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
An ageing workforce and a dwindling itinerate manual labour supply have long term implications to the commercial viability of industries that require sustained physical activities. The labour recruitment challenges currently facing agricultural, construction, manufacturing and the handling and distribution industries are likely an early indicator of what other industries will face in the future. These trends are driving two significant concerns for an ageing workforce: maintaining the health of increasingly older workers and dealing with the complications of participation in the labour force for these individuals. This paper details a teaching and research project conducted in collaboration between the Safeness by Design initiative and the Innovation Centre of WorkSafe Victoria, a government regulatory body that enforces health and safety policy. The project aimed at moving the sphere of influence of WorkSafe from reactive policing activities towards pre-emptive action, compelling innovation and new discourses on workplace safeness, employment longevity and the empowerment of ageing workers. The project consisted of a research investigation of ageing and wellbeing issues, and workplace safeness, together with a taught component, a design studio that challenged students to consider physiological, behavioural and technological factors in the generation of design proposals for safe and supportive future workplaces that enable and empower an ageing workforce to continue to make a valuable contribution.
{"title":"DESIGNING TO ENABLE AN AGEING WORKFORCE","authors":"Ian de Vere, Wil Dim, Jacob Sheahan","doi":"10.35199/epde.2022.23","DOIUrl":"https://doi.org/10.35199/epde.2022.23","url":null,"abstract":"An ageing workforce and a dwindling itinerate manual labour supply have long term implications to the commercial viability of industries that require sustained physical activities. The labour recruitment challenges currently facing agricultural, construction, manufacturing and the handling and distribution industries are likely an early indicator of what other industries will face in the future. These trends are driving two significant concerns for an ageing workforce: maintaining the health of increasingly older workers and dealing with the complications of participation in the labour force for these individuals. This paper details a teaching and research project conducted in collaboration between the Safeness by Design initiative and the Innovation Centre of WorkSafe Victoria, a government regulatory body that enforces health and safety policy. The project aimed at moving the sphere of influence of WorkSafe from reactive policing activities towards pre-emptive action, compelling innovation and new discourses on workplace safeness, employment longevity and the empowerment of ageing workers. The project consisted of a research investigation of ageing and wellbeing issues, and workplace safeness, together with a taught component, a design studio that challenged students to consider physiological, behavioural and technological factors in the generation of design proposals for safe and supportive future workplaces that enable and empower an ageing workforce to continue to make a valuable contribution.","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":"234 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":"115585406","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}
For several years, a mandatory bachelor-level course at the University of Agder (UIA) has been educating engineering students on a range of topics and ideas related to system thinking, ethics, and sustainability including circular economy. This paper investigates the learning outcomes of engineering students in this course by evaluating their knowledge of circular economy before and after attending this course to determine if current methods for teaching circular economy are effective for educating future engineers. Active learning and problem-based learning are the two primary learning techniques used in this course and students are evaluated based on their overall application of circular economy principles in group projects. The learning outcomes of the course have been evaluated based on a set of surveys given to students before and after the course to determine to what extent they have had prior knowledge of circular economy principles and how these students believe that knowledge gained in the course can be used to support regenerative and sustainable transformations in their future working life. The survey results show that engineering students have weak prior knowledge of circular economy concepts but that engineers are both enthusiastic towards sustainability issues and understand their importance. The results of this paper show that there is a need to improve circular economy education for engineers.
{"title":"EXPERIENCES FROM TEACHING CIRCULAR ECONOMY CONCEPTS TO ENGINEERING STUDENTS","authors":"R. O'Born, Anette Heimdal","doi":"10.35199/epde.2022.76","DOIUrl":"https://doi.org/10.35199/epde.2022.76","url":null,"abstract":"For several years, a mandatory bachelor-level course at the University of Agder (UIA) has been educating engineering students on a range of topics and ideas related to system thinking, ethics, and sustainability including circular economy. This paper investigates the learning outcomes of engineering students in this course by evaluating their knowledge of circular economy before and after attending this course to determine if current methods for teaching circular economy are effective for educating future engineers. Active learning and problem-based learning are the two primary learning techniques used in this course and students are evaluated based on their overall application of circular economy principles in group projects. The learning outcomes of the course have been evaluated based on a set of surveys given to students before and after the course to determine to what extent they have had prior knowledge of circular economy principles and how these students believe that knowledge gained in the course can be used to support regenerative and sustainable transformations in their future working life. The survey results show that engineering students have weak prior knowledge of circular economy concepts but that engineers are both enthusiastic towards sustainability issues and understand their importance. The results of this paper show that there is a need to improve circular economy education for engineers.","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":"15 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":"115693963","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}
Improving outdoor air pollution is a global emerging concern that can be explored in product design education. Polluted air causes not only severe health risks but also negative effects on economics of countries. Urban planning design is a crucial part of the improvement process. However, this process often involves many different interdisciplinary factors. This master’s project study focuses mainly on two different approaches to improve air quality: reduction of pollutant emissions by traffic management strategy and enhances pollutant dispersion by urban planning . A review highlights the current research on the two approaches, their limitations, and future consideration. To gain richer information through a user-oriented design approach to better understand participants’ attitude, a qualitative approach with deep-in digital interviews was used in this study. This study reveals a gap of information between policymakers and users, which decreases the effectiveness of air quality improvement policies.
