Creative design, problem-based learning and geometry teaching

2013 ◽  
Author(s):  
Wen-Haw Chen
Keyword(s):  
Design Problem ◽  
Problem Based Learning ◽  
Creative Design

Towards a Formal Representation Model of Problem Formulation in Design

2011 ◽  
Author(s):  
Mahmoud Dinar ◽  
Jami Shah ◽  
Glen Hunt ◽  
Ellen Campana ◽  
Pat Langley
Keyword(s):  
Design Problem ◽  
Preliminary Analysis ◽  
Empirical Investigation ◽  
Problem Formulation ◽  
Creative Design ◽  
Formal Representation ◽  
Design Competition ◽  
Model Aircraft ◽  
Expert Designer ◽  
Current Stage

Studies on design, show that problem formulation plays a major role in creative design. We plan to construct an interactive computer system that aids problem formulation. In the current stage, to improve our understanding of problem formulation, we have conducted exploratory protocol studies of novice designers and collected data from an expert designer in the form of a depositional interview. A formal representation of the design problem is needed to improve our empirical investigation. We propose a preliminary framework for such a model and we call it a problem map. It provides a basis for comparing how different designers perceive a problem. Our study is based on the design of a model aircraft for the AIAA student design competition. This preliminary analysis shows the evolution of the problem and the solution spaces in the elaboration of the problem maps through time. The problem maps also show a richer representation of attended attributes and relations for the expert and more attributes left in vacuum for the novices.

scholarly journals APPROACHES THAT HELP STUDENTS GENERATE NEW DESIGN SOLUTIONS

2011 ◽  
Author(s):  
Yong Zeng ◽  
Shengji Yao ◽  
Michel Couturier ◽  
Frank Collins
Keyword(s):  
Engineering Design ◽  
Design Problem ◽  
Design Education ◽  
Design Methodology ◽  
Engineering Students ◽  
Creative Design ◽  
Design Strategies ◽  
Design Problems ◽  
Engineering Design Education ◽  
Design Solutions

Recently a new design methodology, Environment-Based Design (EBD) [1, 2] has been developed. In using the model of EBD, three elements are important: primitive synthesis knowledge, primitive environment and primitive solutions. Based on the three elements, three design strategies have been validated in [3] for generating new design solutions: formulating design problems differently, changing the sequence of decomposition of the design problem and extending synthesis knowledge. Increasing the possibilities of generating new design solutions may increase the chance of getting creative design solutions. Thus the three strategies for leading to new design solutions can be introduced into our engineering design education for helping and inspiring students generate creative design solutions. In this paper, we will first briefly introduce EBD model and the three design strategies leading to new design solutions, then explain how EBD can be integrated into the design education of engineering students and elaborate how the design strategies can be used to help students generate different design solutions.

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