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
The History of Product Design course at Brigham Young University has successfully implemented Instagram into its curriculum over previous years, and these efforts have been studied, documented, and published at past E&PDE conferences. This study aims to re-evaluate this course's presentation tools, improve the current use of social media, and enhance the overall learning experience. First, we assessed the value of using Instagram as an educational tool. Second, we evaluated the differences between Adobe InDesign and Canva as a presentation tool. Canva's advantages over Adobe Suite products include a shorter learning curve, spell-checking, video integration and built-in compatibility with social media products. Third, we assessed the impact of incorporating LinkedIn in our posts to extend the reach of student presentations. The results indicate that Canva decreases presentation building time, focuses student content decisions and increases visual quality. We also demonstrate that using Instagram and LinkedIn as education tools somewhat increases interaction with the larger design community and student attention to content quality.
杨百翰大学(Brigham Young University)的产品设计史课程在过去几年里成功地将Instagram纳入了课程，这些努力已经在过去的E&PDE会议上得到了研究、记录和发表。本研究旨在重新评估本课程的展示工具，改善目前社会媒体的使用，并提升整体学习体验。首先，我们评估了使用Instagram作为教育工具的价值。其次，我们评估了Adobe InDesign和Canva作为演示工具之间的差异。与Adobe Suite产品相比，Canva的优势包括更短的学习曲线、拼写检查、视频集成以及与社交媒体产品的内置兼容性。第三，我们评估了在我们的帖子中加入LinkedIn以扩大学生演讲范围的影响。结果表明，Canva减少了演示文稿的构建时间，集中了学生的内容决策，提高了视觉质量。我们还证明，使用Instagram和LinkedIn作为教育工具，在一定程度上增加了与更大的设计社区的互动，提高了学生对内容质量的关注。
{"title":"IMPROVING THE EDUCATION EXPERIENCE IN A DESIGN HISTORY COURSE USING CANVA, INSTAGRAM AND LINKEDIN","authors":"B. Howell, A. Jackson, Addie Payne Morgan","doi":"10.35199/epde.2022.59","DOIUrl":"https://doi.org/10.35199/epde.2022.59","url":null,"abstract":"The History of Product Design course at Brigham Young University has successfully implemented Instagram into its curriculum over previous years, and these efforts have been studied, documented, and published at past E&PDE conferences. This study aims to re-evaluate this course's presentation tools, improve the current use of social media, and enhance the overall learning experience. First, we assessed the value of using Instagram as an educational tool. Second, we evaluated the differences between Adobe InDesign and Canva as a presentation tool. Canva's advantages over Adobe Suite products include a shorter learning curve, spell-checking, video integration and built-in compatibility with social media products. Third, we assessed the impact of incorporating LinkedIn in our posts to extend the reach of student presentations. The results indicate that Canva decreases presentation building time, focuses student content decisions and increases visual quality. We also demonstrate that using Instagram and LinkedIn as education tools somewhat increases interaction with the larger design community and student attention to content quality.","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":"134177460","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 study results from a master thesis for the Department of Product Development of The University of Antwerp. The thesis focuses on a toolkit that provides support in the design process of a PSS, namely the product-service system design toolkit 1 . In this toolkit, there is hardly any focus on sustainability, but rather on the interaction with the end-user. To integrate this sustainability aspect - considering people, planet and profit - the Sustainable Innovation System (SIS) toolkit of OVAM 2 is used as input. The opportunity of this master thesis is to work out a possible synergy of both toolkits. This type of toolkit is hardly explored in the current market. This paper will first find out how both toolkits are used and what pitfalls there are. Various research methods have been used to map out the findings: a literature exploration, analysis of existing evaluations, in-depth interviews, a focus group, online questionnaires, a workshop, and project guidance. The triangulation ensures that the results are as close to reality as possible. This information is summarized and translated into drivers for the solution to be designed. After this, a proposal for the solution is being presented, which is a digital library of design tools. This study thus contributes to a concise human and economic analysis of design tools in general, and a proposal – specifically for the PSS design toolkit and the SIS toolkit – of automated project guidance for design students and practitioners. The online tool platform emerges as the best solution for the abovementioned problems and considers five design drivers that guide the design process, namely: design track support, autonomous use, reduced complexity, universal use, and easy integration.
