can e.g. concern value laden issues about the profession, personal positions, as well as practical application in design activities. Overarching teaching strategies comprise whether to teach ethics as a goal for reflection in itself (focused), or whether to treat it as one issue out of many (holistic). On a practical level design educators use strategies such as: Exemplifying, Externalizing, Contrasting, Pointing out alternatives, and Positioning. Approaching value-laden questions in design from the perspective of ethics rather than tacit and intuitive moral reasoning is an arduous task. It is however valuable since decisions about technological applications need a meaningful rationale and cannot be based solely on technological, legal, or institutional policy or on immediate emotional responses. Ethics enables people to argue for such a rationale, and to consider interests of different parties concerned.
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| 3. |
- Håkansson, Anders, et al.
(författare)
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Cross-Fertilization of Courses to Improve Student Learning
- 2016
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Ingår i: Proceedings of the 18th International Conference on Engineering and Product Design Education. - Glasgow : The Design Society. - 9781904670780 ; , s. 626-631
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Konferensbidrag (refereegranskat)abstract
- Teaching is an area that should be in a constant ongoing development or should at least be a processquestioned and revised according to the fact that the society, the students and new knowledge aboutteaching methods are not static. Whether teaching needs to change in terms of how it can enhancestudent learning opportunities must always be subject to an ongoing process. This article describes thisneed and how changes are made to improve students learning in one of the courses in the IndustrialDesign engineering program. The set up in a program like this is a compromise between two differentprofessions as in this case between mechanical engineers and industrial designers. This is a challengethat is tainted with some problems. One of these problems is to accommodate both professions in thesame application. These compromises are never optimal solutions and this have the result that somesubjects have to disappear or be minimized from each profession. Traditionally design trainingprograms contains more of hands on education than machine engineering programs and students inindustrial Design programs are also expected to have some basic knowledge already when applyingwhen applying to their educational program. Some examples of hands on courses as Model makingand sketching cannot be studied only as theory, skills in this case needs training and also timeprovided to allow the knowledge to mature. This article describes an attempt to improve this twoprofession trade-off and how to improve learning in both practical skills and theoretical skills by anew course design. The article also shows how this example could be of interest for other programsand other courses.
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| 4. |
- Ordonez Pizarro, Isabel, 1981, et al.
(författare)
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Designing with waste: Comparison of two practice-based education cases
- 2016
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Ingår i: 18th International Conference on Engineering and Product Design Education, E and PDE 2016, Aalborg, Denmark, 8-9 September 2016. - 9781904670780 ; , s. 152-157
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Konferensbidrag (refereegranskat)abstract
- Designing with discarded materials can be challenging, but it has the benefit of helping material recirculation and in doing so may help to reduce the volumes of waste currently available. This idea initiated work in two independent cases of practice-based design education: one at the Chalmers University of Technology at Gothenburg, Sweden and another at the Indian Institute of Information Technology, Design, and Manufacturing at Jabalpur. In both the cases, researchers at the two universities developed their methodology considering their contextual set of requirements. Further, the design students in both cases were presented with the ‘challenge’ and an ‘assistive method’ for performing product development using discarded material(s). Both initiatives were developed independently of each other, and the researchers got to know of the other initiative after initial work had been published on each study. This article is a joint analysis that seeks to compare the two initiatives to highlight the differences and similarities between the experiences in both design education and design processes. This is done to better understand the challenges of designing with discarded materials, with critical insights on the activity, thus enhancing the possible contribution of designers to material recirculation.
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