DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022最新文献
{"title":"IS THERE A ZERO WASTE IN A FASHION DESIGN?","authors":"Mara Binde, Dr. Aija Freimane","doi":"10.35199/epde.2022.100","DOIUrl":"https://doi.org/10.35199/epde.2022.100","url":null,"abstract":"","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"35 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":"125229991","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}
Material Driven Design, or MDD, is a new way of realizing products starting in the understanding of the material rather than the need-driven approach that can be used to describe classic product development methodology. While new, MDD has potential to encourage more sustainable products being developed and is a useful tool for new designers and engineers to learn. In this paper, the author presents some lessons learned from teaching MDD to students in design and product development at a Swedish university. These students have experience from design and product development projects but have not done material-driven projects before. In general, the author concludes that the students are remarkably well-prepared in terms of tools and knowledge to do MDD, but that course coordination can make the projects less efficient if this is not solved early on. In master thesis projects or courses with few in-process deliverables, the implementation seems easier and can give students another path to solve problems in industry.
{"title":"ENDING UP AT THE BEGINNING – TEACHING MATERIAL DRIVEN DESIGN TO ENGINEERING STUDENTS","authors":"Fredrik Henriksson","doi":"10.35199/epde.2022.93","DOIUrl":"https://doi.org/10.35199/epde.2022.93","url":null,"abstract":"Material Driven Design, or MDD, is a new way of realizing products starting in the understanding of the material rather than the need-driven approach that can be used to describe classic product development methodology. While new, MDD has potential to encourage more sustainable products being developed and is a useful tool for new designers and engineers to learn. In this paper, the author presents some lessons learned from teaching MDD to students in design and product development at a Swedish university. These students have experience from design and product development projects but have not done material-driven projects before. In general, the author concludes that the students are remarkably well-prepared in terms of tools and knowledge to do MDD, but that course coordination can make the projects less efficient if this is not solved early on. In master thesis projects or courses with few in-process deliverables, the implementation seems easier and can give students another path to solve problems in industry.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"55 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":"116942634","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}
C. Ng, Leong Ying Chan, Chun-Yu Chiu, Yuen Suet Lai, Yi Shih
While governments around the globe have been promoting science, technology, engineering, and mathematics (STEM) education for years, reports are pointing out the difficulties in learning for students. In response to the urge to improve the STEM education approach raised by society, numerous scholars proposed providing spatial ability training to students could be a possible solution. While spatial ability, especially mental rotation, has been proven by numerous researchers to be essential for success in STEM education, yet the implementation of spatial ability training in STEM education is still absent or insufficient. Our study focuses on proposing a spatial training approach with physical elements. This paper will discuss our attempts at converting the spatial training assignment into a physical educational toy. With our tests conducted in assessing the spatial ability before and after using our educational toy, we may conclude the success and limitation of the toy in improving a person’s spatial ability. Thus, we propose conducting similar research with a larger sample size and try recreating a similar result to prove the success of our toy Turnit-In.
{"title":"AN INTERACTIVE SPATIAL ABILITY TRAINING APPROACH FOR STEM EDUCATION","authors":"C. Ng, Leong Ying Chan, Chun-Yu Chiu, Yuen Suet Lai, Yi Shih","doi":"10.35199/epde.2022.43","DOIUrl":"https://doi.org/10.35199/epde.2022.43","url":null,"abstract":"While governments around the globe have been promoting science, technology, engineering, and mathematics (STEM) education for years, reports are pointing out the difficulties in learning for students. In response to the urge to improve the STEM education approach raised by society, numerous scholars proposed providing spatial ability training to students could be a possible solution. While spatial ability, especially mental rotation, has been proven by numerous researchers to be essential for success in STEM education, yet the implementation of spatial ability training in STEM education is still absent or insufficient. Our study focuses on proposing a spatial training approach with physical elements. This paper will discuss our attempts at converting the spatial training assignment into a physical educational toy. With our tests conducted in assessing the spatial ability before and after using our educational toy, we may conclude the success and limitation of the toy in improving a person’s spatial ability. Thus, we propose conducting similar research with a larger sample size and try recreating a similar result to prove the success of our toy Turnit-In.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"19 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":"116546630","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}
There is a need for science, technology, engineering and mathematics (STEM) skills to prepare young people for a rapidly changing future. However, it has been argued that it is not enough to only teach STEM in isolation; pressing global concerns call for sustainability to be of the highest priority and an integral part of learning. One way to integrate STEM and sustainability concepts is through hands-on activities that reflect real-world problems and contextualise students’ learning. This study examined the learning that occurred when a group of 49 primary school students aged between 9 and 13 undertook an engineering design challenge within a New Zealand classroom context. Four key findings emerged: first, the primary level students participating did not have a sound understanding of sustainability; second, participants were able to apply and relate their learning to a real-life context; third, the participating students preferred activities that were hands-on and practical in nature and finally, an integrated approach enabled the students to be engaged and enjoy themselves while learning. The research presented is not intended to present a novel approach for teaching STEM topics, nor be a critique of the New Zealand Curriculum, rather it highlights the application of a STEM programme integrated with sustainability in a specific context within New Zealand.