{"title":"REDUCING AIR POLLUTION IN CITIES: EVALUATE THE GAP IN POPULATION ENGAGEMENT AND POLICY STRATEGIES","authors":"Minh Nghiem","doi":"10.35199/epde.2022.28","DOIUrl":"https://doi.org/10.35199/epde.2022.28","url":null,"abstract":"Improving outdoor air pollution is a global emerging concern that can be explored in product design education. Polluted air causes not only severe health risks but also negative effects on economics of countries. Urban planning design is a crucial part of the improvement process. However, this process often involves many different interdisciplinary factors. This master’s project study focuses mainly on two different approaches to improve air quality: reduction of pollutant emissions by traffic management strategy and enhances pollutant dispersion by urban planning . A review highlights the current research on the two approaches, their limitations, and future consideration. To gain richer information through a user-oriented design approach to better understand participants’ attitude, a qualitative approach with deep-in digital interviews was used in this study. This study reveals a gap of information between policymakers and users, which decreases the effectiveness of air quality improvement policies.","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":"8 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":"123969273","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}
Students that participate in the Honours Master-course High-Tech Systems and Materials (HTSM) of the University of Groningen have different educational backgrounds, they meet for the first time, they have never cooperated with High-Tech companies and they have no experience in product development or product design. For these reasons, the students have difficulty starting their projects. To solve this problem the Workshop Evolutionary Product Design was developed. This paper explains how we work in this workshop to get the students going. Before the workshop takes place, we give the students a preparatory assignment they have to work on in groups. They have to analyse the history of both the product design, the used (production) techniques and the working principles of their assignment for the course, e.g., by using the Internet. They are supposed to prepare a short presentation of about five minutes (maximum ten minutes) about this product history. The workshop starts with a lecture introducing Evolutionary Product Development. After the lecture, the students get an additional assignment to adapt the presentation that they have made, and to add what they have just learned. The students have half an hour to work on their assignment. After this, one by one the groups present their results to the teaching staff and their fellow students. The fellow students are challenged to give their colleagues feedback. Then the staff members give their feedback. With this, the students have made a start with their assignment, which was the goal of the workshop.
{"title":"HOW TO GET STUDENTS – FROM DIFFERENT BACKGROUNDS AND WITH NO EXPERIENCE IN DESIGN – GOING","authors":"A. Eger","doi":"10.35199/epde.2022.3","DOIUrl":"https://doi.org/10.35199/epde.2022.3","url":null,"abstract":"Students that participate in the Honours Master-course High-Tech Systems and Materials (HTSM) of the University of Groningen have different educational backgrounds, they meet for the first time, they have never cooperated with High-Tech companies and they have no experience in product development or product design. For these reasons, the students have difficulty starting their projects. To solve this problem the Workshop Evolutionary Product Design was developed. This paper explains how we work in this workshop to get the students going. Before the workshop takes place, we give the students a preparatory assignment they have to work on in groups. They have to analyse the history of both the product design, the used (production) techniques and the working principles of their assignment for the course, e.g., by using the Internet. They are supposed to prepare a short presentation of about five minutes (maximum ten minutes) about this product history. The workshop starts with a lecture introducing Evolutionary Product Development. After the lecture, the students get an additional assignment to adapt the presentation that they have made, and to add what they have just learned. The students have half an hour to work on their assignment. After this, one by one the groups present their results to the teaching staff and their fellow students. The fellow students are challenged to give their colleagues feedback. Then the staff members give their feedback. With this, the students have made a start with their assignment, which was the goal of the workshop.","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":"128507498","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}
Designing for a more sustainable economy implies consideration for the whole of longer, more optimised product lifetimes. It is increasingly important to encourage reflection on the multiple aspects of product life beyond conception, production and sales moments. This concerns the much longer period when “products” are integrated into everyday life and progressively become “things” and “stuff”. A major part of longer product lives that may currently be overlooked is “keeping”. In circular consumption models’ everyday goods need to be maintained in conditions permitting repurposing, repair and remanufacturing, implying various forms of shorter and longer term keeping. Existing product consumption phases don’t adequately represent the periods of passivity where products are kept awaiting reuse or divestment. While keeping possessions seems inherent in many of the transitions between phases of active use to phases of devaluation and divestment, our attitudes to keeping things are ambiguous. Design and design education traditionally focus on use and rarely on passivity in relations with products or services. In this context, the notion of “keeping” may be useful for encouraging different ways of thinking about our everyday material relations. Part of ongoing research into how issues around keeping might be successfully integrated into design education, two recent case studies are presented and discussed. This research highlights the need to give a more holistic view of the different forms of keeping existing today. Our research also indicates how studying keeping can help sensitise students to everyday aspects of circular and sustainable behaviour.