{"title":"TOOLKIT THAT SUPPORTS THE DEVELOPMENT OF A SUSTAINABLE PRODUCT-SERVICE SYSTEM","authors":"Eline Albert, Ivo Dewit","doi":"10.35199/epde.2022.62","DOIUrl":"https://doi.org/10.35199/epde.2022.62","url":null,"abstract":"This study results from a master thesis for the Department of Product Development of The University of Antwerp. The thesis focuses on a toolkit that provides support in the design process of a PSS, namely the product-service system design toolkit 1 . In this toolkit, there is hardly any focus on sustainability, but rather on the interaction with the end-user. To integrate this sustainability aspect - considering people, planet and profit - the Sustainable Innovation System (SIS) toolkit of OVAM 2 is used as input. The opportunity of this master thesis is to work out a possible synergy of both toolkits. This type of toolkit is hardly explored in the current market. This paper will first find out how both toolkits are used and what pitfalls there are. Various research methods have been used to map out the findings: a literature exploration, analysis of existing evaluations, in-depth interviews, a focus group, online questionnaires, a workshop, and project guidance. The triangulation ensures that the results are as close to reality as possible. This information is summarized and translated into drivers for the solution to be designed. After this, a proposal for the solution is being presented, which is a digital library of design tools. This study thus contributes to a concise human and economic analysis of design tools in general, and a proposal – specifically for the PSS design toolkit and the SIS toolkit – of automated project guidance for design students and practitioners. The online tool platform emerges as the best solution for the abovementioned problems and considers five design drivers that guide the design process, namely: design track support, autonomous use, reduced complexity, universal use, and easy integration.","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":"122310314","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}
Sagar Chirankar, Shyam Kumar Singh Munda, Aasmita Das, Arnab Patra, Elishan Jami, Kanika Meena, S. Sonu, Supradip Das
Design education is based on interactive discussions between students and their facilitators. Deeper engaging interactions can generate a range of concepts in the initial design phase. However, from the student’s perspective, the discussions with the course facilitator may turn formal and pose a restriction on free-flowing ideas. Despite applying different student engaging methods, there still seems to be an invisible barrier that holds them back from freely expressing their design thoughts. The concept of Peer-Assisted Learning (PAL) was introduced in a design course in the Department of Design at the Indian Institute of Technology, Guwahati (DoD, IITG), to solve this issue. This paper discusses the observations and findings of the experimental study with PAL in an industrial design course for concept generation. Conceptual solutions were developed for different design problems as part of the design charrette planned within the course. The final year Masters in Design students mentored junior students from third-year Bachelors in Design in the design charrette under the course instructors’ guidance. This exercise helped the junior design students quickly open up with their mentors and share their ideas smoothly. The senior students acted as a catalyst in generating a range of possible outcomes in a short period. A survey conducted at the end of this course with the junior students showed that the students accepted PAL well and would like it to be part of other courses in the future. Therefore, this paper recommends introducing PAL in design education as it effectively develops professionalism in senior students and helps the junior students use their seniors’ experiences. Additionally, it imbibes a sense of community learning in the student group.
