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
This paper introduces a discussion about systems-oriented design (SOD) as a method to design for democracy. The context for the study is master-level studio-based SOD education. We have analysed student projects produced at three SOD courses, at the Oslo School Architecture- and Design (AHO), one course a year from 2016 -18. The main theme for all three courses was Design for Democracy, with three subcategories: 1. participative democracy within a municipality, 2. workplace democracy, 3. representative democracy and how to engage young people to vote. This analysis led to the description of the application of eight pre-existing tools and techniques in the students’ democratic design projects. These are rich design space, giga mapping, ZIP analysis, systemic relations, systemic evaluation, leverage point analysis, expert networks, strategy- or synergy mapping. These techniques are in extension described and discussed up against theory on democracy to converse about design as a praxis to understand, develop, maintain, and design for democracy.
{"title":"SYSTEMS-ORIENTED DESIGN AND DEMOCRACY","authors":"Linda Blaasvaer, B. Sevaldson","doi":"10.35199/epde.2022.80","DOIUrl":"https://doi.org/10.35199/epde.2022.80","url":null,"abstract":"This paper introduces a discussion about systems-oriented design (SOD) as a method to design for democracy. The context for the study is master-level studio-based SOD education. We have analysed student projects produced at three SOD courses, at the Oslo School Architecture- and Design (AHO), one course a year from 2016 -18. The main theme for all three courses was Design for Democracy, with three subcategories: 1. participative democracy within a municipality, 2. workplace democracy, 3. representative democracy and how to engage young people to vote. This analysis led to the description of the application of eight pre-existing tools and techniques in the students’ democratic design projects. These are rich design space, giga mapping, ZIP analysis, systemic relations, systemic evaluation, leverage point analysis, expert networks, strategy- or synergy mapping. These techniques are in extension described and discussed up against theory on democracy to converse about design as a praxis to understand, develop, maintain, and design for democracy.","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":"122828175","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}
In recent years, sustainable fashion education has gained more and more attention in China. However, there lacks exploration from the aspect of consumer emotion. This study explores the relationship between the life cycle of young people's clothing and emotion through a curriculum experiment in northeast China. Through the wardrobe analysis and sorting experiment, students pick out the clothing item from their wardrobe which has been worn or kept for the longest time. It can be found that the clothing with the longest retention has special emotional significance to the user, especially the narrative emotion and attachment emotion have a strong correlation with the longer life cycle of the clothing. Besides, through bivariate correlation analysis, a significant correlation was found between product practicability and longevity.
{"title":"THE ROLE OF EMOTIONAL VALUE AS A FACTOR IN SUSTAINABLE FASHION DESIGN EDUCATION","authors":"Manqian Wang, Eunyoung Kim","doi":"10.35199/epde.2022.50","DOIUrl":"https://doi.org/10.35199/epde.2022.50","url":null,"abstract":"In recent years, sustainable fashion education has gained more and more attention in China. However, there lacks exploration from the aspect of consumer emotion. This study explores the relationship between the life cycle of young people's clothing and emotion through a curriculum experiment in northeast China. Through the wardrobe analysis and sorting experiment, students pick out the clothing item from their wardrobe which has been worn or kept for the longest time. It can be found that the clothing with the longest retention has special emotional significance to the user, especially the narrative emotion and attachment emotion have a strong correlation with the longer life cycle of the clothing. Besides, through bivariate correlation analysis, a significant correlation was found between product practicability and longevity.","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":"26 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":"129846677","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}
Charlotte Alexandra Kelland, R. Brisco, I. Whitfield
Collaboration is an important aspect of design, supporting ideation and the ability to tackle greater challenges. Teamwork supports the delivery of project goals across academic and professional fields. It has long been suggested that risk plays a defining factor in collaboration. Through analysis of the literature, few papers reported on the perception that students share risk when they collaborate in teams. This research project aimed to investigate if examples of shared risk can be identified in an educational environment? and how might these risks be perceived by students involved in collaborative projects? To fill this knowledge gap, a survey was conducted to collect the opinions of 44 students within the Department of Design, Manufacturing and Engineering Management, University of Strathclyde. This will build an understanding of the design student experience and identify if these students acknowledge they share risk when collaborating within a team. The cohort of students identified that risk is a defining factor among collaborative design within an educational setting. Students identify that teamwork is essential to provide a real-world comparable experience to industry, yet, has an impact on their educational experience and achievement. Recommendations are made to limit the impact of risk on student collaborative projects within an educational environment. The reduction of risk has the potential to improve teamwork aspects including fairer workload distribution.