{"title":"THINKING BEYOND THE PRODUCT MOMENT: ADDRESSING ISSUES AROUND “KEEPING”","authors":"C. Green","doi":"10.35199/epde.2022.103","DOIUrl":"https://doi.org/10.35199/epde.2022.103","url":null,"abstract":"Designing for a more sustainable economy implies consideration for the whole of longer, more optimised product lifetimes. It is increasingly important to encourage reflection on the multiple aspects of product life beyond conception, production and sales moments. This concerns the much longer period when “products” are integrated into everyday life and progressively become “things” and “stuff”. A major part of longer product lives that may currently be overlooked is “keeping”. In circular consumption models’ everyday goods need to be maintained in conditions permitting repurposing, repair and remanufacturing, implying various forms of shorter and longer term keeping. Existing product consumption phases don’t adequately represent the periods of passivity where products are kept awaiting reuse or divestment. While keeping possessions seems inherent in many of the transitions between phases of active use to phases of devaluation and divestment, our attitudes to keeping things are ambiguous. Design and design education traditionally focus on use and rarely on passivity in relations with products or services. In this context, the notion of “keeping” may be useful for encouraging different ways of thinking about our everyday material relations. Part of ongoing research into how issues around keeping might be successfully integrated into design education, two recent case studies are presented and discussed. This research highlights the need to give a more holistic view of the different forms of keeping existing today. Our research also indicates how studying keeping can help sensitise students to everyday aspects of circular and sustainable behaviour.","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":"131084242","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}
Z. Hassan, Shahriman Zainal Abidin, Rusmadiah Anwar, V. V. Vermol
Everyday product design strives to identify a fit between people and technology towards higher usability and more human-centric design approaches regarding product concept ideation. Notwithstanding, limited discussions on unintended human behaviour in interaction design studies and ambiguous methods to interpret the daily phenomena in design activities deter a sound understanding of human-product interaction and communication: a vital criterion for designer’s education purpose. This study aims to disclose a pattern of unintended behaviour design (UBD), emphasize its values from various multidisciplinary design expert viewpoints, offer novel design thought parameters concerning everyday design, and expand the current body of literature on design education to develop innovative everyday product designs.
{"title":"THE VALUE OF UNINTENDED HUMAN BEHAVIOUR IN EVERYDAY PRODUCT DESIGN","authors":"Z. Hassan, Shahriman Zainal Abidin, Rusmadiah Anwar, V. V. Vermol","doi":"10.35199/epde.2022.71","DOIUrl":"https://doi.org/10.35199/epde.2022.71","url":null,"abstract":"Everyday product design strives to identify a fit between people and technology towards higher usability and more human-centric design approaches regarding product concept ideation. Notwithstanding, limited discussions on unintended human behaviour in interaction design studies and ambiguous methods to interpret the daily phenomena in design activities deter a sound understanding of human-product interaction and communication: a vital criterion for designer’s education purpose. This study aims to disclose a pattern of unintended behaviour design (UBD), emphasize its values from various multidisciplinary design expert viewpoints, offer novel design thought parameters concerning everyday design, and expand the current body of literature on design education to develop innovative everyday product designs.","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":"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":"126957903","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}
M. Bailey, A. Arakelyan, N. Spencer, Justine Carrion-Weiss
This paper addresses the question to what extent can rapid design-led interventions support enterprise education? The work is based on a three-year engagement with students and recent graduates in Armenia. It was inspired by a course of innovation-readiness workshops called Get Ready to Innovate used to support established small and medium-sized enterprises operating in North East England. The paper provides a critical assessment of the adaptation of the GRTI model for the Armenian situation and its strengths and limitations for addressing the requirements of innovation readiness (the willingness, creative mindset and plans to make a positive change) amongst budding Armenian entrepreneurs. Mixed-methods are used, combining inductive thematic analysis of participant surveys, co-reflective workshops and semi-structured interviews. Findings suggest that there are a number of benefits associated with adopting a design-led approach, including enhancing creative confidence and multidisciplinary team working. In comparison with other forms of enterprise education, participants and facilitators identified a greater emphasis on front-end exploration and stakeholder focus. It is also clear that there were shortcomings in the approach associated with a mismatch in expectations between the facilitators and participants. The authors identify the challenges associated with this mismatch and some steps they took to overcome these. Finally, they identify scope for future research that considers implications for educational and enterprise-creation policy as well as discrete programme development.
