DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022最新文献_第7页

IMPROVING THE EDUCATION EXPERIENCE IN A DESIGN HISTORY COURSE USING CANVA, INSTAGRAM AND LINKEDIN 使用canva, instagram和linkedin改善设计历史课程的教育体验

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.59

B. Howell, A. Jackson, Addie Payne Morgan

{"title":"IMPROVING THE EDUCATION EXPERIENCE IN A DESIGN HISTORY COURSE USING CANVA, INSTAGRAM AND LINKEDIN","authors":"B. Howell, A. Jackson, Addie Payne Morgan","doi":"10.35199/epde.2022.59","DOIUrl":"https://doi.org/10.35199/epde.2022.59","url":null,"abstract":"The History of Product Design course at Brigham Young University has successfully implemented Instagram into its curriculum over previous years, and these efforts have been studied, documented, and published at past E&PDE conferences. This study aims to re-evaluate this course's presentation tools, improve the current use of social media, and enhance the overall learning experience. First, we assessed the value of using Instagram as an educational tool. Second, we evaluated the differences between Adobe InDesign and Canva as a presentation tool. Canva's advantages over Adobe Suite products include a shorter learning curve, spell-checking, video integration and built-in compatibility with social media products. Third, we assessed the impact of incorporating LinkedIn in our posts to extend the reach of student presentations. The results indicate that Canva decreases presentation building time, focuses student content decisions and increases visual quality. We also demonstrate that using Instagram and LinkedIn as education tools somewhat increases interaction with the larger design community and student attention to content quality.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134177460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

TOOLKIT THAT SUPPORTS THE DEVELOPMENT OF A SUSTAINABLE PRODUCT-SERVICE SYSTEM 支持可持续产品服务系统开发的工具包

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.62

Eline Albert, Ivo Dewit

{"title":"TOOLKIT THAT SUPPORTS THE DEVELOPMENT OF A SUSTAINABLE PRODUCT-SERVICE SYSTEM","authors":"Eline Albert, Ivo Dewit","doi":"10.35199/epde.2022.62","DOIUrl":"https://doi.org/10.35199/epde.2022.62","url":null,"abstract":"This study results from a master thesis for the Department of Product Development of The University of Antwerp. The thesis focuses on a toolkit that provides support in the design process of a PSS, namely the product-service system design toolkit  1  . In this toolkit, there is hardly any focus on sustainability, but rather on the interaction with the end-user. To integrate this sustainability aspect - considering people, planet and profit - the Sustainable Innovation System (SIS) toolkit of OVAM  2  is used as input. The opportunity of this master thesis is to work out a possible synergy of both toolkits. This type of toolkit is hardly explored in the current market. This paper will first find out how both toolkits are used and what pitfalls there are. Various research methods have been used to map out the findings: a literature exploration, analysis of existing evaluations, in-depth interviews, a focus group, online questionnaires, a workshop, and project guidance. The triangulation ensures that the results are as close to reality as possible. This information is summarized and translated into drivers for the solution to be designed. After this, a proposal for the solution is being presented, which is a digital library of design tools. This study thus contributes to a concise human and economic analysis of design tools in general, and a proposal – specifically for the PSS design toolkit and the SIS toolkit – of automated project guidance for design students and practitioners. The online tool platform emerges as the best solution for the abovementioned problems and considers five design drivers that guide the design process, namely: design track support, autonomous use, reduced complexity, universal use, and easy integration.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122310314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

INTRODUCING PEER-ASSISTED LEARNING CONCEPT IN A DESIGN COURSE 在设计课程中引入同伴辅助学习的概念

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.30

Sagar Chirankar, Shyam Kumar Singh Munda, Aasmita Das, Arnab Patra, Elishan Jami, Kanika Meena, S. Sonu, Supradip Das

{"title":"INTRODUCING PEER-ASSISTED LEARNING CONCEPT IN A DESIGN COURSE","authors":"Sagar Chirankar, Shyam Kumar Singh Munda, Aasmita Das, Arnab Patra, Elishan Jami, Kanika Meena, S. Sonu, Supradip Das","doi":"10.35199/epde.2022.30","DOIUrl":"https://doi.org/10.35199/epde.2022.30","url":null,"abstract":"Design education is based on interactive discussions between students and their facilitators. Deeper engaging interactions can generate a range of concepts in the initial design phase. However, from the student’s perspective, the discussions with the course facilitator may turn formal and pose a restriction on free-flowing ideas. Despite applying different student engaging methods, there still seems to be an invisible barrier that holds them back from freely expressing their design thoughts. The concept of Peer-Assisted Learning (PAL) was introduced in a design course in the Department of Design at the Indian Institute of Technology, Guwahati (DoD, IITG), to solve this issue. This paper discusses the observations and findings of the experimental study with PAL in an industrial design course for concept generation. Conceptual solutions were developed for different design problems as part of the design charrette planned within the course. The final year Masters in Design students mentored junior students from third-year Bachelors in Design in the design charrette under the course instructors’ guidance. This exercise helped the junior design students quickly open up with their mentors and share their ideas smoothly. The senior students acted as a catalyst in generating a range of possible outcomes in a short period. A survey conducted at the end of this course with the junior students showed that the students accepted PAL well and would like it to be part of other courses in the future. Therefore, this paper recommends introducing PAL in design education as it effectively develops professionalism in senior students and helps the junior students use their seniors’ experiences. Additionally, it imbibes a sense of community learning in the student group.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126409255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

