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 “Sleep-Well” project explored the problem and solution spaces relevant to design of sleep-wellbeing products, services and systems. It was set as an 8-week concept design project within the scope of a 15-week graduate course. In the first half the course, students were given formal input on design for health and wellbeing and in the second half of the course the project ran in collaboration with an industrial partner specialized in the healthcare domain. Students worked in pairs to generate final concept design proposals, ranging from innovative solutions to problems/opportunities that they identified; new approaches to existing products/systems; or unforeseen problems to solve. The ‘Sleep-Well’ project also had the pedagogical goals of successfully directing students: i) to learn how digital technologies can be best integrated to track and respond to people’s health data and environmental conditions; and ii) to intrinsically motivate users by relating three principal factors from self-determination theory (i.e., autonomy, competence, relatedness) to their design proposals. Student learning was demonstrated through the diversity in outcomes and successful integration of the abovementioned goals, as well as formal student feedback received at the end of the course.
{"title":"DIGITAL HEALTH INTERVENTIONS FOR PROMOTING SLEEP WELLBEING: A DESIGN APPROACH USING SELF-DETERMINATION THEORY","authors":"Bahar Şener, Sila Umulu, Ayhan Ozan Yilmaz","doi":"10.35199/epde.2022.55","DOIUrl":"https://doi.org/10.35199/epde.2022.55","url":null,"abstract":"The “Sleep-Well” project explored the problem and solution spaces relevant to design of sleep-wellbeing products, services and systems. It was set as an 8-week concept design project within the scope of a 15-week graduate course. In the first half the course, students were given formal input on design for health and wellbeing and in the second half of the course the project ran in collaboration with an industrial partner specialized in the healthcare domain. Students worked in pairs to generate final concept design proposals, ranging from innovative solutions to problems/opportunities that they identified; new approaches to existing products/systems; or unforeseen problems to solve. The ‘Sleep-Well’ project also had the pedagogical goals of successfully directing students: i) to learn how digital technologies can be best integrated to track and respond to people’s health data and environmental conditions; and ii) to intrinsically motivate users by relating three principal factors from self-determination theory (i.e., autonomy, competence, relatedness) to their design proposals. Student learning was demonstrated through the diversity in outcomes and successful integration of the abovementioned goals, as well as formal student feedback received at the end of the course.","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":"160 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":"116054892","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 talks about material aging and quality perception of concrete artifacts and discusses how both can affect the user experience. It explains how innovative concrete recipes and manufacturing techniques gave rise to alternate uses while referring to critical milestones that triggered change throughout the material’s history. The authors observe changing attitudes towards perfection and imperfection and discuss sustainable and emotionally-durable trends that embrace material ageing. The research reveals significant progress in concrete technologies. It will remain the most prescribed building material for the expansion of the urban world. Learning to better compose with material ageing is therefore necessary and of high relevance to design education and all disciplines concerned.
{"title":"PERFECTION VS IMPERFECTION - EVOLVING PERCEPTUAL QUALITIES OF CONCRETE","authors":"Tara Harb, Tatjana Leblanc","doi":"10.35199/epde.2022.27","DOIUrl":"https://doi.org/10.35199/epde.2022.27","url":null,"abstract":"This paper talks about material aging and quality perception of concrete artifacts and discusses how both can affect the user experience. It explains how innovative concrete recipes and manufacturing techniques gave rise to alternate uses while referring to critical milestones that triggered change throughout the material’s history. The authors observe changing attitudes towards perfection and imperfection and discuss sustainable and emotionally-durable trends that embrace material ageing. The research reveals significant progress in concrete technologies. It will remain the most prescribed building material for the expansion of the urban world. Learning to better compose with material ageing is therefore necessary and of high relevance to design education and all disciplines concerned.","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":"51 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":"127172107","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}
Education is a vital process for everyone, it helps people to think, feel, and behave, which contributes to their success. Education is important not just for children but also for the elderly. The increasing proportion of elderlies globally raises the importance of lifelong learning, specifically elder education. Furthermore, the significance of the grandparent-grandchildren relationship increased due to two factors: The number of grand families - the nuclear family living with the grandparents - increased globally by 7.3% (Beltran, 2019), and the average lifespan of people increased. Therefore, multi-generational learning, the learning derived from old and young generation interaction, takes an important role in families and society as a whole. Past studies show that multi-generational education benefits both age groups in various ways. For children, grandparents offer life wisdom, acceptance, love, and positive effects on a child's well-being, whereas for the elderly, having strong connections with the younger generation allows them to be exposed to new ideas and information, especially technology-related knowledge. Based on the research conducted, results show that over 70% of parents and grandparents find a lack in grandparent-grandchildren interaction, reducing the chances of multi-generational learning, whereas the majority of them find indoor toys a good tool to boost grandparents-grandchildren interaction. According to the criteria stated, a toy was specially designed for elders and children to enhance the training skills, boost the entertainment aspect of existing toys, and at the same time increase multi-generational learning and interaction. Based on the feedback from users, possible improvements were identified and modified for future development.
