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":"THE BEST OF TIMES, THE WORST OF TIMES; STUDENT DESIGN TEAM FORMATION","authors":"Juan Felipe Ruiz, R. Wever","doi":"10.35199/epde.2022.85","DOIUrl":"https://doi.org/10.35199/epde.2022.85","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":"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":"123662860","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}
At the time of a global pandemic, it is becoming acutely evident that design has to intensify efforts to move beyond reactive tackling of healthcare challenges as they occur, towards a proactive approach of designing-out unwanted healthcare futures before they become a reality. As healthcare design navigates towards more distant horizons, the scale and magnitude of design challenges increase. New approaches to envisioning and negotiating preferable healthcare futures across disciplines are required in order to make that shift successful. In this paper, we discuss the application of a new trans-disciplinary approach applied within burst-mode healthcare design education of professionals from multidisciplinary backgrounds. This strategic design-led innovation approach distinguishes between desirable and undesirable futures. It employs futures scoping methods, alongside the identification of technology drivers and enablers, to understand the target landscape and to design strategic pathways toward paving design interventions. Tools, such as the four futures of Jim Dator and NASA TRLs, are used alongside collaborative mood boarding to visualise possible futures and facilitate concept generation utilising moon-shot thinking and back casting.
{"title":"DESIGNING OUT UNWANTED HEALTHCARE FUTURES: A NEW FRAMEWORK FOR HEALTHCARE DESIGN INNOVATION WITH INTENT","authors":"Anna Wojdecka, A. Hall, Tibor Balint","doi":"10.35199/epde.2022.110","DOIUrl":"https://doi.org/10.35199/epde.2022.110","url":null,"abstract":"At the time of a global pandemic, it is becoming acutely evident that design has to intensify efforts to move beyond reactive tackling of healthcare challenges as they occur, towards a proactive approach of designing-out unwanted healthcare futures before they become a reality. As healthcare design navigates towards more distant horizons, the scale and magnitude of design challenges increase. New approaches to envisioning and negotiating preferable healthcare futures across disciplines are required in order to make that shift successful. In this paper, we discuss the application of a new trans-disciplinary approach applied within burst-mode healthcare design education of professionals from multidisciplinary backgrounds. This strategic design-led innovation approach distinguishes between desirable and undesirable futures. It employs futures scoping methods, alongside the identification of technology drivers and enablers, to understand the target landscape and to design strategic pathways toward paving design interventions. Tools, such as the four futures of Jim Dator and NASA TRLs, are used alongside collaborative mood boarding to visualise possible futures and facilitate concept generation utilising moon-shot thinking and back casting.","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":"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":"121390058","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}
Pan-European design innovation needs new spaces for ideation and ongoing transformation. The key to this transformation is a symbiosis between ‘interactive learning and ideating landscapes’, and respecting mixed-stakeholder interests. It is important not to separate the academic and industrial spaces from one another, we have to bridge the gap between these – ‘osmotic ideating spaces’ can be the future. When building innovative cross-border experiences, the design research approach is more useful than ever, with its greatest influence being on interdisciplinary fields. Attention can be drawn to digital interaction design, as a practice that balances behavioural and computer sciences that are used to direct the development of technology towards human desires, emotions and needs. One way of (co-)designing draws a new focus to the field of design education. Because the interactions with humans are not as predictable as those with a technological component; we need social sciences, such as ‘ethnography’ in the field of hardware design education. Finding a balance between the needs and interests of different stakeholders, and between the perspectives of UX and product design, it becomes irrelevant whether they are a student or an entrepreneur, they are ideating together in a sustainable social interaction. From an economic and didactical point of view, this benefits all parties. A great parameter for transformation is to regenerate designing experiences in relation to our ‘values’ as humans; this is when the ‘design engineer artist’ becomes the innovator and is responsible for the success of the transformation and reaching the SDGs.