UNMASKING BIASES IN DESIGN EDUCATION 揭露设计教育中的偏见

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.88

Annemiek G. C. van Boeijen

引用次数: 0

EMBEDDING IMMERSIVE TECHNOLOGIES INTO PRODUCT DESIGN EDUCATION: STUDENTS' AWARENESS OF VIRTUAL REALITY AS A TOOL TO SUPPORT THE DEVELOPMENT OF DESIGN SOLUTIONS 将沉浸式技术融入产品设计教育:学生对虚拟现实作为支持设计解决方案开发的工具的认识

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.4

Laila Al Jahwari, V. Garaj, David Harrison

{"title":"EMBEDDING IMMERSIVE TECHNOLOGIES INTO PRODUCT DESIGN EDUCATION: STUDENTS' AWARENESS OF VIRTUAL REALITY AS A TOOL TO SUPPORT THE DEVELOPMENT OF DESIGN SOLUTIONS","authors":"Laila Al Jahwari, V. Garaj, David Harrison","doi":"10.35199/epde.2022.4","DOIUrl":"https://doi.org/10.35199/epde.2022.4","url":null,"abstract":"Using new and emerging technologies in education can increase student engagement and support teaching methods. However, using any technological tool requires prior knowledge and understanding, especially in education. An online survey was used to gather data on product design students' knowledge of Virtual Reality (VR) technology. As a case study, this survey will examine how the use of Virtual Reality technology can impact the product design development process and design thinking. A questionnaire was distributed to product design students as part of a mixed method approach. Students' views on common design solution development practices and Virtual Reality technology were quantified and analysed through open-ended and closed-ended questions. The survey revealed students' preferred modelling and rendering software, sketching methods, level of detail in sketches, prototyping materials and tools, assessment modes and aspects. The questionnaire also assessed students' knowledge of VR and their perceptions of its utility in product design. In product/industrial design education, high student awareness of technology indicates a bright future.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122472048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

ONLINE PARTICIPATORY TOOLS IN CLASSROOM AND RESEARCH SETTINGS 课堂和研究环境中的在线参与工具

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.109

Raunak Mahtani, C. Gill, K. Umstead, Sana Behnam Asl, Kristin P Tully

{"title":"ONLINE PARTICIPATORY TOOLS IN CLASSROOM AND RESEARCH SETTINGS","authors":"Raunak Mahtani, C. Gill, K. Umstead, Sana Behnam Asl, Kristin P Tully","doi":"10.35199/epde.2022.109","DOIUrl":"https://doi.org/10.35199/epde.2022.109","url":null,"abstract":"Collaborative engagement in research and education often involves the need for a shared workspace among participants. With improved web-based technologies, and limitations to in-person interactions presented by the COVID-19 pandemic, educators and researchers need to adapt their methods and tools to support meaningful engagement. We reflect on our experiences and iterative experiments navigating these challenges in the domains of design education and design research. As design educators, our team utilized various online platforms including video conferencing, whiteboards, spreadsheets, surveys, and polling tools, to support teaching and student collaboration. As design researchers working in the domain of maternal healthcare, we borrowed from our experiences in the classroom and applied some of these tools to our research with patient and clinician stakeholders, to support data collection and research team collaboration. In this paper, we elaborate on these experiences by drawing from examples across our teaching and research activities to share key strengths, challenges, and considerations of the online workspaces, with a particular focus on online whiteboards. We compare the two settings and reflect on barriers and facilitators of online engagement specific to these. Lastly, we suggest recommendations for designing online activities and selecting appropriate online tools based on the objective, contextual needs, and the affordances of tools and activities. Our findings may support decisions of educators, designers, and researchers in planning for online engagement. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117141859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

INVENTING AND PATENTING USING HALF-CAUSATION: NEW PHILOSOPHICAL TOOLS FOR ENGINEERING DESIGN EDUCATION 利用半因果关系发明和申请专利:工程设计教育的新哲学工具

