DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)最新文献

{"title":"NEW MANUAL AND DIGITAL EXPLORATION IN SURFACE TEXTILE DESIGN: A SUPERUSER APPROCH IN DESIGN EDUCATION","authors":"Wenche Lyche, Pernille Øverjordet","doi":"10.35199/epde.2021.82","DOIUrl":"https://doi.org/10.35199/epde.2021.82","url":null,"abstract":"Manual exploration versus digital exploration is now adays part of students learning processes and there is a growing need in society to understand the relationships between manually created surfaces and creativity based on new technology. Still manual exploration is necessary to understand and cherish he unexpected that can be understood, transformed, discovered and create new value, for product design students and the product. This paper will take into consideration several aspects of learning. One approach is instructors showing creative ways to find new surfaces through exploratory surface design methods exposing students to open result design processes. Another approach is students working more independently as superusers to explore their own surfaces. A third approach is evaluation and collaboration between instructor and student in digital exploration introducing the student to digital textile printing, textile science, sustainability and at the same time introducing students to academic writing. The digital textile printing was related to exploring surface design and then transformed into patterns for digital print. In this qualitative study it is documented what the hand can create, intuitively with textiles, provoking and understanding the aesthetics of surface textile design by using force of nature such as low minus degrees, flames, light exposure combined with digital textile printing. Core values in this paper will be based on natural fibers in printing on wool and silk to enhance quality and ensure a stronger connection between product and consumer. The discussion evolves around the value of emotional design in new technology and Donald Normans concepts in ‘Design for everyday things’. The consumers ability to connect to such aesthetic design is explored in relation to social sustainability.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"17 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":"122892837","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":"NEVER TAKE TEAMWORK FOR GRANTED! A TUTORSHIP EXPERIENCE ON SOFT-SKILLS","authors":"F. Mattioli, S. Ferraris","doi":"10.35199/epde.2021.59","DOIUrl":"https://doi.org/10.35199/epde.2021.59","url":null,"abstract":"Collaborative design-based learning is widely employed within academic design education, being recognised as a valuable pedagogical approach historically rooted and yet well established within the design studio pedagogy. In numerous design schools, students - working in small groups - learn to design by designing together. With this setting, didactics provide a space for students to develop both hard skills related to design and soft skills related to more transversal domains such as collaboration, communication, work organisation just to mention a few. However, this great learning potential may not consolidate if it is not well integrated into the didactics. Indeed, in most of the cases, it’s assumed that students are already trained or prepared to work in teams and therefore the design institutions don’t consider a dedicated training path to improve soft skills and to provide proper tools and resources. It has been observed that, while courses to empower the hard skills related to design are usually part of a student’s path, training on teamwork is rarely provided. As a result of this, students have to deal with the challenges of collaboration by themselves (e.g. diversity, disagreements, different backgrounds, different abilities among others), getting frustrated and overcoming the issues not always in the most effective, sustainable or inclusive ways. From this initial observation in the context of the MSc Design & Engineering course at [Name of the Institution], which we are part of as teaching staff, we developed a tutorship path implemented for a group of students along with their entire master programme, both in presence and remotely. The paper presents this experimental research, based on action research methodology which was conducted through the intervention and support of students in different key moments of their training. The tutorship on teamwork has been focused on providing activities to effectively perform initial team agreement, mid-term and final evaluations (i.e. self, peer and team assessments), along with constant support and coaching on team management. All these activities have been designed and provided in parallel to the design studios of the master, meaning that each of them was related to real situations occurring during students’ collaborative work. Qualitative data has been collected through semi-structured interviews to students at the end of the programme together with the documentation of the activities implemented. The interviewees recognised the innovative value of the path and confirmed that, even those who had worked in teams at school before, had never been formally trained on this matter before, and they also stated that after the tutorship path they are more aware on the soft skill acquired throughout the master. The results contribute to providing guidelines for the implementation of a structured training path on teamwork and soft skills in design institutions. Additionally, the research contributes to a ","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"4 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":"128283415","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":"RE-SIGNIFY THE DOMESTIC SPACE IN TIMES OF CONFINEMENT FROM THE APPLICATION OF ETHNOGRAPHIC TOOLS AND PERSONAL CENTERED DESIGN","authors":"Carlos Cobreros, Mariana Maya, S. Biondi, Ximena Sánchez, E. Ontiveros-Ortíz","doi":"10.35199/epde.2021.83","DOIUrl":"https://doi.org/10.35199/epde.2021.83","url":null,"abstract":"The Covid-19 crisis has been described as the “greatest challenge that humankind has faced since the 2nd World War,” having an impact on health, society, and the global economy. Houses and domestic spaces are key sites through which COVID-19 is experienced, thus, an interdisciplinary approach is needed. The goal of this research project is to forge an analytical approach while experimenting with micro-ethnography and auto-ethnography tools to analyse how we inhabit the domestic spaces in complex situations of confinement imposition in order to arrive at an outward reflection from within. The project reflects on an innovative social experiment that opens up new paths of design provoking to help us rethink the domestic space. This paper has the objective to compile, compare and explain the processes and results around the characterization of the domestic space, centring on the person in times of confinement through an ethnographic approach. © PDE 2021.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","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":"125763289","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":"BLENDED LEARNING TECHNOLOGIES IN PRODUCT DESIGN EDUCATION","authors":"T. Whitehead, L. Buck, Jon Hewitt","doi":"10.35199/epde.2021.70","DOIUrl":"https://doi.org/10.35199/epde.2021.70","url":null,"abstract":"One of the notable consequences of the COVID-19 pandemic has been a radical shift to blended learning across education settings, including HE. Blended learning has risen to prominence in the last year as students and tutors have been forced to adopt and adapt to new ways of working. Creative subjects such as design which rely on studio practice, peer-peer learning, and hands-on material experimentation have been challenged through adoption of these changes. This paper explores the short-term changes which have been made and assesses the impact for the near and long term future of design pedagogy. The study focuses on three contrasting accredited UK BSc product design courses;(1) top 40 rank HEI (2) bottom 20 rank HEI (3) online HEI. The authors reviewed course materials, suitability and adaptability for online teaching and student outputs from the last 3 years, including the use of online environments and digital prototyping to try and establish virtual design studios. Feedback from students and tutors is included and evaluated. The contrast between intrinsic and extrinsic motivations in students from the 3 different teaching institutions is discussed along with examples of learning and teaching activities and their efficacy. The findings conclude that while innovative teaching methods are evident, there is a lack of design iteration and innovation, peer-peer learning and practised understanding of form and proportion. While new teaching methods and techniques show promise, the present need to maintain physical studio and learning spaces and to enhance the culture of practical, physical working is noted. © PDE 2021.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"33 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":"126575363","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":"RESEARCH OPPORTUNITY IDENTIFICATION: A PEDAGOGICAL FRAMEWORK FOR DESIGN RESEARCH","authors":"Gaurav Vaidya, P. Kalita","doi":"10.35199/epde.2021.45","DOIUrl":"https://doi.org/10.35199/epde.2021.45","url":null,"abstract":"‘Where do I start from?’ More often than not, design researchers face this question early on in their research projects. The initial ambiguity frequently results in jumping quickly into the project and leads to shift in research focus time and again. To set the initial direction, a researcher needs to have an open mind-set and explore the latest changes occurring in the present world, constantly thinking about innovative opportunities. Finding new/innovative opportunity areas for carrying out a research and defining the initial boundaries of a problem space are some of the foremost priorities of a researcher. Although design students tend to approach research problems in a more intuitive and opportunistic style, the method followed by other disciplines such as STEM and health is usually more organized. This often leads to tension when a design research project demands collaborative work of an interdisciplinary team. In this paper, we share an outcome of a study involving an interdisciplinary team working on identifying opportunity area for design research. The project is used as a case study to illustrate the key phases and their attributes involved to identify significant area for conducting a design research project. The framework developed during the current study is found to be handy in organizing our thoughts and setting our initial research intent. Based on the study, we propose a pedagogical framework to better equip design researchers to work in collaboration for recognizing field and scope of a design research project.