{"title":"STUDENTS PERCEPTION OF RISK: TEAM MEMBERS CONTRIBUTION WITHIN COLLABORATIVE PROJECTS","authors":"Charlotte Alexandra Kelland, R. Brisco, I. Whitfield","doi":"10.35199/epde.2022.34","DOIUrl":"https://doi.org/10.35199/epde.2022.34","url":null,"abstract":"Collaboration is an important aspect of design, supporting ideation and the ability to tackle greater challenges. Teamwork supports the delivery of project goals across academic and professional fields. It has long been suggested that risk plays a defining factor in collaboration. Through analysis of the literature, few papers reported on the perception that students share risk when they collaborate in teams. This research project aimed to investigate if examples of shared risk can be identified in an educational environment? and how might these risks be perceived by students involved in collaborative projects? To fill this knowledge gap, a survey was conducted to collect the opinions of 44 students within the Department of Design, Manufacturing and Engineering Management, University of Strathclyde. This will build an understanding of the design student experience and identify if these students acknowledge they share risk when collaborating within a team. The cohort of students identified that risk is a defining factor among collaborative design within an educational setting. Students identify that teamwork is essential to provide a real-world comparable experience to industry, yet, has an impact on their educational experience and achievement. Recommendations are made to limit the impact of risk on student collaborative projects within an educational environment. The reduction of risk has the potential to improve teamwork aspects including fairer workload distribution.","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":"129907050","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 article examines the influence of physical proximity (co-location vs. distance) and the medium (paper vs. online) on idea generation. It especially focusses on a popular brainwriting technique – namely Method 6-3-5. For this, an experiment with altogether 𝑁 = 134 Engineering Design students was conducted. The results show that the mode of interaction generally does not bias the quantity of ideas generated, but that the rate of graphical representations drops slightly.
{"title":"GROUP IDEATION WITH BRAINWRITING – A COMPARISON OF CO-LOCATED AND DISTANCE COLLABORATION","authors":"M. Voss, Hulusi Bozkurt, T. Sauer, Marc Nutzmann","doi":"10.35199/epde.2022.19","DOIUrl":"https://doi.org/10.35199/epde.2022.19","url":null,"abstract":"This article examines the influence of physical proximity (co-location vs. distance) and the medium (paper vs. online) on idea generation. It especially focusses on a popular brainwriting technique – namely Method 6-3-5. For this, an experiment with altogether 𝑁 = 134 Engineering Design students was conducted. The results show that the mode of interaction generally does not bias the quantity of ideas generated, but that the rate of graphical representations drops slightly.","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":"78 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":"130066761","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}
Verónica Saavedra Gastélum, Carlos Alberto González Almaguer, Arturo Gonzalez de Cosio Barrón, Claudia Zubieta Ramírez, Lourdes Jazmín Muciño García, Hugo Kenji Fukumura Pérez, Eduardo Caballero
{"title":"USE OF DESIGN OF EXPERIMENTS, DESIGN THINKING, AND DATA SCIENCE IN PRECISION AGRICULTURE","authors":"Verónica Saavedra Gastélum, Carlos Alberto González Almaguer, Arturo Gonzalez de Cosio Barrón, Claudia Zubieta Ramírez, Lourdes Jazmín Muciño García, Hugo Kenji Fukumura Pérez, Eduardo Caballero","doi":"10.35199/epde.2022.94","DOIUrl":"https://doi.org/10.35199/epde.2022.94","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":"684 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":"116110723","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}
Emile Cognie, S. Van Hoecke, Lien De Schepper, Ivo Dewit
{"title":"NEW FOOTING FOR SERVICE DESIGN: ROOTS OF MEANING","authors":"Emile Cognie, S. Van Hoecke, Lien De Schepper, Ivo Dewit","doi":"10.35199/epde.2022.112","DOIUrl":"https://doi.org/10.35199/epde.2022.112","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":"52 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":"125918401","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}