{"title":"AN INTEGRATED APPROACH TO STEM AND SUSTAINABILITY EDUCATION WITHIN THE NEW ZEALAND CONTEXT","authors":"Euan Coutts, Alice Yorke, Teaghan Mower","doi":"10.35199/epde.2022.118","DOIUrl":"https://doi.org/10.35199/epde.2022.118","url":null,"abstract":"There is a need for science, technology, engineering and mathematics (STEM) skills to prepare young people for a rapidly changing future. However, it has been argued that it is not enough to only teach STEM in isolation; pressing global concerns call for sustainability to be of the highest priority and an integral part of learning. One way to integrate STEM and sustainability concepts is through hands-on activities that reflect real-world problems and contextualise students’ learning. This study examined the learning that occurred when a group of 49 primary school students aged between 9 and 13 undertook an engineering design challenge within a New Zealand classroom context. Four key findings emerged: first, the primary level students participating did not have a sound understanding of sustainability; second, participants were able to apply and relate their learning to a real-life context; third, the participating students preferred activities that were hands-on and practical in nature and finally, an integrated approach enabled the students to be engaged and enjoy themselves while learning. The research presented is not intended to present a novel approach for teaching STEM topics, nor be a critique of the New Zealand Curriculum, rather it highlights the application of a STEM programme integrated with sustainability in a specific context within New Zealand.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","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":"130554660","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}
As designers we engage with materials in various ways throughout the design process. Especially textile designers who are met with a demand to be able to describe and communicate textiles – in words as well as in physical materials. In this paper we propose a tool consisting of a sensorial wheel and a visual wheel aiming at textile design students at a foundational level. The tool is meant to develop textile designers’ awareness and language by evaluating existing textiles, but at the same time providing the students with an open tool to readjust and combine with other methods and include in their existing design process. The tool has been tested in a workshop at BA level and showed that students were able to evaluate and vocalise their chosen textiles and the sensorial qualities the textiles expressed by using the two wheels. In the reflection session afterwards, we have focused on the outcome of the sensorial wheel for the students to reflect on the use of the tool and how they experience sensorial qualities differently, thus developing their individual design language and process.
{"title":"EXPLORING SENSUOUS QUALITIES OF TEXTILES","authors":"Monica Louise Hartvigsen, K. Hasling","doi":"10.35199/epde.2022.25","DOIUrl":"https://doi.org/10.35199/epde.2022.25","url":null,"abstract":"As designers we engage with materials in various ways throughout the design process. Especially textile designers who are met with a demand to be able to describe and communicate textiles – in words as well as in physical materials. In this paper we propose a tool consisting of a sensorial wheel and a visual wheel aiming at textile design students at a foundational level. The tool is meant to develop textile designers’ awareness and language by evaluating existing textiles, but at the same time providing the students with an open tool to readjust and combine with other methods and include in their existing design process. The tool has been tested in a workshop at BA level and showed that students were able to evaluate and vocalise their chosen textiles and the sensorial qualities the textiles expressed by using the two wheels. In the reflection session afterwards, we have focused on the outcome of the sensorial wheel for the students to reflect on the use of the tool and how they experience sensorial qualities differently, thus developing their individual design language and process.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"34 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":"132061268","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}
This paper presents the outputs from a taxonomy of senior year Product Design student projects uncovering common trends in the application of computer-based simulation, primarily Finite Element Analysis (FEA) in the delivery of creative product solutions. The 2 cohorts within the analysis develop their own product design briefs and are challenged to integrate their previous knowledge with new project-based learning. Where FEA is a relatively small component of the design curriculum, but one of the most likely forms of analysis within product design engineering work, the successes, mistakes, missed opportunities and shear variety of analysis opportunities can inform developments within FEA pedagogy in design centred engineering. Often students must make considerable leaps to move from familiar textbook problems to their own project work, and it can be difficult for multidisciplinary teaching staff to support the integration of FEA into project work. The paper presents our evolved curriculum thread, and aspects of pedagogy, aiming to link analytical classes with project modules in the middle years, and support senior project students applying FEA techniques to their own design concepts. The paper concludes by summarising future priorities towards consistent excellence and attainment for product design centred FEA methodology and its presentation within the design portfolio.