{"title":"INTRODUCING PEER-ASSISTED LEARNING CONCEPT IN A DESIGN COURSE","authors":"Sagar Chirankar, Shyam Kumar Singh Munda, Aasmita Das, Arnab Patra, Elishan Jami, Kanika Meena, S. Sonu, Supradip Das","doi":"10.35199/epde.2022.30","DOIUrl":"https://doi.org/10.35199/epde.2022.30","url":null,"abstract":"Design education is based on interactive discussions between students and their facilitators. Deeper engaging interactions can generate a range of concepts in the initial design phase. However, from the student’s perspective, the discussions with the course facilitator may turn formal and pose a restriction on free-flowing ideas. Despite applying different student engaging methods, there still seems to be an invisible barrier that holds them back from freely expressing their design thoughts. The concept of Peer-Assisted Learning (PAL) was introduced in a design course in the Department of Design at the Indian Institute of Technology, Guwahati (DoD, IITG), to solve this issue. This paper discusses the observations and findings of the experimental study with PAL in an industrial design course for concept generation. Conceptual solutions were developed for different design problems as part of the design charrette planned within the course. The final year Masters in Design students mentored junior students from third-year Bachelors in Design in the design charrette under the course instructors’ guidance. This exercise helped the junior design students quickly open up with their mentors and share their ideas smoothly. The senior students acted as a catalyst in generating a range of possible outcomes in a short period. A survey conducted at the end of this course with the junior students showed that the students accepted PAL well and would like it to be part of other courses in the future. Therefore, this paper recommends introducing PAL in design education as it effectively develops professionalism in senior students and helps the junior students use their seniors’ experiences. Additionally, it imbibes a sense of community learning in the student group.","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":"11 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":"126409255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents two master graduation design projects that address unconscious biases (UB) in the context of design education related to two topics: gender and skin colour. In addition to their sensitivity to exclusion and injustice, two design students brought in their analytical, design research and creativity skills to find solutions for design education. The projects revealed UB regarding the two topics of both teachers and students. The databases with examples from the real world and a poster campaign helped them to unlock these biases, and to understand that implications of prejudice are critical. The developed model, method, and guidelines provided them with lenses to discover biases, and also to have opportunities to find solutions by design. Evaluation of training material showed the need to have a language to talk about these sensitive topics in a nuanced way. Finally, these cases show the possibility of involving students in the development of curricula that strive to unmask biases.
{"title":"UNMASKING BIASES IN DESIGN EDUCATION","authors":"Annemiek G. C. van Boeijen","doi":"10.35199/epde.2022.88","DOIUrl":"https://doi.org/10.35199/epde.2022.88","url":null,"abstract":"This paper presents two master graduation design projects that address unconscious biases (UB) in the context of design education related to two topics: gender and skin colour. In addition to their sensitivity to exclusion and injustice, two design students brought in their analytical, design research and creativity skills to find solutions for design education. The projects revealed UB regarding the two topics of both teachers and students. The databases with examples from the real world and a poster campaign helped them to unlock these biases, and to understand that implications of prejudice are critical. The developed model, method, and guidelines provided them with lenses to discover biases, and also to have opportunities to find solutions by design. Evaluation of training material showed the need to have a language to talk about these sensitive topics in a nuanced way. Finally, these cases show the possibility of involving students in the development of curricula that strive to unmask biases.","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":"53 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":"121256468","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}
Using new and emerging technologies in education can increase student engagement and support teaching methods. However, using any technological tool requires prior knowledge and understanding, especially in education. An online survey was used to gather data on product design students' knowledge of Virtual Reality (VR) technology. As a case study, this survey will examine how the use of Virtual Reality technology can impact the product design development process and design thinking. A questionnaire was distributed to product design students as part of a mixed method approach. Students' views on common design solution development practices and Virtual Reality technology were quantified and analysed through open-ended and closed-ended questions. The survey revealed students' preferred modelling and rendering software, sketching methods, level of detail in sketches, prototyping materials and tools, assessment modes and aspects. The questionnaire also assessed students' knowledge of VR and their perceptions of its utility in product design. In product/industrial design education, high student awareness of technology indicates a bright future.
{"title":"EMBEDDING IMMERSIVE TECHNOLOGIES INTO PRODUCT DESIGN EDUCATION: STUDENTS' AWARENESS OF VIRTUAL REALITY AS A TOOL TO SUPPORT THE DEVELOPMENT OF DESIGN SOLUTIONS","authors":"Laila Al Jahwari, V. Garaj, David Harrison","doi":"10.35199/epde.2022.4","DOIUrl":"https://doi.org/10.35199/epde.2022.4","url":null,"abstract":"Using new and emerging technologies in education can increase student engagement and support teaching methods. However, using any technological tool requires prior knowledge and understanding, especially in education. An online survey was used to gather data on product design students' knowledge of Virtual Reality (VR) technology. As a case study, this survey will examine how the use of Virtual Reality technology can impact the product design development process and design thinking. A questionnaire was distributed to product design students as part of a mixed method approach. Students' views on common design solution development practices and Virtual Reality technology were quantified and analysed through open-ended and closed-ended questions. The survey revealed students' preferred modelling and rendering software, sketching methods, level of detail in sketches, prototyping materials and tools, assessment modes and aspects. The questionnaire also assessed students' knowledge of VR and their perceptions of its utility in product design. In product/industrial design education, high student awareness of technology indicates a bright future.","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":"241 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":"122472048","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 has two objectives. The first is to briefly introduce a readership in Engineering Design education to Half-Causation, which is a philosophical model for inventing and patenting. Following a brief introduction, Half-Causation will be illustrated using the well-known case of the centrifugal vacuum cleaner, which was invented by the British inventor Sir James Dyson in the late 1970s. The second objective is to present the outcome of a 3-hour workshop which took place at the University of Bristol in 2021, in which doctoral engineering students were introduced to Half-Causation, before being given an engineering design problem to solve using it. The problem was ‘how to reduce the probability of a cyclist unseating (flying over the handlebar) when braking at high speed.’ Instead of addressing the problem in the traditional terms of morphology or functionality, the participants were encouraged to focus on causal properties . The participants were divided into four teams, and they clearly got a reasonable grip on Half-Causation Branching and followed its instructions faithfully. The four teams developed 44 inventive concepts, albeit some of the same or similar inventive concepts were developed by multiple teams. The workshop ended with discussing the optimisation of the scope of sought patent protection, using Half-Causation Encapsulation . The paper concludes by recommending adding the Half-Causation tools to engineering curricula, both in terms of generating ideas and intellectual property, specifically patents.