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"155 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":"121525663","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":"THE HALO EFFECT IN DESIGN TEACHING","authors":"David Morgan","doi":"10.35199/epde.2021.87","DOIUrl":"https://doi.org/10.35199/epde.2021.87","url":null,"abstract":"","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","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":"132310469","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":"TEACHING DURING A PANDEMIC","authors":"P. R. Svennevig, Anette Heimdal","doi":"10.35199/epde.2021.77","DOIUrl":"https://doi.org/10.35199/epde.2021.77","url":null,"abstract":"March 12th, 2020, was the day that the Norwegian Government put Norway in lock down due to the COVID-19 pandemic. The implication of this was that all kindergartens, pre-schools, elementary schools, high-schools, colleges, and universities were closed from Friday the 13th of March. The universities, and all the other teaching institutions, were instructed by the government that teaching were to go on as normal as possible, only digitally. In other words, students were not to miss any teaching and there was no adjusting of curriculum. By the following Wednesday, all our teaching was digital; lectures, rehearsals in regular bachelor- and master courses, and mentoring of bachelor-, master-, and PhD-projects. This was done regardless of what pedagogic and didactic background the teachers have. This was also to be done from at home, where most of the teachers did not have an office, teaching aids other than their computer. At University of Agder all our teachers shall within two years of being hired, have completed a course called ‘university pedagogics’ that is 200 hours. In recent years, a small part of this course touches on the pedagogics and didactics on digital teaching, but many of the teachers at the university had no theoretical background to support their digital teaching decisions. How did this affect the choices for teaching? Was the teaching method chosen because of convenience for the teacher or was it a didactic choice by the teacher? The students in Norway are a diverse group, many of them have children that were to be home schooled. This influenced their ability to study, because they had to be teachers during the day and students at night or at the same time as they were teaching their children. This affected how we made the curriculum available to the students – what type of teaching were best fitted for the situation we were in as a society? Also, the situation regarding COVID-19 and the national lock down of the society affected the way we planned to carry out the exams in the spring semester. We had to have a plan for this relatively quick, and plan for the situation were single parents had to be kindergarten-teachers at the same time as they were students and taking an exam. This paper will look at the didactic methods for digital teaching and mentoring and compare them to how this was done in a crisis, where we had to make it work. The paper will also look at the recommended ways of conducting digital home exams in regards of testing the curriculum and not having the opportunity to control the environment in which the students are taking the exam. In other words, how do we secure that the cheating on exams is as minimal as possible?","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"93 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":"126211679","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":"A STUDENTS EXPLORATION WITH DIGITAL DESIGN: ASSOSIATIONS AND EMOTIONS FROM NATURE","authors":"Pernille Øverjordet","doi":"10.35199/epde.2021.86","DOIUrl":"https://doi.org/10.35199/epde.2021.86","url":null,"abstract":"Through the ages humans has drawn inspiration from nature. We`ve seen in art, design, and architecture. Nature is inexhaustible for inspiration, and different individuals find new things that inspires them. In this paper I want to explore and experiment with nature, temperature and digital design. This to examine the theory that the individual can be more attached to natural materials, and where the inspiration from the print is nature itself. After signing up for a class within digital textile printing, I got hooked. In cooperation with a supervisor I began exploring digital textile print. The fascination grew and I want to focus on this in my design education. To focus over a longer time to learn and explore. The exploration in this paper will be based on printing on natural 100 % natural fabrics like wool and silk. These materials are robust and known for the good quality. Social sustainability and ethical trade are important to make the world more sustainable. In this paper I as a student will explore different approaches to give the user of the textile associations to nature. To also bring in emotion and atmosphere, and combining photography, text, experiments and digital tools to explore the expression nature gives. Fast fashion has a big impact in the society we live in. The consumer is used to constantly buy new clothes, and quantity over quality is the reality.