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

{"title":"WHERE EMOTION MEETS FUNCTION: THE CONSTRUCTION OF AN ICONIC LEGO® MINIFIGURE THROUGH AN ORIGINAL AND ENJOYABLE DESIGN EXERCISE","authors":"María Londoño, Alejandra Velásquez","doi":"10.35199/epde.2020.45","DOIUrl":"https://doi.org/10.35199/epde.2020.45","url":null,"abstract":"In exploring new experiences in design and engineering education – specifically learning by doing – this paper aims to describe a creative learning activity for Product Design Engineering students based on an original and enjoyable design exercise, as wel","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"2 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":"128130910","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}

{"title":"REGULATION IN COLLABORATIVE PROJECT-BASED DESIGN EDUCATION: AN INTERVENTION STUDY MEASURING THE EFFECTIVENESS OF A GROUP AWARENESS TOOL","authors":"Lore Brosens, J. Octavia, A. Raes, M. Emmanouil","doi":"10.35199/epde.2020.9","DOIUrl":"https://doi.org/10.35199/epde.2020.9","url":null,"abstract":"The fourth industrial revolution is on the horizon and many design engineering jobs of the future are largely unidentified. Tomorrow’s product designers must be able to deal with cutting-edge technology, big data and most importantly to collaborate and react resiliently to changes in the Knowledge Age. Contemporary discourse urges a shift towards multidisciplinary teams in which students must be trained to move from individual to collaborative problem-solving practices. This study examines whether the implementation of a group awareness (GA) tool in a third-year bachelor industrial design engineering course can have a positive impact on learning and teamwork dynamics. The participants of the study (n = 33) were encouraged to take part in group regulating exercises. Students were asked to self-assess the current state of collaboration via a mandatory GA survey, scoring their participation in the group work. After being informed of these results, students were asked to reflect and pose possible behavioural changes on an individual- and group-level. In addition, students received suggestions on how to collaborate through a mandatory scripted peer critique session in which they identified issues, talked about design decisions and created a common ground for further action. The results of the study indicated that the use of the GA tool enabled students to reflect on the different perspectives team members bring to the group’s project. This paper discusses the possibilities and shortcomings of implementing a group awareness tool in design engineering education and further research on this topic.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","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":"124410609","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}

{"title":"Problem-based learning in introductory thermodynamics and fluid mechanics","authors":"Euan Coutts","doi":"10.35199/epde.2020.74","DOIUrl":"https://doi.org/10.35199/epde.2020.74","url":null,"abstract":"Problem-based learning (PBL) is a pedagogical approach which aims to create engaged and thorough long-term learning. Often achieved by setting problems centred around a challenge encountered in a discipline representative of a “real world” challenge. In the process of creating a new school of product design (SoPD) and associated degree programme at the University of Canterbury in New Zealand a PBL approach was adopted for a new course in fluid dynamics and thermodynamics, titled “Thermofluids”. Intended to provide students undertaking product design degrees sufficient understanding and appreciation of the material to apply theory to make informed design decisions when dealing with design challenges related to these areas. The school wished to take a novel approach to ensure that students would retain their understanding rather than a more essentialist pedagogical approach to teaching and assessment alone. The first task, to demonstrate their understanding of basic fluid dynamics, was to design and build a “waterclock”. A fluid driven means of marking the passage of time. The second task, to demonstrate their understanding of basic thermodynamics, was to design and build a “solar oven”. PBL challenges are typically open ended and intend to place the students at the centre of the process with educators serving as guiding hands rather than providing prescriptive instruction. The brief for each of these PBL challenges was kept deliberately open in line with PBL theory, the intention being for the students to determine their own parameters for success of the endeavour. However, some alterations were required regarding criteria for the tasks. Important to note that it was the absence of prescriptive criteria which presented an issue, not prescriptive instruction. The various reasons for this are discussed in the paper. Upon completion of the class students were asked to provide a class evaluation. Without prompting the PBL challenges were highlighted as a key positive of the class with students providing commentary that the challenges made the theory feel real and assisted with their understanding of the theory and helped them to prepare for the exam. The paper explores the nature of the PBL pedagogical approach and reflects critically upon the process in this class as a case study, providing insight and proposing theories thereon for further study.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"2016 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":"128055799","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}

{"title":"EXPLORATORY RESEARCH TO BETTER UNDERSTAND THE DIFFICULTIES OF TAKING SUSTAINABILITY INTO ACCOUNT IN THE EVOLUTION OF ENGINEERING EDUCATION AND TRAINING","authors":"Lou Grimal, Jules Baudry, Pelgrim Charraud, Rémi Céret, N. Troussier","doi":"10.35199/epde.2020.34","DOIUrl":"https://doi.org/10.35199/epde.2020.34","url":null,"abstract":"(250 WORDS MAX) Humanity’s entrance into the Anthropocene forces us to question the role of technology because of its impacts on the environment. The stake is the viability of the Earth system for humans. Engineers producing a large part of these impacting techniques are not trained in sustainable issues (environmental, social and economic ones - in a systemic way). An exploratory workshop was held at a French University of Technology to study the development of new engineering training courses on issues of strong sustainability. During this workshop, the participants were placed into the current French institutional framework and were asked to develop a new training within this specific framework. The hypothesis formulated at the end of this experiment is that institutional frameworks can be an obstacle to the production of new training adapted to the transition phenomenon to respond to the increasing risk of socio-ecological catastrophes. This experiment was conducted as part of a heuristic approach and opens up new perspectives for the evolution of training as well as institutional frameworks in higher education and research.","PeriodicalId":372294,"journal":{"name":"Proceedings of the 22nd International Conference on Engineering and Product Design Education","volume":"117 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":"133031104","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}