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.8

M. Abolkheir, M. Wisnom

{"title":"INVENTING AND PATENTING USING HALF-CAUSATION: NEW PHILOSOPHICAL TOOLS FOR ENGINEERING DESIGN EDUCATION","authors":"M. Abolkheir, M. Wisnom","doi":"10.35199/epde.2022.8","DOIUrl":"https://doi.org/10.35199/epde.2022.8","url":null,"abstract":"This paper has two objectives. The first is to briefly introduce a readership in Engineering Design education to Half-Causation, which is a philosophical model for inventing and patenting. Following a brief introduction, Half-Causation will be illustrated using the well-known case of the centrifugal vacuum cleaner, which was invented by the British inventor Sir James Dyson in the late 1970s. The second objective is to present the outcome of a 3-hour workshop which took place at the University of Bristol in 2021, in which doctoral engineering students were introduced to Half-Causation, before being given an engineering design problem to solve using it. The problem was ‘how to reduce the probability of a cyclist unseating (flying over the handlebar) when braking at high speed.’ Instead of addressing the problem in the traditional terms of morphology or functionality, the participants were encouraged to focus on causal properties . The participants were divided into four teams, and they clearly got a reasonable grip on Half-Causation Branching and followed its instructions faithfully. The four teams developed 44 inventive concepts, albeit some of the same or similar inventive concepts were developed by multiple teams. The workshop ended with discussing the optimisation of the scope of sought patent protection, using Half-Causation Encapsulation . The paper concludes by recommending adding the Half-Causation tools to engineering curricula, both in terms of generating ideas and intellectual property, specifically patents.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130823263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EXPERIENCES WITH EMOTIONAL DESIGN 情感设计体验

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.17

Jeanette Helleberg Dybvik

引用次数: 0

THE REDESIGN STUDIO: AN INTENSIVE EVIDENCE-BASED APPROACH FOR IDEATING PRODUCT AND UX/UI IMPROVEMENTS 重新设计工作室:一个密集的基于证据的方法来构思产品和ux / ui改进

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.105

Owain Pedgley, Bahar Şener

{"title":"THE REDESIGN STUDIO: AN INTENSIVE EVIDENCE-BASED APPROACH FOR IDEATING PRODUCT AND UX/UI IMPROVEMENTS","authors":"Owain Pedgley, Bahar Şener","doi":"10.35199/epde.2022.105","DOIUrl":"https://doi.org/10.35199/epde.2022.105","url":null,"abstract":"This paper describes a six-week design studio that set out to make ‘redesign’ an educationally rewarding activity, whilst developing students’ skills in evidence-based designing. Final year industrial design undergraduates chose a personally owned household electrical or electronic product that they considered in need of improving or updating. The redesign studio guided students through five consecutive stages of briefings, activities, and critiques: (i) product anatomy analysis and part labelling, (ii) market analysis and market segmentation charts, (iii) hands-on peer contributed user experience (UX) evaluation, (iv) strategies for product improvement, and (v) design proposals. The educational aims of each stage are presented, with particular attention to the UX programme evaluation stage, where students were supplied with a special UX evaluation worksheet to accelerate their comprehension of UX terms and assist the collection and analysis of product evaluations. The results of a survey to gather students’ views on the strengths and weaknesses of the redesign studio are also presented. Students gave overwhelmingly positive feedback, praising the closeness of the studio to ‘real world’ design practice. Their greatest challenge was time management: having to deal with the new experience of a high-intensity studio where they could not afford to ideate for excessively long periods or to procrastinate at any stage. The redesign studio is suggested to be a fruitful model for design instructors to adopt and modify in their own institutions for market-focused design briefs where rationalized incremental improvements are sought, rather than radical innovations.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114710031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘ART EXPERIENCES’ AS DISRUPTIVE IMPULSE, AND MENTORING FOR NEW DESIGN ENGINEERING EDUCATION STRATEGIES “艺术体验”是一种破坏性的冲动，并为新的设计工程教育策略提供指导

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022 Pub Date : 1900-01-01 DOI: 10.35199/epde.2022.6

marina-elena Wachs

{"title":"‘ART EXPERIENCES’ AS DISRUPTIVE IMPULSE, AND MENTORING FOR NEW DESIGN ENGINEERING EDUCATION STRATEGIES","authors":"marina-elena Wachs","doi":"10.35199/epde.2022.6","DOIUrl":"https://doi.org/10.35199/epde.2022.6","url":null,"abstract":"This research study questions the significance of understanding what it means to create the change by design in context of today’s knowledge and self-management, and also to advanced design engineering education. Needless to say, holistic, sustainable and humanity-centred education begins as early on at preschool. In the future, a central interest of ‘good design’ is to ensure that the planet ‘profits,’ by utilising a variety of ‘art of languages’ in an interlinked way: The synergy of an art pedagogical + design didactical approach in schools and at universities, not only manifests collaborative designing across the generations; it is also giving rise to a revaluation of fine arts and the multi-level benefit of art and design, e.g., core factor in supporting self-belief as training element of mentoring culture, which supports Initial Teacher Education (ITE) systems of design teachers, which calls for you to trust your intuition to develop an excellent ‘personal intelligence.’ To train the trainer with embodiment, will focus on three key factors: - teaching various design methods, - developing the fundamental self and knowledge management of individual and digital systems, - including (cross)cultural education. The ‘trainer’ and her/his concept of leadership count. Design didactic knowledge and ‘motivation to act-instruments,’ these experiences, are part of the best students’ education for next design engineering mentor.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124064603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&amp;PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022最新文献

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022最新文献