{"title":"MULTI-GENERATIONAL LEARNING IN THE CONTEXT OF TOY DESIGN","authors":"Tse-yen Yeh, Yi Shih","doi":"10.35199/epde.2022.44","DOIUrl":"https://doi.org/10.35199/epde.2022.44","url":null,"abstract":"Education is a vital process for everyone, it helps people to think, feel, and behave, which contributes to their success. Education is important not just for children but also for the elderly. The increasing proportion of elderlies globally raises the importance of lifelong learning, specifically elder education. Furthermore, the significance of the grandparent-grandchildren relationship increased due to two factors: The number of grand families - the nuclear family living with the grandparents - increased globally by 7.3% (Beltran, 2019), and the average lifespan of people increased. Therefore, multi-generational learning, the learning derived from old and young generation interaction, takes an important role in families and society as a whole. Past studies show that multi-generational education benefits both age groups in various ways. For children, grandparents offer life wisdom, acceptance, love, and positive effects on a child's well-being, whereas for the elderly, having strong connections with the younger generation allows them to be exposed to new ideas and information, especially technology-related knowledge. Based on the research conducted, results show that over 70% of parents and grandparents find a lack in grandparent-grandchildren interaction, reducing the chances of multi-generational learning, whereas the majority of them find indoor toys a good tool to boost grandparents-grandchildren interaction. According to the criteria stated, a toy was specially designed for elders and children to enhance the training skills, boost the entertainment aspect of existing toys, and at the same time increase multi-generational learning and interaction. Based on the feedback from users, possible improvements were identified and modified for future 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":"21 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":"114854773","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}
Gustavo Melo, Rohit Ravi, Lucas Jauer, J. Schleifenbaum
Additive Manufacturing (AM) has a great potential of disrupting product design and supply chains in many industries by means of its unique capabilities when compared to traditional manufacturing. A wide range of designers would like to take advantage of AM to improve their designs, but they need assistance in learning and breaking out of their conventional manufacturing mindset in the early phases of the design process. Therefore, this study explores the role of Augmented Reality (AR) as a tool for visualization of 3D models to be printed using AM. Specifically, it aims to enhance the learning experience of the existing Design Heuristics for Additive Manufacturing using Design for Additive Manufacturing (DfAM) cards which are focused on transferring early design phase-relevant AM-process independent knowledge and capabilities to both novice and experienced designers. In this study, we propose a modification of DfAM cards to include AR markers into the existing card design and hence provide a comprehensive visualization along with the information about heuristics and examples on the DfAM cards. This helps the user to understand the real-world structure of the final printed product before it is being printed. The cross-platform game engine Unity is used for developing the AR models for this research. We also investigate the advantages that Augmented Reality can provide as a visual interface. An expert review is conducted to obtain feedbacks on the developed application and the new design of the cards.
