Proceedings of the 22nd International Conference on Engineering and Product Design Education最新文献

SELF AND PEER EVALUATIONS OF STUDENT PERFORMANCE IN SKILLS BASED DESIGN PROJECTS 对学生在基于技能的设计项目中的表现进行自我和同伴评价

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 2020-09-10 DOI: 10.35199/epde.2020.71

D. Covill, T. Katz, Steven Smith

{"title":"SELF AND PEER EVALUATIONS OF STUDENT PERFORMANCE IN SKILLS BASED DESIGN PROJECTS","authors":"D. Covill, T. Katz, Steven Smith","doi":"10.35199/epde.2020.71","DOIUrl":"https://doi.org/10.35199/epde.2020.71","url":null,"abstract":"Self and peer assessment has been shown to help improve student engagement in assessment tasks, to improve behavior and maintain interest and attention levels, and ultimately to improve student performance. In this study, we critically evaluated the process, reliability, validity, benefits and drawbacks of self and peer assessment in a first year product design project with the aim to also establish a recommended resolution for rubric grade boundaries. Students ( n = 51) carried out five separate week-long design projects. They then undertook self and peer assessments and were assessed by the module tutors, by additional staff (both technical and academic not linked to the project module) and students on other years of the course. All staff had reasonable agreement with tutor grades, although there were mixed results on whether these were a valid means to accurately assess the project outcome – depending on which statistical analysis was adopted. For all staff, > 90% of their assessments were within 10% of the benchmark (agreed) grades, while for student self assessments 84.2% were within 10% and for student peer assessments 60.5% of the overall grades were within 10% of the tutor’s grades. When we analysed the data for individual tutor marks for all assessment criteria, 37.3% of grades were within 5% of each other, 85.8% were within 10% of each other, and the range within which 95% of grades could be bound was 20%, suggesting that the resolution of our rubric grade boundaries should be increased to 20% between grades boundaries for individual criteria in such practical assessment tasks in design. More generally, understanding the reliability and validity of assessment processes can help inform the assessment design to ensure an appropriate resolution is used for criteria.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124046711","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

Fostering design literacy, empathy and awareness in codesign 在协同设计中培养设计素养、同理心和意识

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 2020-03-02 DOI: 10.35199/epde.2020.18

A. Woodcock, T. Ball, Paul Magee, D. McDonagh, L. Moody, Katarzyna Gut, Felipe Moreira

{"title":"Fostering design literacy, empathy and awareness in codesign","authors":"A. Woodcock, T. Ball, Paul Magee, D. McDonagh, L. Moody, Katarzyna Gut, Felipe Moreira","doi":"10.35199/epde.2020.18","DOIUrl":"https://doi.org/10.35199/epde.2020.18","url":null,"abstract":"Using low fidelity simulations, the authors have previously introduced elements to an undergraduate product design module, to improve empathic forethought among student designers, designing with and for elders. Student feedback suggested a willingness and enthusiasm to adopt more empathic approaches to design problems and an understanding of the responsibility that resides in their hands. They also suggested that training could be enriched by engaging with elders during concept development and prototyping. In codesign, citizens may be asked to inform, constrain and evaluate product development to meet ‘their’ needs or those of their peers. It is often these insights which provide a basis for innovation around which designers can instil value, desire, benefit and affect perceptions of stigmatizing issues. Using a real-world scenario, students followed empathic, auto-ethnographic experiential learning exercises before engaging with elders. Mindful of the need for such interactions to be enjoyable, fruitful, reliable and valid for both students and participants, this study focused on the interaction between students and elders during concept development and final presentation. Six groups (32 students in total) were observed interacting with 12 elder citizens. Data was gathered from students’ reflections, observations of tutors, and focus groups with elder citizens. From this, we have developed guidelines to ensure that both citizens and students derive maximum benefit and enjoyment from these activities.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127834838","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