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"18 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":"114693428","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":"DESIGNERLY WAYS OF TRANSFORMING DESIGN EDUCATION: A REVIEW OF DESIGN CURRICULA REFORMS WORLDWIDE","authors":"Lore Brosens, A. Raes, J. R. Octavia, M. Emmanouil","doi":"10.35199/epde.2021.38","DOIUrl":"https://doi.org/10.35199/epde.2021.38","url":null,"abstract":"In recent years, the responsibilities of designers in industry have drastically shifted. One of these developments is that designers are increasingly growing into jobs where they need to facilitate innovation in multidisciplinary teams [1]. Correspondingly, educators advocate for an adaptation of design education in relation to the advances in industry and society [2], [3]. The question therefore is how to design the future of design education, and to what extent can we continue with existing practices when re-modeling education? How can we scrutinise curriculum reforms for developing resilience to the challenging future world circumstances? Traditionally, university curricula are changed by slowly introducing new knowledge through disciplinary research. By researching into and about design, the extent of specialized knowledge grows and alters the content of university curricula. Under this standard practice, programs update one course at a time for the related users (current students and faculty members), but hardly any other stakeholders are involved [4]. Moreover, most curricula reforms are designed at the course or department level and mostly neglect a strategic, holistic, and multidisciplinary approach [5]. By reviewing universities’ practices towards reforming their curricula worldwide, it was found that design programs can in fact benefit from incorporating design research methodologies into those procedures, specifically, empathising, benchmarking, questionnaires, design probes, focus groups, personas, prototyping, and the application of an iterative mindset. In other words, it was suggested that a designerly way of thinking was needed. The term ‘designerly’, articulated in the 1980s by design theorist Nigel Cross [6], hints at the use of design specific ways to know things and find knowledge. Already, Umea Institute of Design (UID) in Sweden and Aalto University in Finland, utilised this approach to handling their curricula reform by prototyping solutions and making future decisions based on these prototypes [5]. In addition, by implementing a more human-centred approach in which all relevant stakeholders get involved in developing design propositions, this research wants to point out at the potential benefits of a designerly way of developing curricula. By re-considering traditional approaches regarding curricula reform practices, this paper presents recommendations for designing design education to define future university study programs. [1] T. A. Bjorklund, T. Keipi, and H. Maula, ‘Crafters, explorers, innovators, and co-creators: Narratives in designers’ identity work,’ Des. Stud., vol. 68, pp. 82–112, 2020, doi: 10.1016/j.destud.2020.02.003. [2] D. A. Norman, ‘When You Come to a Fork in the Road, Take It: The Future of Design*,’ She Ji, vol. 2, no. 4, pp. 343–348, 2016, doi: 10.1016/j.sheji.2017.07.003. [3] L. Justice, ‘The Future of Design Education,’ Des. Manag. Rev., vol. 30, no. 1, pp. 33–37, 2019, doi: 10.1111/drev.12159. [4] ","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"18 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":"123868864","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":"VIRTUAL AND AUGMENTED REALITY TO EXPLOIT STEM-SKILLS-BASED LEARNING FOR ENGINEERING STUDENTS USING THE TEC21 EDUCATIONAL MODEL","authors":"Carlos Alberto González Almaguer, Alejandro Acuña López, Pedro Oscar Pérez Murueta, Ángeles Carolina Aguirre Acosta, Olaf Ramiro Román Jiménez, Claudia Zubieta Ramírez","doi":"10.35199/epde.2021.74","DOIUrl":"https://doi.org/10.35199/epde.2021.74","url":null,"abstract":"The worldwide confinement due to Covid19 has boosted creativity in academia to develop learning activities with role-playing games and multidisciplinary workshops brought to our students' homes. Tecnologico de Monterrey, like most universities in the world, is delivering classes remotely using internally developed and external platforms designed to continue the practices that were done every day in laboratories, facilities, and visits to companies and institutions. This document describes the migration of academic activities, designed under the university's Tec21 Educational Model guidelines, to an internet platform that adopts virtual and augmented reality to deliver learning with the same academic quality as the traditional face-to-face classes. Our training partners in industry, government, and not-for-profit organizations can communicate and access the practice activities on the virtual platforms. The Tecnologico de Monterrey School of Engineering and Design has worked to generate a simulator of an ERP (Enterprise Resource Planning) system based on the educational platform ‘Tec21 Car Assembler.’ Using virtual reality, the student can apply the virtual classroom's theoretical learning to practice, guided by an academic figure who collaborates with training partners from companies and institutions associated with Tecnologico de Monterrey to transfer knowledge to students. Through virtual and augmented reality, the students have been able to interact with the scale car assembly through the EON XR platform, where teachers have designed different lessons based on car assemblies and subassemblies, in this case, Jeep. We are developing our own platform for assembling Meccano designs that can be made by students first using second and third simulations until they can be taken to assembly, using augmented reality and finally, virtual reality.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"7 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":"117155108","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}