In the face of extreme weather and terrain, Search and Rescue (SAR) volunteers face a growing challenge of rapid changes in environmental conditions. This demands that rescuers manage layered demands to prevent accidents and save lives. The volunteer-based work of ICE-SAR (Icelandic Association for Search and Rescue) is constantly balancing risks and rewards with each operation. With a community of 5000+ volunteers, their ’workforce’ compares to the marine industry, energy sector and tourism companies in Iceland. With scale, they can be involved in research and development of technical personal protective equipment (PPE). Their circumstances are valued for beta-testing equipment in different rescue specialty group trainings, including mountain rescue, marine rescue and technical teams. In the SAR context design, engineering and technology transfer happen in real-time. Designing for complex systems calls for the right know-how and creativity, coupled with extensive knowledge, practice and field testing. Industry partners contribute further expertise, funding and equipment. This paper presents an innovative model for design and engineering education with lessons learned from an innovative Technology Transfer Design Sprint that took place simultaneously in-the-field, in studio and online. Bringing user-centred design to this context with “risk-familiar users” resulted in a vibrant opportunity for hybrid (soft/hard) design education. Introducing students to these users, who are trained to deal with unknowns and high-risk situations, can engage and prepare them to design inclusive, relevant and resilient solutions. Rapid and risk-receptive design processes are needed for adapting to the demand of SAR users, or better said: its “rescuesers”.
{"title":"EXPLORING & DESIGNING IN THE CONTEXT OF SEARCH AND RESCUE","authors":"Susan Christianen, S. Fairburn","doi":"10.35199/epde.2022.54","DOIUrl":"https://doi.org/10.35199/epde.2022.54","url":null,"abstract":"In the face of extreme weather and terrain, Search and Rescue (SAR) volunteers face a growing challenge of rapid changes in environmental conditions. This demands that rescuers manage layered demands to prevent accidents and save lives. The volunteer-based work of ICE-SAR (Icelandic Association for Search and Rescue) is constantly balancing risks and rewards with each operation. With a community of 5000+ volunteers, their ’workforce’ compares to the marine industry, energy sector and tourism companies in Iceland. With scale, they can be involved in research and development of technical personal protective equipment (PPE). Their circumstances are valued for beta-testing equipment in different rescue specialty group trainings, including mountain rescue, marine rescue and technical teams. In the SAR context design, engineering and technology transfer happen in real-time. Designing for complex systems calls for the right know-how and creativity, coupled with extensive knowledge, practice and field testing. Industry partners contribute further expertise, funding and equipment. This paper presents an innovative model for design and engineering education with lessons learned from an innovative Technology Transfer Design Sprint that took place simultaneously in-the-field, in studio and online. Bringing user-centred design to this context with “risk-familiar users” resulted in a vibrant opportunity for hybrid (soft/hard) design education. Introducing students to these users, who are trained to deal with unknowns and high-risk situations, can engage and prepare them to design inclusive, relevant and resilient solutions. Rapid and risk-receptive design processes are needed for adapting to the demand of SAR users, or better said: its “rescuesers”.","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":"36 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":"127142358","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":"APPLICATION GAP: UNEVEN GENDER PARTICIPATION IN INDUSTRIAL DESIGN INTERNSHIPS","authors":"B. Barnhart","doi":"10.35199/epde.2022.117","DOIUrl":"https://doi.org/10.35199/epde.2022.117","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":"6 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":"134391650","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":"EXPLORE, RESPOND, ADAPT: THE ROLE OF RISK AND EXPERTISE IN HYBRID (SOFT/HARD) PRODUCT EDUCATION","authors":"S. Fairburn, S. Phillips","doi":"10.35199/epde.2022.53","DOIUrl":"https://doi.org/10.35199/epde.2022.53","url":null,"abstract":"","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"33 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120887249","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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