{"title":"INVENTING AND PATENTING USING HALF-CAUSATION: NEW PHILOSOPHICAL TOOLS FOR ENGINEERING DESIGN EDUCATION","authors":"M. Abolkheir, M. Wisnom","doi":"10.35199/epde.2022.8","DOIUrl":"https://doi.org/10.35199/epde.2022.8","url":null,"abstract":"This paper has two objectives. The first is to briefly introduce a readership in Engineering Design education to Half-Causation, which is a philosophical model for inventing and patenting. Following a brief introduction, Half-Causation will be illustrated using the well-known case of the centrifugal vacuum cleaner, which was invented by the British inventor Sir James Dyson in the late 1970s. The second objective is to present the outcome of a 3-hour workshop which took place at the University of Bristol in 2021, in which doctoral engineering students were introduced to Half-Causation, before being given an engineering design problem to solve using it. The problem was ‘how to reduce the probability of a cyclist unseating (flying over the handlebar) when braking at high speed.’ Instead of addressing the problem in the traditional terms of morphology or functionality, the participants were encouraged to focus on causal properties . The participants were divided into four teams, and they clearly got a reasonable grip on Half-Causation Branching and followed its instructions faithfully. The four teams developed 44 inventive concepts, albeit some of the same or similar inventive concepts were developed by multiple teams. The workshop ended with discussing the optimisation of the scope of sought patent protection, using Half-Causation Encapsulation . The paper concludes by recommending adding the Half-Causation tools to engineering curricula, both in terms of generating ideas and intellectual property, specifically patents.","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":"130823263","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":"EXPERIENCES WITH EMOTIONAL DESIGN","authors":"Jeanette Helleberg Dybvik","doi":"10.35199/epde.2022.17","DOIUrl":"https://doi.org/10.35199/epde.2022.17","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":"16 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114050534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes a six-week design studio that set out to make ‘redesign’ an educationally rewarding activity, whilst developing students’ skills in evidence-based designing. Final year industrial design undergraduates chose a personally owned household electrical or electronic product that they considered in need of improving or updating. The redesign studio guided students through five consecutive stages of briefings, activities, and critiques: (i) product anatomy analysis and part labelling, (ii) market analysis and market segmentation charts, (iii) hands-on peer contributed user experience (UX) evaluation, (iv) strategies for product improvement, and (v) design proposals. The educational aims of each stage are presented, with particular attention to the UX programme evaluation stage, where students were supplied with a special UX evaluation worksheet to accelerate their comprehension of UX terms and assist the collection and analysis of product evaluations. The results of a survey to gather students’ views on the strengths and weaknesses of the redesign studio are also presented. Students gave overwhelmingly positive feedback, praising the closeness of the studio to ‘real world’ design practice. Their greatest challenge was time management: having to deal with the new experience of a high-intensity studio where they could not afford to ideate for excessively long periods or to procrastinate at any stage. The redesign studio is suggested to be a fruitful model for design instructors to adopt and modify in their own institutions for market-focused design briefs where rationalized incremental improvements are sought, rather than radical innovations.
