Interplay of computer and paper-based sketching in graphic design

The purpose of this study is to investigate student designers’ attitude and choices towards the use of computers and paper sketches when involved in a graphic design process. 65 computer graphic technology undergraduates participated in this research. A mixed method study with survey and in-depth interviews was applied to answer the research questions. This result shows that sketches and computers as design tools help students generate ideas in the early stage of design. Students’ preferences to use sketches or computers differ, since each tool has its own advantages and disadvantages.     

Line by line,part by part: collaborative sketching for designing

While sketching has an established role in professional design, its benefits and role in design education are subjects that invite research and opinions. We investigated how undergraduates studying to become design educators and textile teachers used sketching to generate and develop design solutions in a collaborative setting. The students were given an authentic design assignment involving three detailed tasks, one of which was 2D visualisation by sketching. Adopting a micro-analytical approach, we analysed the video-recorded visualisation session to understand how teams used sketching to collaborate and to generate and develop design solutions. To that end, we set three research questions: (1) What ways of collaborative working are reflected in actions of sketching? (2) In what ways do sequences of collaborative sketching contribute to designing? (3) What kinds of collaborative sequences of sketching advance designing? Our analysis identified three collaborative ways of sketching (co-ordinated, collective and disclosed) and confirmed that sketching is an important facilitator of mutual appropriation, adaption and adoption. Next, we identified three ways of contributing to designing, as well as three functions and six capacities for advancing designing. Our analysis shows that sketching can lead to invaluable advances in designing, although each team had its own way of using and benefiting from sketching. We further consider that the teams’ diverse sketching processes and rich content owed, at least in part, to the task structure and imposed constraints. We continue to see sketching as an important design tool, one among many.     

Embedded creativity: teaching design thinking via distance education

This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed ‘embedded’ contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological innovations—which feature a fully integrated web 2.0 learning environment and design studio—and concepts behind a new course in Design Thinking are explained in detail. In teaching the more generic skills of design and developing experiential knowledge in students, the paper also explores the changing role of designers in becoming less problem-focussed and more socially engaged through the construction of design process. The paper ends by presenting the results of an extensive student and tutor survey as part of an ongoing longitudinal study which indicate that this new approach to teaching design has been successful.     

Design-without-make: challenging the conventional approach to teaching and learning in a design and technology classroom

The purpose of the study reported here was to investigate the use of a design-without-make unit as part of the design and technology curriculum with pupils aged 14. Three research questions drove the study: (a) What sort of designing do pupils do when they work collaboratively to design without having to make what they have designed? (b) What is the teachers’ attitude to design-without-make? (c) What is the pupils’ attitude to design-without-make? The study is a small pilot and data were collected using semi-structured interviews with a class teacher and two pupils and detailed scrutiny of five pupils’ design ideas developed during 6 lessons towards the end of an 18 lessons teaching sequence. Findings indicate that the teacher and pupils in this study responded favourably to design-without-make. The pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts.     

Effective technology and design teaching: getting it right in the classroom

Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies. This is particularly important in technology and design as pupils need to interpret instructions in light of their design ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed a range of collaboration strategies and provided effective task orientation. The case studies were based on observations, interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively increasing level of independence in their thinking.     

The genesis of design: learning about design,learning through design to learning design in play

International Journal of Technology and Design Education - Learning about design and learning through design have emerged in the literature and important works show heuristics and matrices for...     

《机械设计基础》教学中学生的创新教育

《机械设计基础》是机械类各专业的一门主干技术基础课程,具有较强的理论性、实践性和综合性。教学中,在培养学生掌握设计的基本原理和最新方法的同时,还应注重对学生创新能力的培养。     

Mechanical engineering and issues on teaching mechanical engineering design in Turkey

Students with relatively low affinity and/or weak ability for science and mathematics have been presently acknowledged into Mechanical Engineering (ME) departments around the world. This has resulted in apparent lowering of fully competent graduate engineers, due to insufficient comprehension and its concomitant cognitive issues. Now, the complexity and the demand of ME education have been extremely unbalanced with recruited students. This conflict between the education process and less knowledgeable students has been adequately acknowledged, but remedies for this global issue are not yet available. This is no longer sustainable. The paper gives insight into (individual and combined) plausible reasons for fewer fully competent graduate engineers, taking the specific case study in Turkey. It proposes a generic approach, which can be extended to courses of any university/degree subject. Findings on student learning are provided using a hierarchical decomposition. A proposed remedy for this issue has been thoroughly evaluated, and accountability measures, qualitative data and a survey has been conducted for the ME design course taught in Turkey. The findings indicate that the new recruits are not fully to blame for the conflict, because there have also been other reasons for the issues within teaching. It identified multiple instances of the reasons such as unnecessary complexity of textbooks, unsolved contradictions even between the technical component design standards and etc. If these are considered by educators, this will help to reduce the perceived degree of teaching difficulty, and have a positive effect on the quality of graduates. It may even assist in attracting higher ability students into ME.     