{"title":"TOWARDS A NEW STANDARD FOR FEA METHODOLOGY AND PRESENTATION IN PRODUCT DESIGN PORTFOLIOS","authors":"Ross Maclachlan","doi":"10.35199/epde.2022.91","DOIUrl":"https://doi.org/10.35199/epde.2022.91","url":null,"abstract":"This paper presents the outputs from a taxonomy of senior year Product Design student projects uncovering common trends in the application of computer-based simulation, primarily Finite Element Analysis (FEA) in the delivery of creative product solutions. The 2 cohorts within the analysis develop their own product design briefs and are challenged to integrate their previous knowledge with new project-based learning. Where FEA is a relatively small component of the design curriculum, but one of the most likely forms of analysis within product design engineering work, the successes, mistakes, missed opportunities and shear variety of analysis opportunities can inform developments within FEA pedagogy in design centred engineering. Often students must make considerable leaps to move from familiar textbook problems to their own project work, and it can be difficult for multidisciplinary teaching staff to support the integration of FEA into project work. The paper presents our evolved curriculum thread, and aspects of pedagogy, aiming to link analytical classes with project modules in the middle years, and support senior project students applying FEA techniques to their own design concepts. The paper concludes by summarising future priorities towards consistent excellence and attainment for product design centred FEA methodology and its presentation within the design portfolio.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"48 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":"133947392","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}
This paper describes master’s students’ experiences of working with systemic design techniques for sustainability and how this may produce feelings of self-efficacy. Systemic design can be described as a combination of systems theory and design practice. Systemic design was developed to offer designers the tools necessary to handle the complexity of the long-term goals, such as the UN set for in its latest Intergovernmental Panel on Climate Change calls for action 2022 [1]. The students participating in this study who work with systemic design methods, are also introduced to methods of co-creation and interdisciplinary and individual self-management. This is intended not only to enable them to perform systemic design for sustainability but also to stimulate feelings of mastery. That is, educational planning is designed to facilitate the emergence of self-confidence, even though the students operate in and design for a high degree of complexity. The underlying pedagogy is thus synthesized with the goal for students to understand the following: 1) “I will never be able to understand the entire system(s)”; however, 2) “I can relax because I will not design alone. Design for urgency and resilience must be done by many stakeholders in cooperation, and systemic design is conducted using many tools that make it possible for me as a student to handle and facilitate such interdisciplinary projects”; and this synthesis of methods suggests that 3) “I can look to new care models and tools that increase awareness of self-management and that can be used to facilitate co-processes and meetings with teams and networks.”
{"title":"TIMES OF CODE RED - LEARNING SUSTAINABILITY BY SYSTEMIC DESIGN","authors":"K. S. Wigum","doi":"10.35199/epde.2022.115","DOIUrl":"https://doi.org/10.35199/epde.2022.115","url":null,"abstract":"This paper describes master’s students’ experiences of working with systemic design techniques for sustainability and how this may produce feelings of self-efficacy. Systemic design can be described as a combination of systems theory and design practice. Systemic design was developed to offer designers the tools necessary to handle the complexity of the long-term goals, such as the UN set for in its latest Intergovernmental Panel on Climate Change calls for action 2022 [1]. The students participating in this study who work with systemic design methods, are also introduced to methods of co-creation and interdisciplinary and individual self-management. This is intended not only to enable them to perform systemic design for sustainability but also to stimulate feelings of mastery. That is, educational planning is designed to facilitate the emergence of self-confidence, even though the students operate in and design for a high degree of complexity. The underlying pedagogy is thus synthesized with the goal for students to understand the following: 1) “I will never be able to understand the entire system(s)”; however, 2) “I can relax because I will not design alone. Design for urgency and resilience must be done by many stakeholders in cooperation, and systemic design is conducted using many tools that make it possible for me as a student to handle and facilitate such interdisciplinary projects”; and this synthesis of methods suggests that 3) “I can look to new care models and tools that increase awareness of self-management and that can be used to facilitate co-processes and meetings with teams and networks.”","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","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":"131114394","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}
L. Loh, Noriko Takano, Moe Shimomura, Yanfang Zhang
This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukosho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process.
{"title":"INTERVENTIONS REQUIRED TO SUPPORT JAPANESE HIGH SCHOOL TEACHERS TO FACILITATE DESIGN-BASED PROJECTS","authors":"L. Loh, Noriko Takano, Moe Shimomura, Yanfang Zhang","doi":"10.35199/epde.2022.47","DOIUrl":"https://doi.org/10.35199/epde.2022.47","url":null,"abstract":"This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukosho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","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":"115368209","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}
DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022
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