{"title":"INVESTIGATING THE USE OF AUGMENTED REALITY IN THE DESIGN FOR ADDITIVE MANUFACTURING","authors":"Gustavo Melo, Rohit Ravi, Lucas Jauer, J. Schleifenbaum","doi":"10.35199/epde.2022.108","DOIUrl":"https://doi.org/10.35199/epde.2022.108","url":null,"abstract":"Additive Manufacturing (AM) has a great potential of disrupting product design and supply chains in many industries by means of its unique capabilities when compared to traditional manufacturing. A wide range of designers would like to take advantage of AM to improve their designs, but they need assistance in learning and breaking out of their conventional manufacturing mindset in the early phases of the design process. Therefore, this study explores the role of Augmented Reality (AR) as a tool for visualization of 3D models to be printed using AM. Specifically, it aims to enhance the learning experience of the existing Design Heuristics for Additive Manufacturing using Design for Additive Manufacturing (DfAM) cards which are focused on transferring early design phase-relevant AM-process independent knowledge and capabilities to both novice and experienced designers. In this study, we propose a modification of DfAM cards to include AR markers into the existing card design and hence provide a comprehensive visualization along with the information about heuristics and examples on the DfAM cards. This helps the user to understand the real-world structure of the final printed product before it is being printed. The cross-platform game engine Unity is used for developing the AR models for this research. We also investigate the advantages that Augmented Reality can provide as a visual interface. An expert review is conducted to obtain feedbacks on the developed application and the new design of the cards.","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":"69 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":"114466980","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}
With the rapid development of medical knowledge, more young generations are confirmed to suffer from attention deficit hyperactivity disorder, abbreviated as ADHD. Inattentive, hyperactive and impulsivity symptoms are three categories that are signs of ADHD. Fidgeting, interrupting, losing homework, daydreaming are all common signs of ADHD. It affects student learning performance and classroom order. The most effective ADHD treatment is a combination of medication and behavioural therapy. However, there are many side effects of ADHD medication use. Thus, fidget toys, therapeutic devices, and other solutions that make use unconscious repetitive actions to increase their concentration. In this solution, feedback is considered as a helpful tool to let ADHD students concentrate on class and improve their learning effectiveness. Nevertheless, in some cases, other students are attracted to the attention by fidget toys and lose focus on class. Therefore, students are forbidden to bring fidget toys back to school. How to take a good balance between regulations of school and student needs was the problem that we were concerned about. This study aims to help ADHD students to reduce their concentration disorders and anxiety problems and use them with school at the same time. Finally, there was testing to let ADHD patients try the model in reality to evaluate the performance. The experimental results show the effectiveness of our proposed method.
{"title":"TOY DESIGN: IMPROVING LEARNING EFFECTIVENESS FOR ADHD STUDENTS","authors":"Meifeng Lui, Lok Yiu Wong, Ho‐Yin Mak, Yi Shih","doi":"10.35199/epde.2022.46","DOIUrl":"https://doi.org/10.35199/epde.2022.46","url":null,"abstract":"With the rapid development of medical knowledge, more young generations are confirmed to suffer from attention deficit hyperactivity disorder, abbreviated as ADHD. Inattentive, hyperactive and impulsivity symptoms are three categories that are signs of ADHD. Fidgeting, interrupting, losing homework, daydreaming are all common signs of ADHD. It affects student learning performance and classroom order. The most effective ADHD treatment is a combination of medication and behavioural therapy. However, there are many side effects of ADHD medication use. Thus, fidget toys, therapeutic devices, and other solutions that make use unconscious repetitive actions to increase their concentration. In this solution, feedback is considered as a helpful tool to let ADHD students concentrate on class and improve their learning effectiveness. Nevertheless, in some cases, other students are attracted to the attention by fidget toys and lose focus on class. Therefore, students are forbidden to bring fidget toys back to school. How to take a good balance between regulations of school and student needs was the problem that we were concerned about. This study aims to help ADHD students to reduce their concentration disorders and anxiety problems and use them with school at the same time. Finally, there was testing to let ADHD patients try the model in reality to evaluate the performance. The experimental results show the effectiveness of our proposed method.","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":"156 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":"126254446","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}
Konstantinos Petrakis, A. Wodehouse, H. Grierson, Euan Coutts, Jussi Liikkanen, Hannu Parkkamäki
Prototyping is an inseparable part of product development in industrial and academic settings and a major theme of design education. However, it is still regarded as a design activity which is poorly implemented by students due to their limited prototyping scope; a challenge that is raising the need for the development of structured guidelines. Since distributed design projects are becoming popular in design education, research highlights the necessity for digital tools which ensure efficient collaboration and communication between globally dispersed students. The intention of this study is to explore students’ usage of the prototyping support tool (PST) which aims to assist with planning, documentation and evaluation of their prototyping activities. Insights show that the tool’s digital version (e-PST) enables students to communicate efficiently and present higher competency when documenting their design process, providing justification to their decisions and illustration as to how their outcomes have been informed through design iterations. Suggestions for further improvement of the e-PST are provided through surveys and interviews of participant students.
