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

{"title":"DESIGN AND DOUBLE BIND COMMUNICATION IN PUBLIC SERVICES—THE MODEL OF LOGICAL PARADOXES","authors":"Linda Blaasvaer, Tore Gulden","doi":"10.35199/epde.2021.75","DOIUrl":"https://doi.org/10.35199/epde.2021.75","url":null,"abstract":"This article describes a cybernetic, systems analysis of double communication inherent in the relationship between clients and social workers. The study is oriented in the context of the Norwegian Labour and Welfare administration (NAV) to understand how to design welfare services built on a mutual trustworthy relationship and communication between the government via the social worker, client. The goal with this analysis is to develop a design method for master students studying systemic design. The method will be discussed about the implications and complexity inherent in large systems such as large organizations. Specifically, the method aims to understand design for public services with the objective to reveal and implement feedback and meta feedback functioning to create a sustainable and trustworthy system of communication between client and social worker. The method will be generic and applicable for any other discipline to understand other social, communication system. Social workers and clients behave and adjust in accordance with the systems that enable the encounters between them. Both ends of the communication know that one must behave in a specific way to achieve wanted outcomes. Clients adjust to a monetary and social systems in which shape their behavior, and the social worker being on the other side behaves in line with the administrational system, hierarchy, laws, power structures, etc. The main idea with the social welfare system is to arrange for the citizens to receive various types of benefits or support during a troublesome period. However, the communication systems may work in both the clients and the social welfare systems disfavor, this because the relationship represents different perspectives and goals. This type of communication dynamics is what Gregory Bateson termed double bind (2000/1972). Double bind is in short, a communication functioning that conveys contradicting messages. Double bind is not a countable measure; however, it describes a phenomenon destructive for communication and functioning. It may not be possible to prevent, but we can be aware of the phenomenon when designing services for the clients. The upcoming research planned is to disclose and describe various situations and kinds of functioning of double bind with and at NAV involving phenomenon, and tensions, within the encounters between clients and social workers. These will be mapped up for further analysis and make the content for the research that contribute to the field of design education and practice, and the change of communication in welfare services. References: Ashby, W. R. An introduction to cybernetics: J. Wiley. Bateson, G. (2000/1972). Steps to an ecology of mind. Chicago: University of Chicago Press. Bateson, M.C. (2005) The Double Bind: Pathology and Creativity. Cybernetics and Human Knowing. Vol. 12, nos. 1-2, pp. 11-21. Braaen, H. et. al. (2018). User Insight – a report from Norwegian citizens, 2017 – 2018. The Norwegian Labour and","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"10 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":"116755285","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":"COMBINING COLLABORATIVE USER EXPERIENCE DESIGN WITH CROWD ENGINEERING: A PROBLEM-BASED LAB COURSE FOR (UNDER-)GRADUATE STUDENTS","authors":"D. Kerpen, Yannick Juresa, S. Forte, J. Conrad, J. Göbel, D. Wallach","doi":"10.35199/epde.2021.51","DOIUrl":"https://doi.org/10.35199/epde.2021.51","url":null,"abstract":"This paper proposes a university course centred around a problem-based laboratory called “Crowd Engineering (CE)”. As a result of the COVID-19 pandemic, collaborative work had to be moved predominantly into the virtual space. Thus, the need for virtual collaborative work in teaching increased significantly. CE is a joint remote collaboration by two academic institutions working together in a transfer-oriented, publicly funded project. In the course, design and product engineering students learnt to cope with today's complex problems. They acquire skills to think beyond subject and system boundaries and are equipped with these job-related qualities already during university education by solving a crowd-sourced real-world task. Students worked with various tools to arrive at an initial design proposal that is supposed to be implemented in a future physical prototype. This paper describes the collaboration context of both university partners, concept development and implementation of the laboratory course and lessons learned from the collaboration. © PDE 2021.