{"title":"A PAN-EUROPEAN TRANSFORMATION TO BRIDGE THE GAP BETWEEN TANGIBLE EXPERIENCE AND VIRTUAL IDEATING SPACES","authors":"marina-elena Wachs, Theresa-Marie Scholl, Giulia D'Aleo","doi":"10.35199/epde.2022.7","DOIUrl":"https://doi.org/10.35199/epde.2022.7","url":null,"abstract":"Pan-European design innovation needs new spaces for ideation and ongoing transformation. The key to this transformation is a symbiosis between ‘interactive learning and ideating landscapes’, and respecting mixed-stakeholder interests. It is important not to separate the academic and industrial spaces from one another, we have to bridge the gap between these – ‘osmotic ideating spaces’ can be the future. When building innovative cross-border experiences, the design research approach is more useful than ever, with its greatest influence being on interdisciplinary fields. Attention can be drawn to digital interaction design, as a practice that balances behavioural and computer sciences that are used to direct the development of technology towards human desires, emotions and needs. One way of (co-)designing draws a new focus to the field of design education. Because the interactions with humans are not as predictable as those with a technological component; we need social sciences, such as ‘ethnography’ in the field of hardware design education. Finding a balance between the needs and interests of different stakeholders, and between the perspectives of UX and product design, it becomes irrelevant whether they are a student or an entrepreneur, they are ideating together in a sustainable social interaction. From an economic and didactical point of view, this benefits all parties. A great parameter for transformation is to regenerate designing experiences in relation to our ‘values’ as humans; this is when the ‘design engineer artist’ becomes the innovator and is responsible for the success of the transformation and reaching the SDGs.","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":"121961383","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}
Creating inclusive and effective learning environments for all children can be extremely challenging. How do teachers recognize the needs of their different children, the dynamics between them and adapt in response? This paper presents work from a doctoral study and aims to investigate the integration of multidisciplinary fields (design, art therapy, and education) to create a design thinking-based framework and toolkit, which can be applied in the classroom setting to enhance teaching and learning experiences for autistic children (children with autism spectrum disorder (ASD)).This paper reports on initial fieldwork (case study) that investigates the design thinking of teachers applying arts practices to support the learning of autistic children, aged 5-6 years old. The case study has been carried out at Marine Park Primary School in the Northeast of England. This paper presents an initial cycle of the case study, which is researcher-driven. Further in the doctoral study ownership transitions from the researcher to the teacher and autistic children. This initial cycle resulted in the development of an arts therapy informed toolkit applied to create immersive learning experiences to address inattention and engagement with instructions and story-based tasks. The toolkit breaks down the lesson plans into more readily comprehensible components and translates tasks and worksheets into an immersive 3D learning experience. Reflections from teacher-research dialogues are presented that indicate an initial framework for day-to-day design thinking for more inclusive learning.
{"title":"CREATIVE DESIGN ACTIVITIES TO SUPPORT THE COMPLEX LEARNING ENVIROMENT OF THE CLASSROOM FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)","authors":"Nesrin Elmarakbi, H. Robson, Lucy Currie","doi":"10.35199/epde.2022.68","DOIUrl":"https://doi.org/10.35199/epde.2022.68","url":null,"abstract":"Creating inclusive and effective learning environments for all children can be extremely challenging. How do teachers recognize the needs of their different children, the dynamics between them and adapt in response? This paper presents work from a doctoral study and aims to investigate the integration of multidisciplinary fields (design, art therapy, and education) to create a design thinking-based framework and toolkit, which can be applied in the classroom setting to enhance teaching and learning experiences for autistic children (children with autism spectrum disorder (ASD)).This paper reports on initial fieldwork (case study) that investigates the design thinking of teachers applying arts practices to support the learning of autistic children, aged 5-6 years old. The case study has been carried out at Marine Park Primary School in the Northeast of England. This paper presents an initial cycle of the case study, which is researcher-driven. Further in the doctoral study ownership transitions from the researcher to the teacher and autistic children. This initial cycle resulted in the development of an arts therapy informed toolkit applied to create immersive learning experiences to address inattention and engagement with instructions and story-based tasks. The toolkit breaks down the lesson plans into more readily comprehensible components and translates tasks and worksheets into an immersive 3D learning experience. Reflections from teacher-research dialogues are presented that indicate an initial framework for day-to-day design thinking for more inclusive learning.","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":"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":"115562169","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}
Vanessa Y. Y. Chia, Franklin Anariba, C. Lauff, L. Blessing
There have been recent efforts at the Singapore University of Technology and Design (SUTD) in identifying levels of design competency to support teaching and assessment, which has resulted in the development of the Design Competency Assessment (DesCA) framework. One competency area in this framework is prototyping. To understand the nature of prototyping activities, an extensive literature review was conducted along with an empirical study at SUTD to address the following research questions: How do individual instructors define prototyping? What roles do prototypes play in the design process in courses at the university? What prototyping frameworks, methods, and tools are introduced in these courses? Herein we report preliminary results based on 17 interviews with SUTD instructors from different disciplines, who teach, supervise, or are interested in prototyping. Insights from this work include: (1) variations in definitions of what a prototype is across different fields, (2) lack of intentionality in prototyping, and (3) missing associated competencies, including how to select appropriate prototyping methods and tools. Taken together, these insights will allow us to re-examine the way prototyping is taught and how prototyping is represented in the DesCA framework.