{"title":"THE APPLICATION OF A PROTOTYPING SUPPORT TOOL IN A STUDENT DESIGN PROJECT","authors":"Konstantinos Petrakis, A. Wodehouse, H. Grierson, Euan Coutts, Jussi Liikkanen, Hannu Parkkamäki","doi":"10.35199/epde.2022.65","DOIUrl":"https://doi.org/10.35199/epde.2022.65","url":null,"abstract":"Prototyping is an inseparable part of product development in industrial and academic settings and a major theme of design education. However, it is still regarded as a design activity which is poorly implemented by students due to their limited prototyping scope; a challenge that is raising the need for the development of structured guidelines. Since distributed design projects are becoming popular in design education, research highlights the necessity for digital tools which ensure efficient collaboration and communication between globally dispersed students. The intention of this study is to explore students’ usage of the prototyping support tool (PST) which aims to assist with planning, documentation and evaluation of their prototyping activities. Insights show that the tool’s digital version (e-PST) enables students to communicate efficiently and present higher competency when documenting their design process, providing justification to their decisions and illustration as to how their outcomes have been informed through design iterations. Suggestions for further improvement of the e-PST are provided through surveys and interviews of participant students.","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":"20 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":"133832682","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}
Yanfang Zhang, L. Loh, Noriko Takano, Moe Shimomura, C. Cruz
The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the ‘Period for Inquiry-Based Cross-Disciplinary Study’ (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent.
{"title":"IDENTIFYING ISSUES IN TEACHING THE PROBLEM-FINDING STAGE FACED BY INSTRUCTORS - A CASE STUDY ON SDGS CHALLENGE PROJECT IN HIGH SCHOOL","authors":"Yanfang Zhang, L. Loh, Noriko Takano, Moe Shimomura, C. Cruz","doi":"10.35199/epde.2022.58","DOIUrl":"https://doi.org/10.35199/epde.2022.58","url":null,"abstract":"The purpose of this study is to clarify the difficulties instructors from different subject disciplines faced during the problem-finding stage, especially during the ‘Period for Inquiry-Based Cross-Disciplinary Study’ (“spirit of inquiry” as verbatim meaning), when conducting the SDGs Challenge Project, a pilot programme using design thinking methods with Fukusho High School. Pre- and post-questionnaire surveys were conducted to clarify the challenges faced by instructors in identifying social issues and the issues related to support. Before the programme started, the instructors had major issues with the understanding of the SDGs, design thinking, and the overall progress. Once the project got started, it was realized that the presence of even more specific issues such as student communication, use of digital tools, and use of design thinking strategies such as the KJ method. The challenges in implementing the programme can be categorized into (1) understanding the educational process of using design thinking, (2) facilitating group work, (3) using educational tools, and (4) others. Issues (1) and (2) were particularly prevalent.","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":"374 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":"132744566","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}
Professional Insertion Project is a subject considered as "Design Study'' of the ninth and last semester of the degree in Industrial Design of the 2011 and 2017 programme (valid until 2023) at the Tecnologico de Monterrey Campus Querétaro. It is executed as a Capstone Project and its objective is to integrate into the process of designing products, services and experiences, management skills, negotiation and professional connection with companies in the local industry for the student [1]. Even though in 2020 the state of Querétaro was ranked # 8 at national level for the development of its manufacturing industry, the work of a product designer is not very widespread and understood, unlike other countries, where the relationship between designers and companies is highly integrated and, in most cases, very profitable. That is why, and with the aim of increasing the employability of our graduates, we have designed a strategy for linking with local companies and spreading the relevance and value of design in their economic development, generating medium and long-term projects in which the company, the university and our students interact.
