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
‘Put on your own oxygen mask first before assisting others’ the flight attendant reminds passengers just before take-off on a flight. When serving others, designers tend to feel overwhelmed, stressed and often without support. An overload of work, external emergencies and conditional situations may cause physical and mental health problems, such as anxiety, panic, or imposter syndrome. Before serving businesses and society, designers should learn to help themselves. To equip young designers for professional life under uncertain, time-bound, and specific external conditions and to practice mindfulness and happiness in designers’ everyday life. An assignment and methodology for designing a solution for long-lasting personal happiness was created in 2015. A subjective theory of value, happiness, and personal satisfaction analysis in line with user experience methods were combined and applied to reveal an empirical study of personal happiness memorabilia, and values, experiences, identifying the potential for design solutions sustaining self-happiness. Identified solutions were prototyped, tested, and examined to reflect a paradigm of personal happiness and contentment. Master’s design students reflected that the design brief of designing for personal long-lasting happiness was the most confusing assignment during their study years but at the same time it was the most meaningful. It allowed them to understand the pros and cons of personal happiness as human beings and professionals. This empirical case study analysis reveals that more than 70% of designed solutions indicate professional procrastination and anxiety. Individually designed time management solutions help to address personal happiness and satisfaction as an everyday routine. Designing for personal happiness is the first assignment that young designers reflected on their own emotional needs. It helped to equip students to be agents of their own self regeneration.
{"title":"DESIGNING FOR PERSONAL-HAPPINESS: AN EMPIRICAL CASE STUDY","authors":"A. Freimane","doi":"10.35199/epde.2022.12","DOIUrl":"https://doi.org/10.35199/epde.2022.12","url":null,"abstract":"‘Put on your own oxygen mask first before assisting others’ the flight attendant reminds passengers just before take-off on a flight. When serving others, designers tend to feel overwhelmed, stressed and often without support. An overload of work, external emergencies and conditional situations may cause physical and mental health problems, such as anxiety, panic, or imposter syndrome. Before serving businesses and society, designers should learn to help themselves. To equip young designers for professional life under uncertain, time-bound, and specific external conditions and to practice mindfulness and happiness in designers’ everyday life. An assignment and methodology for designing a solution for long-lasting personal happiness was created in 2015. A subjective theory of value, happiness, and personal satisfaction analysis in line with user experience methods were combined and applied to reveal an empirical study of personal happiness memorabilia, and values, experiences, identifying the potential for design solutions sustaining self-happiness. Identified solutions were prototyped, tested, and examined to reflect a paradigm of personal happiness and contentment. Master’s design students reflected that the design brief of designing for personal long-lasting happiness was the most confusing assignment during their study years but at the same time it was the most meaningful. It allowed them to understand the pros and cons of personal happiness as human beings and professionals. This empirical case study analysis reveals that more than 70% of designed solutions indicate professional procrastination and anxiety. Individually designed time management solutions help to address personal happiness and satisfaction as an everyday routine. Designing for personal happiness is the first assignment that young designers reflected on their own emotional needs. It helped to equip students to be agents of their own self regeneration.","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":"5 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":"122423026","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":"COMPUTATIONAL DESIGN, ADVANCED VISUALISATION, AND THE CHANGING NATURE OF CAD","authors":"L. Urquhart, Konstantinos Petrakis, A. Wodehouse","doi":"10.35199/epde.2022.21","DOIUrl":"https://doi.org/10.35199/epde.2022.21","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":"142 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":"122461085","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 investigates the students’ perceived outcomes of different types of peer review. The purpose is to evaluate the students’ learning outcomes through surveys after attending the various peer review sessions. The motivation for using peer reviews for the engineering students is to engage the students as presenters and opponents. This could improve the students’ ability to be critical of their work and to give and receive feedback. The three different peer review concepts investigated in this paper are i) supervised peer review with one or more university employees, ii) unsupervised peer review where the students will execute the session on their own, and iii) written peer review where the students will be organised in pairs with another group and only give and receive written feedback. The results from the surveys can identify the learning outcomes and other dividends from the different ways of using peer review as a part of the supervising on the academic work. The findings could help improve the ways of supervising students in their academic work, and also whether the different ways of executing the peer reviews differ much in the students’ learning outcomes.