{"title":"IDENTIFYING PROTOTYPING COMPETENCIES AND ROLES IN EDUCATION","authors":"Vanessa Y. Y. Chia, Franklin Anariba, C. Lauff, L. Blessing","doi":"10.35199/epde.2022.81","DOIUrl":"https://doi.org/10.35199/epde.2022.81","url":null,"abstract":"There have been recent efforts at the Singapore University of Technology and Design (SUTD) in identifying levels of design competency to support teaching and assessment, which has resulted in the development of the Design Competency Assessment (DesCA) framework. One competency area in this framework is prototyping. To understand the nature of prototyping activities, an extensive literature review was conducted along with an empirical study at SUTD to address the following research questions: How do individual instructors define prototyping? What roles do prototypes play in the design process in courses at the university? What prototyping frameworks, methods, and tools are introduced in these courses? Herein we report preliminary results based on 17 interviews with SUTD instructors from different disciplines, who teach, supervise, or are interested in prototyping. Insights from this work include: (1) variations in definitions of what a prototype is across different fields, (2) lack of intentionality in prototyping, and (3) missing associated competencies, including how to select appropriate prototyping methods and tools. Taken together, these insights will allow us to re-examine the way prototyping is taught and how prototyping is represented in the DesCA framework.","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":"62 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":"124687300","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}
Maria Tyroller, Michael S. J. Walter, Charlotte Kaetzel, Christian Riess
While e-portfolios are well established in several countries (57 % of U.S. colleges use e-portfolios), they are rarely found at German universities in courses on product design. Consequently, the use and applications of e-portfolios are new and unknown for students and lecturers alike. Fear about contacts with new technology, scepticism, inhibition thresholds, and technical as well as organisational barriers are therefore inevitable. In this paper, we dedicate ourselves to the fundamental analysis of the existing initial e-portfolio situation. This is done using a course on project-based product design for engineers at our university. In addition to the opinions of students and lecturers, the analysis also considers the perspective of administrative departments. Based on this, didactic strategies for the introduction of e-portfolios in the product design course will be developed. These strategies refer to the following three phases: preparation, implementation, and evaluation. The following factors have emerged as crucial for the successful implementation of e-portfolios: a comprehensive personal introduction, extensive information material that can be accessed at any time, continuous guidance, a clear structure and work instructions, room for flexibility and creativity to foster learners' individual strengths, and exchange and feedback between learners and teachers.