{"title":"STRATEGY TO LINK AND DEVELOP SENIOR DESIGN STUDENT’S PROJECTS WITH LOCAL INDUSTRY","authors":"Mariano Garcia Martinez, Rodrigo Chavez Heres, Alejandro Acuña","doi":"10.35199/epde.2022.87","DOIUrl":"https://doi.org/10.35199/epde.2022.87","url":null,"abstract":"Professional Insertion Project is a subject considered as \"Design Study'' of the ninth and last semester of the degree in Industrial Design of the 2011 and 2017 programme (valid until 2023) at the Tecnologico de Monterrey Campus Querétaro. It is executed as a Capstone Project and its objective is to integrate into the process of designing products, services and experiences, management skills, negotiation and professional connection with companies in the local industry for the student [1]. Even though in 2020 the state of Querétaro was ranked # 8 at national level for the development of its manufacturing industry, the work of a product designer is not very widespread and understood, unlike other countries, where the relationship between designers and companies is highly integrated and, in most cases, very profitable. That is why, and with the aim of increasing the employability of our graduates, we have designed a strategy for linking with local companies and spreading the relevance and value of design in their economic development, generating medium and long-term projects in which the company, the university and our students interact.","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":"130039731","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}
It is proposed that a progressive Industrial Design education should focus on supporting students in learning to self-manage ambiguity and bolster their agile independence throughout the tentative undergraduate years of growth [1]. As the field of Industrial Design moves beyond its industrial manufacturing roots, exploration of curricula that anticipates contemporary issues such as decolonisation, diverse participation and complexity in creative innovation is still not prevalent in this contemporary period [2]. Such a context necessitates an accelerated disruption to traditional design pedagogical practices [3], as seen in the RMIT University Industrial Design programme My First Six Months (MF6M) - a first-year learner-centred initiative situated around capacity development, student agency, self-efficacy, and disruption of expectations about the power dynamics in learning and teaching. This paper outlines the adoption of the RMIT University, My First 6 Months (MF6M) first-year learner-centred pedagogical alignment into the 2 nd and 3 rd year vertically integrated studio environment, through the case study ‘Safeness by Design (SbD)– Enabling an Ageing Workforce’ – a collaborative partnership with the Innovation Centre of WorkSafe Victoria, a state government safety regulatory body. In curating the studio’s outcomes, it became evident that the embedded predispositions developed throughout their MF6M experience, activated the diversity of students’ thinking and acting in situations resembling real-world design practice, which achieved our SbD studio’s pedagogical ambitions. We found this model to be highly transferable, requiring less teaching staff intervention and giving more flexibility to students, by reinforcing notions of independence, trust and self-efficacy in learning. Students are scaffolded as they dynamically explore and frame their own inquiry questions and continue developing their professional identity throughout their studies. In doing so, the classroom is firmly situated as a safe and democratic creative space, whereby teaching staff adopt a coaching role to establish a collaborative partnership, to further support student capacity and confidence.
