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

{"title":"GIGA-MAPPING AND KNOWLEDGE OF BOUNDARY OBJECT THEORY IN SUSTAINABLE PRODUCT DEVELOPMENT","authors":"E. Kvam","doi":"10.35199/epde.2021.58","DOIUrl":"https://doi.org/10.35199/epde.2021.58","url":null,"abstract":"New combinations of disciplines allow a better understanding of interconnected modern problems like sustainability. Expanding design education curriculum may improve a designer’s ability to deal with complex subject matters where expertise and perspectives from other fields are needed. Through the theoretic lens of ‘Boundary objects’, one can describe how GIGA-mapping employs certain collaborative characteristics and can provide a better overview of decisions in complex subject matters. GIGA-mapping is a method in system-oriented design, a growing area of interest in the field of design. The process of GIGA-mapping can also be used in product development, especially for understanding the context of a new product, its environmental impact, production processes or alternative value chains. What makes a GIGA-map serve as a boundary object, and why are GIGA-mapping and boundary object theory useful in product development processes? The paper builds on perspectives and learnings from a master student, discussing topics that could be valuable in design education. The theory of boundary objects provides interesting perspectives on the characteristics of objects or tools that enable communication across knowledge boundaries. Such perspectives are useful in design education because of the increasing need for collaborative work and the high number of considerations involved when developing more sustainable solutions. Incorporating awareness of boundary objects in design education may improve processes that require collaboration across disciplinary boundaries.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"160 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":"115631755","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":"SOLUTION REPERTOIRE","authors":"K. Turnhout, A. Smits","doi":"10.35199/epde.2021.41","DOIUrl":"https://doi.org/10.35199/epde.2021.41","url":null,"abstract":"","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"28 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":"132152671","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":"MITIGATING GROUP DISCUSSIONS IN DESIGN ACTIVITIES FOR JAPANESE HIGH STUDENTS DURING COVID-19 PANDEMIC","authors":"L. Loh, Mikihiko Ogo, Yanfang Zhang, Noriko Takano","doi":"10.35199/epde.2021.47","DOIUrl":"https://doi.org/10.35199/epde.2021.47","url":null,"abstract":"The purpose of this study is to clarify the factors that affect effective group discussions when using online whiteboard during face-to-face design activities for high school students in the classroom during the pandemic. Using a case study approach, the research was conducted at Fukusho High School in Fukuoka, Japan. Through the questionnaire survey, face-to-face discussions when combined with the use of online whiteboard, offers real-time verbal and non-verbal feedback that enabled effective group discussions during the design process. In addition, students’ competencies in using digital devices may not influence the effectiveness of communications during group discussions and their motivations in using online whiteboard. The current findings may provide a useful hypothesis for further study to verify the correlations between students’ competencies, effectiveness in communications when using online whiteboard during face-to-face discussions, and students’ motivations in using online whiteboard. © PDE 2021.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","volume":"20 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":"127101629","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":"PROTOTYPING REMOTELY TOGETHER WITH 2D, 3D AND IMMERSIVE VIRTUAL REALITY DESIGN TOOLS","authors":"P. Evans, C. Söderlund","doi":"10.35199/epde.2021.90","DOIUrl":"https://doi.org/10.35199/epde.2021.90","url":null,"abstract":"Today, the Fourth Industrial Revolution has seen a technological evolution accelerate at an exponential rate (Schwab, 2016). Due to the development of digital technology, this accelerating trend has been identified around workforce, technology and learning (Richardson, 2012). COVID-19 has exasperated the digitalization in industry, academia and society. In design education, due to the pandemic, design students and teachers are often situated at different locations, at a distance.\u2029 We are now working and studying remotely with a documented detriment to learning. This distance diminishes engagement between peers, instructors and also the important corporeal material in design amongst others. Preparing students to thrive in these distant interactions and then their rapidly advancing professional domains becomes a cornerstone for today’s pedagogical foundations through technological-enabled distant learning. Heidi Hayes Jacobs sees differentiated learning interactions actualized in practice by Rosan Bosch Studio (2018) around metaphors of mountain top, cave, campfire, watering hole and hands-on and movement (Thornby, 2014). These ideas relate to differentiated learning scenarios such as lecture, informal intimate conversations, focus groups, spontaneous meetings, and tacit and embodied interplay. These ideas and metaphors are critical in design education that are at risk of disappearing in our virtual zoom world. Research indicates a need for immersive collaborative learning across educational, design, psychological, and neurological domains to specifically include ideas of inclusion even by way of a literal diversity of thinking that multimodal learning provides.\u2029 Extending this focus in distant learning we believe it is critical to include multimodal embodied options through collaborative virtual environments (CVE). A previous pilot on virtual reality (VR) among design students indicates the potential for divergent thinking and creativity (Lee, Sun, and Yang, 2019). Our aim is to explore co-created learning in immersive VR to study if it supports flexible thinking to move design studio pedagogy forward. Flexible thinking in this case deals with the students’ possibilities to be innovative, creative with divergent thinking.\u2029 This research sets out to answer the question, what are the differences and similarities between the students’ design concepts when co-creating in a multimodal and immersive virtual classroom in VR, compared to previous real classroom experiences.\u2029 The study is conducted in a design class with approximately 30 industrial design students. We will evaluate student project outcomes and surveys in an industrial design course at multiple points, with a design process map over the course to determine any effect on flexible thinking.","PeriodicalId":374364,"journal":{"name":"DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)","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":"115557652","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}