{"title":"VARIOUS FORMS OF EXECUTING PEER REVIEWS IN CIVIL ENGINEERING EDUCATION","authors":"Anette Heimdal, I. Lande","doi":"10.35199/epde.2022.113","DOIUrl":"https://doi.org/10.35199/epde.2022.113","url":null,"abstract":"This paper investigates the students’ perceived outcomes of different types of peer review. The purpose is to evaluate the students’ learning outcomes through surveys after attending the various peer review sessions. The motivation for using peer reviews for the engineering students is to engage the students as presenters and opponents. This could improve the students’ ability to be critical of their work and to give and receive feedback. The three different peer review concepts investigated in this paper are i) supervised peer review with one or more university employees, ii) unsupervised peer review where the students will execute the session on their own, and iii) written peer review where the students will be organised in pairs with another group and only give and receive written feedback. The results from the surveys can identify the learning outcomes and other dividends from the different ways of using peer review as a part of the supervising on the academic work. The findings could help improve the ways of supervising students in their academic work, and also whether the different ways of executing the peer reviews differ much in the students’ learning outcomes.","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":"125773121","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}
How can you deliver innovative teaching to over 150 students to propel their learning, connect them with leading industry experts, solve real world problems, and offer students the chance to learn from their peers across year groups? This paper presents the Design Sprint project; an intense five-day event delivered in 2020/21. This project engaged product design students from Nottingham Trent University (NTU), a team of over ten academics, clients from an industrial design team (Futura Nova), a large healthcare institution (UCL Partners), in addition to partnering with Anglia Ruskin University, to engage with focus groups within healthcare. This paper outlines the preparation and facilitation of the design sprint, identifying why we chose this methodology despite the challenges of remote/online working. The preparation/pre-sprint sessions and the key components of the sprint are discussed, highlighting how we adapted the traditional design sprint model into a hybrid methodology. The activity plan shares the key activities undertaken with examples of the Miro workbooks. Our approach was to build a programme that we could utilise going forward in online or in-person settings, to further develop the product design curriculum at NTU. Our main aim in delivering this methodology was for different year groups to work together in a live collaborative project whilst sharing/learning knowledge from a professional industrial network when utilising a methodology which could be applied in their future professional practice.
{"title":"DESIGN SPRINT METHODOLOGIES TRANSFORMED IN A DIGITAL ENVIRONMENT","authors":"K. Winfield, Nicolette Dullesco Sizer, F. Siena","doi":"10.35199/epde.2022.26","DOIUrl":"https://doi.org/10.35199/epde.2022.26","url":null,"abstract":"How can you deliver innovative teaching to over 150 students to propel their learning, connect them with leading industry experts, solve real world problems, and offer students the chance to learn from their peers across year groups? This paper presents the Design Sprint project; an intense five-day event delivered in 2020/21. This project engaged product design students from Nottingham Trent University (NTU), a team of over ten academics, clients from an industrial design team (Futura Nova), a large healthcare institution (UCL Partners), in addition to partnering with Anglia Ruskin University, to engage with focus groups within healthcare. This paper outlines the preparation and facilitation of the design sprint, identifying why we chose this methodology despite the challenges of remote/online working. The preparation/pre-sprint sessions and the key components of the sprint are discussed, highlighting how we adapted the traditional design sprint model into a hybrid methodology. The activity plan shares the key activities undertaken with examples of the Miro workbooks. Our approach was to build a programme that we could utilise going forward in online or in-person settings, to further develop the product design curriculum at NTU. Our main aim in delivering this methodology was for different year groups to work together in a live collaborative project whilst sharing/learning knowledge from a professional industrial network when utilising a methodology which could be applied in their future professional 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":"67 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":"121314902","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}
Loginova Polina, Klakova Vlada, E. Bohemia, T. Semichevskaya, Anna Solovyova
We argue that students participating in competitive project activities may facilitate development of their skills such as creative thinking, the formation of “vision” and stress resilience. In this paper, we will reflect on students’ experiences who participated in the 10 weeklong creative Global Studio project, which was delivered online across five countries. The article describes features of the creative studio project, the tasks and goals that the participating students set for themselves, as well as their motivations. An important place in the structure of our exploration is the identification of the aspects in this creative studio project which students perceived to benefit their learning as well as the difficulties they experienced with the implementation of their projects. The article reports the results of a student survey and discusses the attitudes of students with different levels of preparation for creative studio projects. The article highlights the importance of professional projects and project work as an integral part of the educational process of students of creative specialties and notes that competitive projects carried out jointly with students from different countries of the world give a positive experience of combining the educational process. We conclude that in the modern world, virtually devoid of borders due to the development of technology, competitive project activity is a new educational trajectory that brings out the student’s creativity and teaches them to adapt quickly to the changing stressful working conditions.