{"title":"TOWARDS RE-IMAGINING INDUSTRIAL DESIGN EDUCATION FOR THE CONTEMPORARY PERIOD","authors":"Wil Dim, Ian de Vere, Jacob Sheahan","doi":"10.35199/epde.2022.69","DOIUrl":"https://doi.org/10.35199/epde.2022.69","url":null,"abstract":"It is proposed that a progressive Industrial Design education should focus on supporting students in learning to self-manage ambiguity and bolster their agile independence throughout the tentative undergraduate years of growth [1]. As the field of Industrial Design moves beyond its industrial manufacturing roots, exploration of curricula that anticipates contemporary issues such as decolonisation, diverse participation and complexity in creative innovation is still not prevalent in this contemporary period [2]. Such a context necessitates an accelerated disruption to traditional design pedagogical practices [3], as seen in the RMIT University Industrial Design programme My First Six Months (MF6M) - a first-year learner-centred initiative situated around capacity development, student agency, self-efficacy, and disruption of expectations about the power dynamics in learning and teaching. This paper outlines the adoption of the RMIT University, My First 6 Months (MF6M) first-year learner-centred pedagogical alignment into the 2 nd and 3 rd year vertically integrated studio environment, through the case study ‘Safeness by Design (SbD)– Enabling an Ageing Workforce’ – a collaborative partnership with the Innovation Centre of WorkSafe Victoria, a state government safety regulatory body. In curating the studio’s outcomes, it became evident that the embedded predispositions developed throughout their MF6M experience, activated the diversity of students’ thinking and acting in situations resembling real-world design practice, which achieved our SbD studio’s pedagogical ambitions. We found this model to be highly transferable, requiring less teaching staff intervention and giving more flexibility to students, by reinforcing notions of independence, trust and self-efficacy in learning. Students are scaffolded as they dynamically explore and frame their own inquiry questions and continue developing their professional identity throughout their studies. In doing so, the classroom is firmly situated as a safe and democratic creative space, whereby teaching staff adopt a coaching role to establish a collaborative partnership, to further support student capacity and confidence.","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":"130051129","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}
Public engagement has become a crucial process of democratic societies. It broadens knowledge, brings a diversity of views and voices, and widens participation in decision-making activities. Design as a discipline has been shifting from making finite goods to collaborating with different disciplines, generating dialogue, highlighting ethical questions, and engaging different users and/or communities to understand complex issues. The primary aim of this project was to develop learning and teaching content with real world impact that prepares design students to address societal challenges, including an array of global citizenship competencies that equips students with empathy and social responsibility. ‘Vaccination: increasing trust and awareness’ project targeted second year product design students, and initially originated from the UK’s loss of 'measles-free' status since August 2019 with the World Health Organization. Over the past decade, an increasing number of studies have documented a rising number of people who seem to be losing confidence in vaccines. Within this context, students were asked to develop a service design intervention to inform, raise awareness and ultimately increase public trust in vaccines. Students were also encouraged to take a holistic and inclusive approach to the design of the intervention. The project was supported by a lecturer from applied sciences which helped to understand the challenge from a scientific perspective. The paper includes examples of these design proposals, student feedback and results that illustrates the importance of design for public engagement that addresses societal challenges with real world impact, promotes the understanding of complex issues and fosters collaborations with other disciplines.
{"title":"DESIGN FOR PUBLIC ENGAGEMENT AND AWARENESS: EQUIPPING DESIGN STUDENTS WITH EMPATHY AND SOCIAL RESPONSIBILITY SKILLS","authors":"Susana Soares, Alison Alvarez","doi":"10.35199/epde.2022.67","DOIUrl":"https://doi.org/10.35199/epde.2022.67","url":null,"abstract":"Public engagement has become a crucial process of democratic societies. It broadens knowledge, brings a diversity of views and voices, and widens participation in decision-making activities. Design as a discipline has been shifting from making finite goods to collaborating with different disciplines, generating dialogue, highlighting ethical questions, and engaging different users and/or communities to understand complex issues. The primary aim of this project was to develop learning and teaching content with real world impact that prepares design students to address societal challenges, including an array of global citizenship competencies that equips students with empathy and social responsibility. ‘Vaccination: increasing trust and awareness’ project targeted second year product design students, and initially originated from the UK’s loss of 'measles-free' status since August 2019 with the World Health Organization. Over the past decade, an increasing number of studies have documented a rising number of people who seem to be losing confidence in vaccines. Within this context, students were asked to develop a service design intervention to inform, raise awareness and ultimately increase public trust in vaccines. Students were also encouraged to take a holistic and inclusive approach to the design of the intervention. The project was supported by a lecturer from applied sciences which helped to understand the challenge from a scientific perspective. The paper includes examples of these design proposals, student feedback and results that illustrates the importance of design for public engagement that addresses societal challenges with real world impact, promotes the understanding of complex issues and fosters collaborations with other disciplines.","PeriodicalId":147286,"journal":{"name":"DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130965262","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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