WHICH VISUALISATION TOOLS AND WHY? COMPARING PERCEPTIONS OF STUDENT AND PRACTICING DESIGNERS TOWARD DIGITAL SKETCHING 哪些可视化工具，为什么?比较学生和实习设计师对数字素描的看法

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.30

C. Ranscombe, Katherine Bissett-Johnson, Wenwen Zhang, B. Eisenbart, C. Lauff

{"title":"WHICH VISUALISATION TOOLS AND WHY? COMPARING PERCEPTIONS OF STUDENT AND PRACTICING DESIGNERS TOWARD DIGITAL SKETCHING","authors":"C. Ranscombe, Katherine Bissett-Johnson, Wenwen Zhang, B. Eisenbart, C. Lauff","doi":"10.35199/epde.2020.30","DOIUrl":"https://doi.org/10.35199/epde.2020.30","url":null,"abstract":"Different design tools offer a variety of different benefits to designers at different stages in the design process. Yet, as digital design tools develop, providing more nuanced utility, we observe a challenge for design educators in teaching as per both how and when to apply said tools. This paper contributes to the discussion around digital tools in design education by comparing student perceptions of digital sketching with those of practicing designers. We do so from the perspective of the characteristics of digital sketching that are referenced by participants when describing its application in a typical design process. Results show how characteristics relating to representation of ideas and usability are widely referenced by both groups; however, we found a difference in practicing designers’ referencing of time characteristics more so than students. Based on this difference in the way digital sketching is perceived, we conclude that greater consideration how different tools influence the time taken to create a visualisation, and thus speed of iteration, is the key to educating students on how to consider and select different design tools.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"94 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":"130317285","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

Designing the Future – Sustainability, Digitisation and Employment Insecurity 设计未来——可持续性、数字化和就业不安全

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.36

Robert Starling

引用次数: 1

SMART SHARING: SMART CITY PROJECT ON BICYCLE RENTAL FOR FOREIGN TOURISTS 智慧共享:为外国游客提供自行车租赁的智慧城市项目

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.5

Takao Ito, M. Tanaka

引用次数: 1

The Challenges of Teaching Design in the 21st Century, the Age of the Fourth Industrial Revolution 21世纪第四次工业革命时代教学设计的挑战

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.4

Martin Sole, P. Barber, D. Harmanto

引用次数: 0

TAKING CARE OF THE PLANET: DESIGNING WITH BIOPOLYMERS 保护地球:用生物聚合物设计

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.6

Luis Fernando Patiño Santa, Lumy Nouguez

{"title":"TAKING CARE OF THE PLANET: DESIGNING WITH BIOPOLYMERS","authors":"Luis Fernando Patiño Santa, Lumy Nouguez","doi":"10.35199/epde.2020.6","DOIUrl":"https://doi.org/10.35199/epde.2020.6","url":null,"abstract":"Educating designers and engineers about more sustainable design practices has been a challenge. The courses included in Product Design Engineering need to explain the fundamentals of materials science, their applications in design, and take into consideration the recent achievements in this field. New materials and technologies are evolving rapidly; however, classroom teaching is becoming insufficient in catching up on these developments. It is necessary to explore alternative materials, such as biopolymers, to replace synthetic materials and composites by reducing the spectrum of material family and find new and better solutions for design with an ecological conscience. Hence, it is crucial to engage the third-year undergraduate students in Medellin, Colombia, to combat the 21 st Century challenges of Sustainable Development Goals (SDG), and encourage them to work creatively with new materials that reduce the environmental impact. This paper presents a material design course “Designing with biopolymers”, which focuses on self-learning while working on a project. It is expected to close the gap between the new materials and the current educational practices. The course is divided into two stages. In the first stage, the students design and fabricate organic materials with which they explore the possible variations using some technologies. In the second stage, they apply various design methodologies on these materials and find possible applications that match their properties. As a result, they learn how biopolymers can take innovation to the next level in the future, and how they can achieve sustainability.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"148 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":"116338045","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