{"title":"A DIDACTIC LOOK ON THE INTRODUCTION OF E PORTFOLIOS IN A PRODUCT DESIGN COURSE","authors":"Maria Tyroller, Michael S. J. Walter, Charlotte Kaetzel, Christian Riess","doi":"10.35199/epde.2022.48","DOIUrl":"https://doi.org/10.35199/epde.2022.48","url":null,"abstract":"While e-portfolios are well established in several countries (57 % of U.S. colleges use e-portfolios), they are rarely found at German universities in courses on product design. Consequently, the use and applications of e-portfolios are new and unknown for students and lecturers alike. Fear about contacts with new technology, scepticism, inhibition thresholds, and technical as well as organisational barriers are therefore inevitable. In this paper, we dedicate ourselves to the fundamental analysis of the existing initial e-portfolio situation. This is done using a course on project-based product design for engineers at our university. In addition to the opinions of students and lecturers, the analysis also considers the perspective of administrative departments. Based on this, didactic strategies for the introduction of e-portfolios in the product design course will be developed. These strategies refer to the following three phases: preparation, implementation, and evaluation. The following factors have emerged as crucial for the successful implementation of e-portfolios: a comprehensive personal introduction, extensive information material that can be accessed at any time, continuous guidance, a clear structure and work instructions, room for flexibility and creativity to foster learners' individual strengths, and exchange and feedback between learners and teachers.","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":"61 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":"129463438","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}
Victor Petit, David Santiago Perez, Pauline Picot, Lou Grimal, N. Troussier, N. Fitzpatrick, Claudine Gillot
The sustainable development is a big challenge for the end of the century due to earth evolution linked with anthropic activities: climate change, resources depletion, health stakes and related problems will change the way we live. Engineering design activities will have to evolve to address in a different way human’s needs and also new kinds of needs. The ability to change design practices will depend on the way to think the relationship between human and nature. Ethics has a specific place for that. The proposed paper deals with ecological ethics and discuss the way it can be addressed concerning technology and the way it can be taught in terms of pedagogical methods. A first part discusses the concept of ecological ethics and proposes to avoid environmental ethics but develop an ethics of the environment. This position enables to defend to transfer the biodiversity characteristic to techno-diversity one in order to ensure adaptation and resilience, future will require for being able to keep health, comfort levels within environmental constraints. The requirement of a pragmatic approach of ethics and ecology is highlighted to be able to face and be conscious of diversity of situations. Then, a discussion on pedagogy of ecological ethics is done and shows how the link must be built with society, into pedagogical activities.
{"title":"ECOLOGICAL ETHICS: TOWARDS AN EDUCATION OF TECHNO-DIVERSITY","authors":"Victor Petit, David Santiago Perez, Pauline Picot, Lou Grimal, N. Troussier, N. Fitzpatrick, Claudine Gillot","doi":"10.35199/epde.2022.106","DOIUrl":"https://doi.org/10.35199/epde.2022.106","url":null,"abstract":"The sustainable development is a big challenge for the end of the century due to earth evolution linked with anthropic activities: climate change, resources depletion, health stakes and related problems will change the way we live. Engineering design activities will have to evolve to address in a different way human’s needs and also new kinds of needs. The ability to change design practices will depend on the way to think the relationship between human and nature. Ethics has a specific place for that. The proposed paper deals with ecological ethics and discuss the way it can be addressed concerning technology and the way it can be taught in terms of pedagogical methods. A first part discusses the concept of ecological ethics and proposes to avoid environmental ethics but develop an ethics of the environment. This position enables to defend to transfer the biodiversity characteristic to techno-diversity one in order to ensure adaptation and resilience, future will require for being able to keep health, comfort levels within environmental constraints. The requirement of a pragmatic approach of ethics and ecology is highlighted to be able to face and be conscious of diversity of situations. Then, a discussion on pedagogy of ecological ethics is done and shows how the link must be built with society, into pedagogical activities.","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":"114170858","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}
Industrial design engineering combines technical rationality and reflective practice, to support students’ reflection on their design process a workbook approach has been developed. The workbook approach guides students to reflect on open-ended design projects through cycles of reflections. A typical workbook consists of both written text, i.e., literature reviews and methods employed, and sketches and photos illustrating the process and its results. The workbook approach is currently implemented in five compulsory and several elective courses at Industrial Design Engineering (IDE). During 2020-22 a project was performed to evaluate the implementation of workbooks and get feedback from both active students, alumni and the faculty. Results show that workbooks support students’ self-regulated learning, and the workbook’s guided reflection is a valuable tool for reaching higher levels of learning in design. However, it seems that there is a need for a workbook framework to support both teachers and students in how to use the workbooks throughout the programme.