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"12 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":"115134441","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":"INNOVATION MANAGEMENT: A NEW SERIOUS GAME ALIGNED WITH ISO 56002:2019 - INNOVATION MANAGEMENT SYSTEM","authors":"L. Morel, Johan Claire","doi":"10.35199/epde.2021.93","DOIUrl":"https://doi.org/10.35199/epde.2021.93","url":null,"abstract":"Innovation and Innovation Management are now common topics in the education field. However, the majority of the contents take the form of basic media: books, articles, courses, study cases and they are also taught in a linear way: lectures, tutorials. This does not consider new trends in terms of teaching, such as reverse pedagogy or pedagogy through games and does not seem appropriate when dealing with the teaching of complex topics such as innovation. The purpose of this article is therefore to present a new serious game which aim is to help students from engineering school, business school or master degree in innovation to acquire basic knowledge on building and assessing innovation management system using a playful way. The plus of the game: it is aligned with the standard ISO 56002: 2019 Innovation Management System [1]. In this paper, we will explain the methodological approach we used to design the game and in conclusion we will present some results issued from two experimentations we already have.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"22 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":"122328378","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 PRODUCT DESIGN THROUGH AN ONLINE ILLUSTRATED INTERFACE","authors":"R. Elaver","doi":"10.35199/epde.2021.73","DOIUrl":"https://doi.org/10.35199/epde.2021.73","url":null,"abstract":"Designers tend to communicate through sketches. Yet our online teaching environments are typically linear structures, based on databases, with limited visual expression. Is it possible to have an online ‘textbook’ for Product Design that is illustrative in style, non-linear in organization, intuitive, and visually compelling? At E&PDE 2020, I presented a visual paper culminating in a single graphic that attempted to depict the whole of the Product Design field. This was based on an Introduction to Product Design course I developed and taught for the past decade. In 2020, that course shifted to an online class, and like so many instructors, the content from the live class was simply redirected to an online environment. It has become clear that there are better strategies for teaching online, rooted in the digital environment, and the fluidity and flexibility it provides. Based on feedback from colleagues in the 2020 E&PDE conference, the current goal is to make the illustration from the 2020 visual paper into an interactive graphic interface. More directly, I propose making it the landing page for a new type of online course, in which each graphic element is a dynamic link to the content related to that subject. In this model, the class content is more organically presented, as students navigate through interlinked content, always returning to the central graphic as the landing page. Students will move at their own pace, and assessment will be competency-based. To do this well would be a multi-year project. The purpose of this current visual paper is to explore the flow of that information through illustrations, as a simulation of the online experience. This is intended to be a first draft of one section of the class, covering one of the six key functions in the radial arrangement of the main graphic. This paper will explore how to graphically change the hierarchy of content being explored, how to show interconnections to related content that may (or may not) be adjacent to the selected topic, how to visually incorporate hyperlinked content, and how to maintain the same illustrative visual language throughout the online experience.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"27 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":"133231121","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":"HOW SHOULD DESIGNERS FORMULATE USERS INSIGHT? - COMPARISON BETWEEN NOVICES AND PROFESSIONALS","authors":"Y. Taoka, Hisashiro Egashira, S. Saito","doi":"10.35199/epde.2021.30","DOIUrl":"https://doi.org/10.35199/epde.2021.30","url":null,"abstract":"Design thinking is an approach to develop innovative solutions, the core of which is gaining an in-depth insight into users' needs though extensive user research. The insight of users' life allows designers to define an opportunity area of target users' experience and generate concept towards the problem. Within user research, it is essential not only to investigate users' physical situation but to understand users' feelings, in other words, to gain empathy with users. Empathy in design is often formed as a form of users' insights, which are defined as clear, deep, meaningful perception into a particular design context. In psychology, empathy is feeling oneself into a situation which another person is experiencing. Although empathy is commonly understood as a comprehensive phenomenon, it is often seen to have two components, cognitive and affective. Affective empathy refers to an emotional response to affective states of a person empathizing with. Cognitive empathy addresses to an understanding of the persons' feelings. In design, empathy is regarded as a comprehensive understanding of users' contexts. Designers feel users' emotional state with affective empathy and recognize users' contexts by putting themselves to users' points of view. As it is crucial to gain empathy with users for whom designers are designing, there are many techniques and tools to gain empathy in design. Most of the techniques and tools support designers to collect and organize users' information. However, there are few techniques to support designer to synthesize the collected users' data. It is not clear how designers empathize with users while gaining insights. Therefore, this study aims at experimentally investigating how novice and professional designers gain empathy with users to formulate users' insights based on an ethnographic description of users. Three professional designers