| 1. |
- Asbjørn Sörensen, Charlotte, et al.
(author)
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A Shift From Technical Properties Towards Sensorial Characteristics in Product Design Education
- 2017
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In: Building Community, Design Education for a Sustainable Future. Proceedings of the 19th International Conference on Engineering and Product Design Education (E&pde17). - : Institution of Engineering Designers. - 9781904670841 ; , s. 388-393
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Conference paper (peer-reviewed)abstract
- The aim of this study is to evaluate a new pedagogic approach implemented in a compulsory materials course for product design students at bachelors level at Malmö University. When developing a new curriculum for the material course, a decision was made to teach materials and production methods in a contextualized setting with emphasis on how students can deal with materials in a design process. Methods can be seen as mental tools that aid the design students in navigating complexity and offers them a structure to deal with unfamiliar territories. After an evaluation, some methods, guidelines and tools were selected to integrate in the compulsory materials course for the product design students, e.g. the Expressive-Sensorial Atlas [1], Meaning Driven Materials Selection [2] and the Material Driven Design method [3]. The implementation is made in two steps in order to test, evaluate and further develop a framework for teaching materials courses to product design students. The study evaluate the first step of implementation in general, and the implementation of the Material Driven Design method in particular. It is hoped that this research can contribute to further development of pedagogical approaches for teaching materials and production methods in a contextualized setting for product design students at bachelors level.
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| 2. |
- Berglund, Anders, 1974-, et al.
(author)
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Beyond design thinking - Whose perspective is driving the people-Centric approach to change?
- 2017
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In: Proceedings of the 19th International Conference on Engineering and Product Design Education. - : Institution of Engineering Designers, The Design Society. - 9781904670841 ; , s. 613-618
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Conference paper (peer-reviewed)abstract
- This research paper attempts to position fundamental principles of design thinking within a framework of problem-solving theory. The roles that are assumed in a co-creation community, team or workplace, are influenced by a champion who arises and systematically anchors alternatives and ideas once proposals are about to be realised. By embracing diversity, design thinking introduces interdisciplinary challenges that can lead to radical change and break-through innovation. This paper attempts to trace design thinking back to its foundational concern with the design of novel products, services, and business models. Regarding design thinking as a problem-focused (rather than solution-fixated) ethos, mindset or disposition, instead of merely a practitioners’ tool, we believe that this perspective is needed to deepen our understanding of design thinking. Hence, this paper provides a literature review at some depth, guided by a purpose-driven question: How do individual roles in an organisation become utilized throughout the anchoring and implementation of design thinking among stakeholders?.
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| 3. |
- Ekströmer, Philip, et al.
(author)
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CHALLENGING BRIEFS; LEARNING THROUGH CLIENT AND DESIGNER ROLES IN FRESHMEN DESIGN EDUCATION
- 2017
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In: BUILDING COMMUNITY: DESIGN EDUCATION FOR A SUSTAINABLE FUTURE. - : DESIGN SOC. - 9781904670841 - 9781904670858 ; , s. 400-404
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Conference paper (peer-reviewed)abstract
- This paper details an exploratory study of a design brief exchange method, using freshmen students in the beginner course Introduction to Design and Product Development at Linkoping University as a case. In design projects for clients, the design brief, irrespective of whether it is an explicit document or not, is generally seen as a critical step towards successful outcomes. From a design didactical perspective, it is a relevant question how to empower design students to engage with client-drafted briefs. In the proposed design brief exchange method, a student group drafts a design brief which they hand to a second group, while receiving a brief from a third. Every group thus performs both a client and designer role. A study was conducted on twelve student groups of 6-7 students each to investigate if and how the proposed method supports teaching students to cope with ambiguity. The students were, at several times during the course, prompted by staff to reflect on the brief they drafted in the role of clients as well as the brief received in their role as designers. Reflections were based on a set of questions and written in their project journal used for documentation in the course. Students and examiners reflections suggests that this is a promising approach to engage students in questioning client-drafted briefs and handle the ambiguity of design challenges.
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| 4. |
- Normark, Carl Jörgen, et al.
(author)
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Results from cross-fertilization of courses for improved student learning
- 2017
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In: Proceedings of the 19th International Conference on Engineering and Product Design Education: Building Community: Design Education for a Sustainable Future, E and PDE 2017. - Glasgow : Institution of Engineering Designers, The Design Society. - 9781904670841 - 9781904670858 ; , s. 734-739
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Conference paper (peer-reviewed)abstract
- This paper describes results from the development of two new industrial design courses in order to improve student learning in both practical and theoretical skills. Practical skills, such as model making and sketching, cannot be studied only as theory. These skills need training, implementation, and time to allow the knowledge to mature. The new course design build upon the CDIO framework where especially two standards are incorporated in the new course design: Standard 3 - Integrated curriculum, where personal and interpersonal skills, and product, process, and system building skills are interwoven with disciplinary knowledge, and Standard 5 - Design-Implement Experiences, where emphasis is on learning by doing, that the students will learn from actually designing something. This paper contains results from studies made during the first implementation of the two new courses, both from a teacher- and a student perspective. Redesigning several courses at the same time facilitates constructive alignment on course level where course activities are aligned with examination, and on program level where course content build upon previous courses and the proper learning outcomes are addressed at the proper time in the education program. On a course level, the results indicate that students are positive towards the interwoven practical and theoretical parts. Also, the student understanding of how different knowledge interact, both practical hands-on and theoretical knowledge, seem to have increased compared to previous years. On a program level, there are indications that much effort should go into organizing the sometimes new roles for the teachers and if overlooked could affect the course negatively, but we now have the knowledge how to implement the CDIO framework to develop courses for improved student learning.
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| 5. |
- Segalas, Jordi, et al.
(author)
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CIRCULAR DESIGN - LEARNING FOR INNOVATIVE DESIGN FOR SUSTAINABILITY: ERAMUS plus KNOWLEDGE ALLIANCE PROJECT FOR SUSTAINABLE DESIGN
- 2017
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In: BUILDING COMMUNITY: DESIGN EDUCATION FOR A SUSTAINABLE FUTURE. - : DESIGN SOC. - 9781904670841 - 9781904670858 ; , s. 224-229
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Conference paper (peer-reviewed)abstract
- The Circular-Design - Learning for Innovative Design for Sustainability (L4IDS) project is a three year (2016-2019) Erasmus + Knowledge Alliance financed project. The goal of the project is to promote sustainable consumption and production of products and services in Europe. This is achieved through a knowledge co-creation process and the development of training materials in order to teach and train students, faculty and enterprise staff of the design sector in Innovative Design for Sustainability (IDfS) strategies. The project is aligned with European Circular Economy policies and contributes to the realization of a more sustainable society. There is an abundance of learning schemes, courses, and teaching materials in higher education on DfS but few of these focuses on Knowledge Co-Creation and Innovation and none through continuous professional development. This paper will present an overview of previous initiatives around DfS in higher education, focusing on those that rise above the level of a single institution. By mapping these initiatives on the triangle Design for Sustainability (DfS)-Knowledge Co-Creation - Innovation, we will articulate the gap which the L4IDS project aims to bridge. For this, we will use an adapted version of the DfS Evolutionary framework. The mapping will be based on a case study publication on knowledge co-creation processes in design for sustainability. Specifically, the study will focus on the position of Digital Fabrication Labs (DFL) in this innovative design for sustainability triangle.
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