{"title":"EVALUATION OF WORKBOOKS AS AN ACTIVE LEARNING TOOL FOR INDUSTRIAL DESIGN ENGINEERING","authors":"P. Törlind, Åsa Wikberg-Nilsson","doi":"10.35199/epde.2022.13","DOIUrl":"https://doi.org/10.35199/epde.2022.13","url":null,"abstract":"Industrial design engineering combines technical rationality and reflective practice, to support students’ reflection on their design process a workbook approach has been developed. The workbook approach guides students to reflect on open-ended design projects through cycles of reflections. A typical workbook consists of both written text, i.e., literature reviews and methods employed, and sketches and photos illustrating the process and its results. The workbook approach is currently implemented in five compulsory and several elective courses at Industrial Design Engineering (IDE). During 2020-22 a project was performed to evaluate the implementation of workbooks and get feedback from both active students, alumni and the faculty. Results show that workbooks support students’ self-regulated learning, and the workbook’s guided reflection is a valuable tool for reaching higher levels of learning in design. However, it seems that there is a need for a workbook framework to support both teachers and students in how to use the workbooks throughout the programme.","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":"139-140 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":"114408924","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}
We experience an urgent climate crisis that shakes our whole existence and calls for change. The field of industrial design education has expanded over the past decades towards a new language of speculative design projects, aiming to influence industry and address unsustainable manufacturing. How designers typically use their capacities for change, is shown in the discursive qualities of proposed solutions. Within the current educational context, not given a commercial brief, new methods arise. This international design master's course aims to find better future product concepts that nudge sustainable ways of living. How they initiate and prototype these product ideas, is through design fiction and co-creation, conceptualizing and proposing solutions to essential problems and needs. By the use of prototypes, designers can bring essential future solutions into the present. This paper outlines how the new ‘Anticipative Co-creation Method’ emerged. As the foresighted concepts intend to address the negative trends in overconsumption and unsustainable lifestyle, the designs for the far future function as inspirational future versions of the relevant suggestions for today. Through interpersonal anticipatory engagement, concepts grow out of the design fiction. In a dialog with each other students verbalize scenarios and through co-creation concepts become ‘real’ as different videos were created. We have observed that the students build empathy for each other through co-creative activities within the method of anticipation. If we want a thriving future, we need to act now. The design profession has never been more essential in building and critically assessing design futures literacies.
{"title":"ANTICIPATIVE CO-CREATION METHOD","authors":"Nina Bjørnstad, Cheryl Akner Koler","doi":"10.35199/epde.2022.72","DOIUrl":"https://doi.org/10.35199/epde.2022.72","url":null,"abstract":"We experience an urgent climate crisis that shakes our whole existence and calls for change. The field of industrial design education has expanded over the past decades towards a new language of speculative design projects, aiming to influence industry and address unsustainable manufacturing. How designers typically use their capacities for change, is shown in the discursive qualities of proposed solutions. Within the current educational context, not given a commercial brief, new methods arise. This international design master's course aims to find better future product concepts that nudge sustainable ways of living. How they initiate and prototype these product ideas, is through design fiction and co-creation, conceptualizing and proposing solutions to essential problems and needs. By the use of prototypes, designers can bring essential future solutions into the present. This paper outlines how the new ‘Anticipative Co-creation Method’ emerged. As the foresighted concepts intend to address the negative trends in overconsumption and unsustainable lifestyle, the designs for the far future function as inspirational future versions of the relevant suggestions for today. Through interpersonal anticipatory engagement, concepts grow out of the design fiction. In a dialog with each other students verbalize scenarios and through co-creation concepts become ‘real’ as different videos were created. We have observed that the students build empathy for each other through co-creative activities within the method of anticipation. If we want a thriving future, we need to act now. The design profession has never been more essential in building and critically assessing design futures literacies.","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":"77 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":"114234167","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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