{"title":"MULTIDISCIPLINARY INNOVATION ARMENIA: EXPLORATIONS IN DESIGN-LED MULTIDISCIPLINARY ENTERPRISE EDUCATION","authors":"M. Bailey, A. Arakelyan, N. Spencer, Justine Carrion-Weiss","doi":"10.35199/epde.2022.16","DOIUrl":"https://doi.org/10.35199/epde.2022.16","url":null,"abstract":"This paper addresses the question to what extent can rapid design-led interventions support enterprise education? The work is based on a three-year engagement with students and recent graduates in Armenia. It was inspired by a course of innovation-readiness workshops called Get Ready to Innovate used to support established small and medium-sized enterprises operating in North East England. The paper provides a critical assessment of the adaptation of the GRTI model for the Armenian situation and its strengths and limitations for addressing the requirements of innovation readiness (the willingness, creative mindset and plans to make a positive change) amongst budding Armenian entrepreneurs. Mixed-methods are used, combining inductive thematic analysis of participant surveys, co-reflective workshops and semi-structured interviews. Findings suggest that there are a number of benefits associated with adopting a design-led approach, including enhancing creative confidence and multidisciplinary team working. In comparison with other forms of enterprise education, participants and facilitators identified a greater emphasis on front-end exploration and stakeholder focus. It is also clear that there were shortcomings in the approach associated with a mismatch in expectations between the facilitators and participants. The authors identify the challenges associated with this mismatch and some steps they took to overcome these. Finally, they identify scope for future research that considers implications for educational and enterprise-creation policy as well as discrete programme development.","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":"130803952","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}
To address the UN Sustainable Development Goals, future engineers must effectively integrate sustainability into multiple areas of engineering throughout the lifecycle encompassing the design of products, development for manufacturing and end of life considerations. The impact of the quality of manufactured goods on product performance and sustainability is well documented. Furthermore, statistical methods commonly used to monitor and control product quality may be adapted to evaluate environmental performance. This paper details how sustainability is considered within the curriculum of two 3 rd year modules of the Engineering courses at Nottingham Trent University, UK. The modules presented here are Performance Engineering and Sustainability in Engineering Design. Through a systematic analysis of the content, the authors have identified synergies in approaches to sustainability in the modules. It is anticipated that, through careful scaffolding and reinforcement of learning, budding engineers will be encouraged to adopt a holistic approach, in which sustainability is embedded throughout their practice.
{"title":"EMBEDDING SUSTAINABILITY IN THE ENGINEERING CURRICULUM: A COMPLIMENTARY APPROACH TO PERFORMANCE ENGINEERING AND SUSTAINABLE DESIGN","authors":"A. T. Butt, Edward William Causton, Matt Watkins","doi":"10.35199/epde.2022.24","DOIUrl":"https://doi.org/10.35199/epde.2022.24","url":null,"abstract":"To address the UN Sustainable Development Goals, future engineers must effectively integrate sustainability into multiple areas of engineering throughout the lifecycle encompassing the design of products, development for manufacturing and end of life considerations. The impact of the quality of manufactured goods on product performance and sustainability is well documented. Furthermore, statistical methods commonly used to monitor and control product quality may be adapted to evaluate environmental performance. This paper details how sustainability is considered within the curriculum of two 3 rd year modules of the Engineering courses at Nottingham Trent University, UK. The modules presented here are Performance Engineering and Sustainability in Engineering Design. Through a systematic analysis of the content, the authors have identified synergies in approaches to sustainability in the modules. It is anticipated that, through careful scaffolding and reinforcement of learning, budding engineers will be encouraged to adopt a holistic approach, in which sustainability is embedded throughout their practice.","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":"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":"130905275","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}
Stephen Green, Suzan Orwell, Freddie Page, Tiffany Chiu, Ahmed Patel
{"title":"AGILE: WHERE VUCA AND AFFECTIVE FACTORS MEET","authors":"Stephen Green, Suzan Orwell, Freddie Page, Tiffany Chiu, Ahmed Patel","doi":"10.35199/epde.2022.98","DOIUrl":"https://doi.org/10.35199/epde.2022.98","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":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123767154","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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