{"title":"STUDENT EXPERIENCE OF ONLINE INTERNATIONAL DESIGN STUDIO PARTICIPATION","authors":"Loginova Polina, Klakova Vlada, E. Bohemia, T. Semichevskaya, Anna Solovyova","doi":"10.35199/epde.2022.123","DOIUrl":"https://doi.org/10.35199/epde.2022.123","url":null,"abstract":"We argue that students participating in competitive project activities may facilitate development of their skills such as creative thinking, the formation of “vision” and stress resilience. In this paper, we will reflect on students’ experiences who participated in the 10 weeklong creative Global Studio project, which was delivered online across five countries. The article describes features of the creative studio project, the tasks and goals that the participating students set for themselves, as well as their motivations. An important place in the structure of our exploration is the identification of the aspects in this creative studio project which students perceived to benefit their learning as well as the difficulties they experienced with the implementation of their projects. The article reports the results of a student survey and discusses the attitudes of students with different levels of preparation for creative studio projects. The article highlights the importance of professional projects and project work as an integral part of the educational process of students of creative specialties and notes that competitive projects carried out jointly with students from different countries of the world give a positive experience of combining the educational process. We conclude that in the modern world, virtually devoid of borders due to the development of technology, competitive project activity is a new educational trajectory that brings out the student’s creativity and teaches them to adapt quickly to the changing stressful working conditions.","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":"129035586","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}
Sebastian Kuschmitz, L. Hoppe, P. Gembarski, R. Lachmayer, T. Vietor
Additive manufacturing (AM) processes provide new levels of design freedom during product development as a result of the layer-by-layer build-up process, so that graded lattice structures, internal cooling channels, or other geometrically distinctive design features are taken into account at an early stage of product development. In addition, these complex geometric features can be realized without significant additional effort during the additive manufacturing process while complying with the restrictions of AM. The "Design for additive manufacturing" research field is trying to offer methods and tools to support the product developer in exploiting the AM potentials and to maintain compliance with the restrictions of the manufacturing process to be able to apply these design freedoms in a targeted and benefit-oriented manner during product development. However, due to a lack of AM knowledge and limited software solutions, the application of these methods and tools is not always possible, because necessary AM knowledge is partial or even completely missing. For this reason, teaching and learning offers are needed that systematically impart specific AM knowledge so that these barriers in product development can be overcome. In this paper, the systematic knowledge acquisition for specific AM knowledge is presented using the example of interactive teaching and learning offers. For this purpose, the basics of systematic knowledge transfer for AM will be discussed first to show the state of research. This is followed by the presentation of the interactive learning environment, which makes AM-relevant topics experienceable utilizing interactive 3D models. Finally, a validation of the presented learning environment for the transfer of specific AM knowledge is presented.