and ten novice designers participated in this study. Within the experiment, participants individually process a prepared user-interview script using mind-maps. Then, participants write a sentence of user insights. After the insight generation, participants describe how they processed and synthesized the user-interview script though interview. During the interview, the participant annotated the mind-map to increase readability. The interviews are transcribed. The generated insight, the description and the mind-maps are analyzed using the classification of empathy in psychology, which is affective empathy and cognitive empathy. As a result, we clarify that there is a difference between novice and professional designers in a tendency of use of the empathy types. It suggests that novice designers should obtain different perspectives for better empathy as professional designers do.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"12 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":"114204388","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":"ADAPTING SOCIAL DESIGN RESEARCH METHODS FOR SOCIALLY DISTANCED PRACTICE","authors":"Adela Glyn-Davies, P. Russell","doi":"10.35199/epde.2021.21","DOIUrl":"https://doi.org/10.35199/epde.2021.21","url":null,"abstract":"As designers, consultancies [1] and publicly funded design organisations [2] increasingly acknowledge the potential for the use of Design to positively contribute toward social impact, Social Design is increasingly becoming an essential part of Product Design curriculums around the world to prepare students for evolving practice. Social Design, understood as both design for and with society [2], requires designers to undertake thorough qualitative research which involves engagement, participation, and collaboration [3]. Communities are central to all stages of the design process (enquiry, insight gathering, ideation, and testing). This ensures that the designers’ practice is informed with contextual knowledge through holistic approaches to data gathering in relationship-building and empathy studies, which are key features of Social Design research [4]. Due to the COVID-19 pandemic and its lasting impacts on the health and wellbeing of vulnerable communities in particular, the delivery of the ‘Social Design’ module at The University of Derby has been adapted to meet the limitations caused by lockdowns and social distancing. In addition to being unable to access communities in-person, restrictions on the amount of time that students can spend on campus and with lecturers also contributed to complexity of the delivery. The teaching of Social Design thus, has been adapted for delivery via blended learning through a physical/digital environment, where students are required to work mainly remotely, to make connections and gather data and insights from communities. This paper presents the adapted research methods, methodologies and design processes, adjusted for use by the lecturers and also those devised by the students themselves when undertaking the design of inclusive and accessible product-service solutions, for the improvement of infrastructure at a local park. The project challenges students to overcome barriers to engagement and participation from economically disadvantaged communities in the city, which includes those with migrant backgrounds, adding to the complexity of devising solutions. Proposed solutions involved adapting not only primary design research methods such as empathy studies and observations, but also the methods by which data was collected, the critical analysis of findings, prototyping, and testing. Objectives set in this project, focus on social need and user experience, accessibility and inclusivity in design, as well as professional practice and research method development in a hybrid physical-digital context. [1] IDEO. Design for Social Impact: How to Guide, 2014. [2] Design Council. Design for Public Good, 2013. [3] Sachs A.; Banz C. & Krohn M. Social Design: Participation and Empowerment, 2018. Lars Muller Publishers/Museum fur Gestaltung Zurich [4] Manzini E. Design, When Everybody Designs: An Introduction to Design for Social Innovation, 2015. MIT Press. [5] Sanoff H. Community Participation Methods in Design and Plann","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"65 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":"115688424","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 PRACTICES OF COMPUTER-AIDED TECHNICAL DRAWING IN THE TIME OF COVID-19","authors":"G. Oliveira, Maurício M. S. Bernardes","doi":"10.35199/epde.2021.9","DOIUrl":"https://doi.org/10.35199/epde.2021.9","url":null,"abstract":"This paper aims to describe the teaching practices of computer-assisted technical drawing used during the Covid-19 pandemic. Such practices intend to encourage the engagement of students with the implemented approach. The research was carried out by analysing the data from five technical drawing Engineering and Design courses in a Brazilian public university. Data were collected between August and October 2020 based on the observations by the authors of this paper and on an online questionnaire submitted to the students of the referred courses. The data were analysed at four different moments: selection of teaching technologies in virtual learning environments, planning, implementation, and course assessment. The study findings revealed higher student engagement when unconventional practices, such as gamification, were used in the classroom, as well as the use of reference