工业设计教学中的产品开发与市场定位

文章认为,在信息化和全球化经济的时代,工业设计是当今时代最有生命力的学科之一,企业的竞争力在很大程度上是设计的竞争.必须把工业设计教育放在与社会经济技术、文化市场营销等的密切关系中加以考虑,并确认其在社会的构造中所起的重要作用.在现阶段推动我国工业设计的发展,学校教育有向社会提供培养人才的重任.     

成功离不开IC设计服务

IC设计服务业是一个拒绝胆小者的行业.当行业景气时,你要疲于应付大量的业务订单以至于会白日做梦般地希望克隆公司的高级工程师;但是当芯片业下滑导致行业不景气时,你又会首当其冲成为受害者.基于对IC设计服务市场巨大不稳定性的认识,你一定认为大多数公司都会退避三舍,尽量不涉足此项业务.然而,这次你却错了.     

Teleconference design: A technical approach to satisfaction

This article reports the findings of a teleconferencing study. Two studios were acoustically prepared, and pure audio connections and moving- picture supported audio conferences were examined in trials. Sound connections were varied with regard to number of channels, bandwidth and transmission processes; picture conferences were varied with respect to sound connection, transmission bandwidth, number of of channels, and type of representation. The authors conclude that before expensive picture transmission is considered, a successful teleconference requires good sound transmission.     

绿色:包装设计的发轫与归宿

绿色设计是上世纪80年代末出现的国际潮流，反映了人类对现代科技、文化所引起的环境及生态破坏的忧虑，同时也体现了设计者职业道德与社会责任心的回归。     

Strengthening the link between theory and practice in teaching design engineering: an empirical study on a new approach

In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical design projects. To investigate whether the new program is successful in this respect, we selected a representative combination of one course and one design project, analysed grades, sent out questionnaires and interviewed teaching staff. The unique change of all three course years at once, as opposed to sequential introduction, allowed us to establish a control group and obtain precise results. By repeating our studies 1 year later, we further enhanced the reliability of our findings. We conclude that our approach indeed strengthens the link between theory and practice, and have reason to be positive about the research method adopted. Furthermore, we identified several barriers that must be overcome for such an approach to become successful, and can now give additional recommendations for course and/or program revisions in teaching design engineering at academic level.     

Tenacity in design entrepreneurship: how to stimulate entrepreneurial intention

International Journal of Technology and Design Education - Using a mixed methods approach and based on the theory of planned behaviour, the present study investigated the factors determining the...     

Introducing students to bio-inspiration and biomimetic design: a workshop experience

In recent years, bio-inspired approach to design has gained considerable interest between designers, engineers and end-users. However, there are difficulties in introducing bio-inspiration concepts in the university curriculum in that they involve multi-disciplinary work, which can only possibly be successfully delivered by a team with integrated competencies. The aim of this work is summarising the results of the first workshop on bio-inspired design carried out at the Hybrid Design Lab of Seconda Università di Napoli, involving Year 2 students of the BSc in Industrial Design. The common theme proposed for their projects was “Bio-inspired design of sport”. Ideally, a sport item would need to respond to a number of exigencies, including safety, comfort, zero-energy balance and/or use of renewable energy sources, multi-functionality. The common aim of the projects was investigating in which cases bio-inspiration can assist in the fulfilment of the above exigencies. The students were asked to present examples from nature and, via an abstraction process, to apply them to the design of sport items. Finally, they were required to clarify the nature and the extent of bio-inspiration in their projects. Some of the projects, which were considered more interesting and realisable, are reported and briefly commented, especially on the nature, extent and appropriateness of their bio-inspiration. A test for feedback has been given to the students, whose scope, structure and general outcome is also discussed.     

Multi-objective ant colony optimisation: A meta-heuristic approach to supply chain design

This paper proposes a new approach to determining the Supply Chain (SC) design for a family of products comprising complex hierarchies of subassemblies and components. For a supply chain, there may be multiple suppliers that could supply the same components as well as optional manufacturing plants that could assemble the subassemblies and the products. Each of these options is differentiated by a lead-time and cost. Given all the possible options, the supply chain design problem is to select the options that minimise the total supply chain cost while keeping the total lead-times within required delivery due dates. This work proposes an algorithm based on Pareto Ant Colony Optimisation as an effective meta-heuristic method for solving multi-objective supply chain design problems. An experimental example and a number of variations of the example are used to test the algorithm and the results reported using a number of comparative metrics. Parameters affecting the performance of the algorithm are investigated.