{"title":"DIGITAL KNOWLEDGE TRANSFER FOR ADDITIVE MANUFACTURING USING BLENDED LEARNING","authors":"Sebastian Kuschmitz, L. Hoppe, P. Gembarski, R. Lachmayer, T. Vietor","doi":"10.35199/epde.2022.84","DOIUrl":"https://doi.org/10.35199/epde.2022.84","url":null,"abstract":"Additive manufacturing (AM) processes provide new levels of design freedom during product development as a result of the layer-by-layer build-up process, so that graded lattice structures, internal cooling channels, or other geometrically distinctive design features are taken into account at an early stage of product development. In addition, these complex geometric features can be realized without significant additional effort during the additive manufacturing process while complying with the restrictions of AM. The \"Design for additive manufacturing\" research field is trying to offer methods and tools to support the product developer in exploiting the AM potentials and to maintain compliance with the restrictions of the manufacturing process to be able to apply these design freedoms in a targeted and benefit-oriented manner during product development. However, due to a lack of AM knowledge and limited software solutions, the application of these methods and tools is not always possible, because necessary AM knowledge is partial or even completely missing. For this reason, teaching and learning offers are needed that systematically impart specific AM knowledge so that these barriers in product development can be overcome. In this paper, the systematic knowledge acquisition for specific AM knowledge is presented using the example of interactive teaching and learning offers. For this purpose, the basics of systematic knowledge transfer for AM will be discussed first to show the state of research. This is followed by the presentation of the interactive learning environment, which makes AM-relevant topics experienceable utilizing interactive 3D models. Finally, a validation of the presented learning environment for the transfer of specific AM knowledge is presented.","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":"687 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":"116111757","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}
Juan Antonio Islas Munoz, Ehsan Baha, G. Muratovski
The automotive design process prevalent in industry that dictates transportation design education, is optimized to facilitate the frequent aesthetic renewal of personally owned vehicles for car-oriented cities. With its origins in the late 1920s, this hyper-specialized design process has barely changed from its original form. In this paper, we provide a brief account of the automotive design process from its origins (analogue) to the present day (digital technologies), followed by a new paradigm instigated by immersive technologies. A passenger drone project is used as an example to describe the possibilities of immersive technologies in this radically innovated process. Enhancements from 2D and 3D to immersive and interactive 4D, enable a lean, yet contextualized process to design radically innovative vehicles.
{"title":"RADICALLY INNOVATING THE AUTOMOTIVE DESIGN PROCESS WITH IMMERSIVE TECHNOLOGIES","authors":"Juan Antonio Islas Munoz, Ehsan Baha, G. Muratovski","doi":"10.35199/epde.2022.15","DOIUrl":"https://doi.org/10.35199/epde.2022.15","url":null,"abstract":"The automotive design process prevalent in industry that dictates transportation design education, is optimized to facilitate the frequent aesthetic renewal of personally owned vehicles for car-oriented cities. With its origins in the late 1920s, this hyper-specialized design process has barely changed from its original form. In this paper, we provide a brief account of the automotive design process from its origins (analogue) to the present day (digital technologies), followed by a new paradigm instigated by immersive technologies. A passenger drone project is used as an example to describe the possibilities of immersive technologies in this radically innovated process. Enhancements from 2D and 3D to immersive and interactive 4D, enable a lean, yet contextualized process to design radically innovative vehicles.","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":"144 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":"115165621","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}
Christina Choi, Wendell Wilson, Brian D. Jones, J. DuBose, K. Vickers
Mild Cognitive Impairment affects significant numbers of people aged over 65. It is growing in prevalence and poses many challenges to independent living. This project examines the case of a multidisciplinary group of subject matter experts engaging graduate design students to investigate and solve specific challenges in this area. Goals included exploration of new solutions and enhanced training of the student participants. Results highlight the importance of end user involvement in development and training.
{"title":"DEVELOPMENT OF ASSISTIVE TECHNOLOGIES TO ADDRESS THE NEEDS OF INDIVIDUALS WITH MILD COGNITIVE IMPAIRMENT IN THE PURSUIT OF INDEPENDENT LIVING","authors":"Christina Choi, Wendell Wilson, Brian D. Jones, J. DuBose, K. Vickers","doi":"10.35199/epde.2022.20","DOIUrl":"https://doi.org/10.35199/epde.2022.20","url":null,"abstract":"Mild Cognitive Impairment affects significant numbers of people aged over 65. It is growing in prevalence and poses many challenges to independent living. This project examines the case of a multidisciplinary group of subject matter experts engaging graduate design students to investigate and solve specific challenges in this area. Goals included exploration of new solutions and enhanced training of the student participants. Results highlight the importance of end user involvement in development and training.","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":"82 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":"121029524","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}
The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer’s competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development. From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers’ competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to real-world sustainability problems, challenges, and opportunities' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.
{"title":"THE SUSTAINABLE DEVELOPMENT GOALS APPLIED TO THE FUTURE OF DESIGN EDUCATION","authors":"Beatriz Martínez-Villagrasa, José-Luis Menéndez-Varela","doi":"10.35199/epde.2022.56","DOIUrl":"https://doi.org/10.35199/epde.2022.56","url":null,"abstract":"The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer’s competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development. From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers’ competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to real-world sustainability problems, challenges, and opportunities' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.","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":"192 5 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":"123652999","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
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：