animation pieces to serve as the basis for the drawing, and a small number of assignments to be performed with mandatory appraisal from the professors. Another finding indicated that the quality of remote instruction and guidance is conditioned by the evolution of the technological apparatus and its availability at the university with the support and exposition of contents and real-time feedback. © 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":"129294937","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":"WHEN TERMS OF SERVICE ARE LONGER THAN A SHAKESPEARE’S PLAY: EASING THE UNDERSTANDING OF LEGAL DOCUMENTS THROUGH A USER EXPERIENCE DESIGN METHOD","authors":"Matteo Gherardi","doi":"10.35199/epde.2021.54","DOIUrl":"https://doi.org/10.35199/epde.2021.54","url":null,"abstract":"Whenever a user uses an Internet service, he accepts Terms of Service and Privacy Policy agreements, which describes how his personal data are going to be managed. This became even more evident during the global pandemic of 2020, which proved the world how precarious our living habits are. The enforcement of lockdown measures by the majority of the governments left a huge amount of people studying, working and spending their free time inside their homes, which ultimately lead to a huge increase in Internet based services for both work and leisure. This phenomenon undoubtedly shaped our future, with a new approach needed in design education connecting responsibility, user experience, products and services, and we can see how this share of market is about continue its growth even when the pandemic will be over. However, using those services such as accepting Terms of Service and Privacy Policy agreements is not so straightforward and there is a need to enhance this in design education. The complexity of managing this process gets often overlooked, and the full documents are seldomly read by the users. This paper addresses the issue of informing the user on how their data is being managed via a qualitative approach including in-depth interviews to people in different demographics and in different user groups. Results reveal how coupling icons with easily understandable texts can improve the user’s awareness regarding the management of his data, leading to a more mindful approach to these services.","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":"121089705","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":"DESIGNING FOR EQUITY, ACCESSIBILITY, DIVERSITY AND INCLUSION IN AN UNDERGRAD INDUSTRIAL DESIGN COURSE","authors":"Angelika Seeschaaf-Veres, Mariela Giuliano","doi":"10.35199/epde.2021.88","DOIUrl":"https://doi.org/10.35199/epde.2021.88","url":null,"abstract":"Centered on a Universal Design for Learning approach, a third-year undergraduate course at OCAD University, Design for Health, has approached the pandemic as a problem-based learning opportunity. The course aims to decolonize the undergraduate curriculum by acknowledging one’s own position, challenging biases in health care, and examining the technical layers that surround products, services and systems. Combining ethnographic and observational methods to guide the work, students are encouraged to engage in diverse design applications that drive innovation, decrease systemic barriers and increase access to health and wellness for all. Through various opportunities for engagement, multiple means of presenting the course material, and authentic assessment, students learn to effectively navigate the design process as they collaborate with their peers and reflect on their own experience.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"16 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":"126964532","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":"DESIGNING SERVICES IN PANDEMIC CONTEXT","authors":"R. Almendra","doi":"10.35199/epde.2021.1","DOIUrl":"https://doi.org/10.35199/epde.2021.1","url":null,"abstract":"This paper addresses the challenge posed by COVID 19 to 60 bachelor students from the 3rd year of the Design Programme at the Faculty of Architecture, University of Lisbon, that had to develop design services (in groups of 3/4 students) without the possibility of doing fieldwork or any other type of presential interaction. The imposed lockdown due to Coronavirus dictated not only changes on the themes and problems to be tackled but also introduced the need to adopt new processes and tools to collect, discuss and interpret information. By the end of the course, 13 projects were developed (but not implemented) and 13 promotional videos were created to disseminate the work done. The projects were mostly focused on developing services to support old people, high education students, risk communities considering the adverse consequences of the virus in daily life and the wellbeing of people. Besides mentioning the main target groups, it is also important to refer to the areas of intervention that were chosen: mobility, education, security, health. The critical analysis of the design processes as well as of the results of the work done in this design services' course allowed us to suggest numerous guidelines on how to collaborate in an effective way in design processes in a pandemic context that will hopefully help the academic community as well as students to better frame and act in this type of impacting situations. © PDE 2021.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"2014 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":"127420058","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}