{"title":"THE REDESIGN STUDIO: AN INTENSIVE EVIDENCE-BASED APPROACH FOR IDEATING PRODUCT AND UX/UI IMPROVEMENTS","authors":"Owain Pedgley, Bahar Şener","doi":"10.35199/epde.2022.105","DOIUrl":"https://doi.org/10.35199/epde.2022.105","url":null,"abstract":"This paper describes a six-week design studio that set out to make ‘redesign’ an educationally rewarding activity, whilst developing students’ skills in evidence-based designing. Final year industrial design undergraduates chose a personally owned household electrical or electronic product that they considered in need of improving or updating. The redesign studio guided students through five consecutive stages of briefings, activities, and critiques: (i) product anatomy analysis and part labelling, (ii) market analysis and market segmentation charts, (iii) hands-on peer contributed user experience (UX) evaluation, (iv) strategies for product improvement, and (v) design proposals. The educational aims of each stage are presented, with particular attention to the UX programme evaluation stage, where students were supplied with a special UX evaluation worksheet to accelerate their comprehension of UX terms and assist the collection and analysis of product evaluations. The results of a survey to gather students’ views on the strengths and weaknesses of the redesign studio are also presented. Students gave overwhelmingly positive feedback, praising the closeness of the studio to ‘real world’ design practice. Their greatest challenge was time management: having to deal with the new experience of a high-intensity studio where they could not afford to ideate for excessively long periods or to procrastinate at any stage. The redesign studio is suggested to be a fruitful model for design instructors to adopt and modify in their own institutions for market-focused design briefs where rationalized incremental improvements are sought, rather than radical innovations.","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":"114710031","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 research study questions the significance of understanding what it means to create the change by design in context of today’s knowledge and self-management, and also to advanced design engineering education. Needless to say, holistic, sustainable and humanity-centred education begins as early on at preschool. In the future, a central interest of ‘good design’ is to ensure that the planet ‘profits,’ by utilising a variety of ‘art of languages’ in an interlinked way: The synergy of an art pedagogical + design didactical approach in schools and at universities, not only manifests collaborative designing across the generations; it is also giving rise to a revaluation of fine arts and the multi-level benefit of art and design, e.g., core factor in supporting self-belief as training element of mentoring culture, which supports Initial Teacher Education (ITE) systems of design teachers, which calls for you to trust your intuition to develop an excellent ‘personal intelligence.’ To train the trainer with embodiment, will focus on three key factors: - teaching various design methods, - developing the fundamental self and knowledge management of individual and digital systems, - including (cross)cultural education. The ‘trainer’ and her/his concept of leadership count. Design didactic knowledge and ‘motivation to act-instruments,’ these experiences, are part of the best students’ education for next design engineering mentor.
{"title":"‘ART EXPERIENCES’ AS DISRUPTIVE IMPULSE, AND MENTORING FOR NEW DESIGN ENGINEERING EDUCATION STRATEGIES","authors":"marina-elena Wachs","doi":"10.35199/epde.2022.6","DOIUrl":"https://doi.org/10.35199/epde.2022.6","url":null,"abstract":"This research study questions the significance of understanding what it means to create the change by design in context of today’s knowledge and self-management, and also to advanced design engineering education. Needless to say, holistic, sustainable and humanity-centred education begins as early on at preschool. In the future, a central interest of ‘good design’ is to ensure that the planet ‘profits,’ by utilising a variety of ‘art of languages’ in an interlinked way: The synergy of an art pedagogical + design didactical approach in schools and at universities, not only manifests collaborative designing across the generations; it is also giving rise to a revaluation of fine arts and the multi-level benefit of art and design, e.g., core factor in supporting self-belief as training element of mentoring culture, which supports Initial Teacher Education (ITE) systems of design teachers, which calls for you to trust your intuition to develop an excellent ‘personal intelligence.’ To train the trainer with embodiment, will focus on three key factors: - teaching various design methods, - developing the fundamental self and knowledge management of individual and digital systems, - including (cross)cultural education. The ‘trainer’ and her/his concept of leadership count. Design didactic knowledge and ‘motivation to act-instruments,’ these experiences, are part of the best students’ education for next design engineering mentor.","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":"9 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":"124064603","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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