THE USER INNOVATION TOOLKIT: PROJECT-BASED LEARNING FOR NON-DESIGNERS 用户创新工具包:面向非设计师的基于项目的学习

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.56

Peter D. Conradie, Bastiaan Baccarne, Y. Christiaens, Lore Brosens, Jamil Joundi, L. Marez, Jelle Saldien

{"title":"THE USER INNOVATION TOOLKIT: PROJECT-BASED LEARNING FOR NON-DESIGNERS","authors":"Peter D. Conradie, Bastiaan Baccarne, Y. Christiaens, Lore Brosens, Jamil Joundi, L. Marez, Jelle Saldien","doi":"10.35199/epde.2020.56","DOIUrl":"https://doi.org/10.35199/epde.2020.56","url":null,"abstract":"Increasingly, higher education is turning towards project-based learning as part of its curricula. Concurrently, there has been increasing attention given to the ways in which designers typically solve problems, popularized under the term ‘Design Thinking’ with several commercial and educational efforts to present non-experts with tools to apply design thinking in their own organizations. Yet, as a review of these tools illustrates, while comprehensive in nature, they provide novices with an overwhelming number of tools and techniques, making it hard for non-experts to apply. To this end, we have developed an online wizard, intended for use by novice non-design students that provides a curated selection of tools to support students in project-based learning, with an emphasis on end-user involvement. The toolkit follows an iterative approach, with checks on whether intermediate requirements are met (i.e.: problem definition, knowledge of the user or stakeholders). Our article will present this toolkit and its use among a group of students who did not follow a traditional design education (n=18). We expand on the rationale for the toolkit and reflect on the results of the evaluation.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"51 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":"124424257","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

PRE–POST OBSERVATION RESEARCH FOSTERS A PRELIMINARY STUDY IN PRODUCT FORM IDENTITY 前后观察研究促进了对产品形态认同的初步研究

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.41

Mohd Hasni Chumiran, S. Abidin, M. Kamil

{"title":"PRE–POST OBSERVATION RESEARCH FOSTERS A PRELIMINARY STUDY IN PRODUCT FORM IDENTITY","authors":"Mohd Hasni Chumiran, S. Abidin, M. Kamil","doi":"10.35199/epde.2020.41","DOIUrl":"https://doi.org/10.35199/epde.2020.41","url":null,"abstract":"This research was specifically developed for the preliminary study of verbal protocol analysis (VPA) for the recognition of design representation underlying a design activity phenomenally based on design research ethics. The ethics case study purposely aims to develop the pre–post observation on a rigorous prescriptive study of the think-aloud design experience according to the eco-design identity in the product form context. Eight pilot participants were sampled from the degree-level product design programme from the School of Arts, Universiti Sains Malaysia, Penang, Malaysia. In the preobservational study, the emphasis on design pattern via a reflective practice (RP) approach using the visual imagery interactions between interpolative and extrapolative strategies was utilised by design scheme method. Meanwhile in the post-observational analysis, rubrics for evaluation were used as a design tool assessment to evaluate the concept of eco-design artefact by using the quality of the morphological patterns. The rehearsal prescriptive analysis, also known as s VPA’s preliminary study (VPAPS), was predicted to show the design representation (by contextual learning) with the interpretation of the eco-design identity. The outcome should present an encode of the designer’s human cognition framed by the design phenomena’s existence within an educational reliability test. By using dual method triangulation, a rigorous VPA method ethically achieved a future design criterion as the goal of design representation pertaining to real-fieldwork case study for design and engineering education.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"74 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":"124093442","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: 8

Engineering Methods Pack - Cards to Improve Engineering Research 工程方法包-卡片，以提高工程研究

Proceedings of the 22nd International Conference on Engineering and Product Design Education Pub Date : 1900-01-01 DOI: 10.35199/epde.2020.17

D.J.H.C. Hendriks, K. Turnhout, L. Buning, Ethel ten Elzen, A. V. Stralen, Tanja Tankink, E. Wesselingh

引用次数: 0