Learning design research: outlining a context Critical issues derived from the Politecnico di Milano Ph.D. research curricula in industrial design

2004 ◽  
Vol 4 (1) ◽  
pp. 0 ◽  
Author(s):  
Silvia Pizzocaro
Keyword(s):  
Design Research ◽  
Industrial Design ◽  
Learning Design ◽  
Critical Issues

TCS in Action

1998 ◽  
Vol 12 (1) ◽  
pp. 55-58
Author(s):  
Alison Chappell
Keyword(s):  
Hong Kong ◽  
South China ◽  
Management System ◽  
Design Research ◽  
Industrial Design ◽  
New Products ◽  
Research Centre ◽  
Design Management ◽  
Improved Design

UK houseware product suppliers Cannie plc and Brunei University's Design Research Centre established a TCS Programme in 1994. Its objective was to develop an improved design management system for Cannie, at the same time developing several new products over a two-year period. Young graduates taking part in the TCS are eligible to compete for an annual Scholarship giving the opportunity to visit Hong Kong and South China for up to six weeks. The author, an Industrial Design graduate taking part in the Cannie plc TCS, was the winner of a Scholarship that took place in April 1997. She discusses the objectives, achievements and benefits of a trip taken at such a poignant time in the former British colony's history.

scholarly journals ENGINEERING DESIGN VS. ARTISTIC DESIGN – A DISCUSSION

2012 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Research ◽  
Industrial Design ◽  
Design Science ◽  
Design Engineering ◽  
Design Processes ◽  
Case Examples ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Industrial Designers

‘Design’ can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be co-ordinated for internal consistency and plausibility. Design Research tries to clarify design processes and their underlying theories – designing in general, and particular forms, e.g. design engineering. Theories are a basis for deriving theory- based design methods. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important – a task for industrial designers, architects, etc. ‘Conceptualizing’ consists of preliminary sketches, a direct entry to hardware – industrial designers work ‘outside inwards’. For a product that should work and fulfill a purpose, perform a transformation process, its functioning and operation are important – a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Design engineering is more constrained than industrial design, but in contrast has available a theory of technical systems and its associated engineering design science, with several abstract models and representations of structures. Engineering designers tend to be primary for technical systems, and their operational and manufacturing processes – they work ‘inside outwards’. Hubka’s theory, and consequently design metho- dology, includes consideration of tasks of a technical system, typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Hubka’s methodology is demonstrated by several case examples.

scholarly journals Engineering and Industrial Design: An Integrated Interdisciplinary Design Theory

2008 ◽  
Author(s):  
Alexander N. Brezing ◽  
Manuel Lo¨wer
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Theory ◽  
Design Research ◽  
Industrial Design ◽  
Product Model ◽  
Theoretical Approaches ◽  
Interdisciplinary Design ◽  
Industrial Designers ◽  
The One

It is generally accepted that superior products result from a balanced consideration of both “technology” and “aesthetic design”. Nonetheless, the gap between the two professions of the “design engineer” and the “industrial designer” has not been bridged since their origination in the course of industrialization [7]. One possible approach to enhance the collaboration of both disciplines is to teach the basics of the respective other’s. In Germany, the main work following this approach of trying to prepare engineers for design collaborations is the VDI guideline 2424 (“The Industrial Design Process”) [21], which was worked out and released in three parts from 1984 to 1988 by a group of engineering design researchers and industrial designers. As no accepted industrial design theory could be identified at that time, the authors of the guideline tried to apply some of engineering design methodology’s proven methods taken from the VDI guideline 2221 [19] that seemed to fit to industrial design. That approach ultimately failed, as the authors of the guideline had to conclude themselves in the opening remarks of its last part [21]. Even if the guideline is still officially in use for the lack of a replacement, it is hardly used in engineering education. Since then however, accepted theoretical approaches have been produced by industrial design research that allow for the definition of an interdisciplinary theory on product development. This paper introduces these approaches and arranges them together with models of engineering design methodology to serve as a basis for a design theory that explains both domains’ competences and responsibilities. A function-oriented product model is set up that illustrates existing interdependencies by classifying a technical product/project according to the relative importance of its technical function (engineering’s competence) on the one hand and its semiotic functions (industrial design’s competence) on the other. The realization of industrial design’s competence as signification and the organization of its devices according to the model of semiotic functions explain existing organizational problems of interdisciplinary design practice. It is demonstrated why industrial design cannot proceed according a purely technical design process such as the one defined in the VDI guideline 2221 and what implications that has on interdisciplinary design projects.

scholarly journals Análisis de los Ambientes virtuales para el diseño de una propuesta de interfase que sirva como herramienta en el desarrollo de proyectos de investigación

2019 ◽  
Author(s):  
Mario Gerson Urbina Pérez ◽  
Josué Deniss Rojas Aragón ◽  
Omar Eduardo Sánchez Estrada
Keyword(s):  
Resource Management ◽  
Design Research ◽  
Industrial Design ◽  
Research Process ◽  
Research Area ◽  
Digital Tools ◽  
Public And Private ◽  
Design Representation ◽  
The Subject ◽  
Community Of Researchers

In the context of public and private universities, research in Industrial Design has not excelled at the level of other disciplines, in the particular case of the Autonomous University of the State of Mexico and its schools where the Industrial Design course is taught: Toluca, Zumpango and Valle de Chalco, the research area is below the institutional standards and other disciplines (UAEMéx University Statistics Agenda, 2015). According to the statistics of several accredited, certified and recognized evaluating bodies for the Industrial Design Area in Mexico, such as the ANUIES, CIEES and COMAPROD, among the factors that most influence not to improve the performance of design research are: the lack of an organized research process; lack of digital tools for resource management; and ignorance of the research process. Among several researchers on the subject, highlight the contributions of Margolin (2005) mentions that one of the particular challenges facing the community of researchers on design is to accept and include specialists who are located within different disciplinary traditions, this does not allow to follow advancing in finding new forms of design representation, so the area remains submerged in projects, forms and aspects already existing when trying to design new objects, without generating greater contributions / contributions to the design and much less to the research process .

scholarly journals 4FAD: A framework for mapping the evolution of artefacts in the learning design process

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Juan A. Muñoz-Cristóbal ◽  
Davinia Hernández-Leo ◽  
Lucila Carvalho ◽  
Roberto Martinez-Maldonado ◽  
Kate Thompson ◽  
...  
Keyword(s):  
Life Cycle ◽  
Design Process ◽  
Design Research ◽  
Research Community ◽  
Learning Design ◽  
Evolutionary Processes ◽  
Ongoing Process ◽  
Design Life ◽  
Design Case ◽  
The Many

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.

scholarly journals Embedding Design Patterns in a Methodology for a Design Science of E-Learning

2011 ◽  
pp. 107-134 ◽  
Author(s):  
Yishay Mor
Keyword(s):  
Design Patterns ◽  
Participatory Design ◽  
Design Research ◽  
Design Science ◽  
Pattern Language ◽  
Learning Design ◽  
Methodological Framework ◽  
Research Projects ◽  
Collaborative Reflection ◽  
E Learning

This chapter argues for a design science paradigm of e-learning, and offers a pattern-based methodological framework for such a paradigm. As a concrete manifestation of the framework, the chapter presents a pattern language for collaborative reflection and participatory design workshops, which has been developed for and used by several e-learning design research projects.

scholarly journals Pembelajaran Pola Bilangan melalui Permainan Tradisional Nasi Goreng Kecap

2020 ◽  
Vol 3 (1) ◽  
pp. 43-54
Author(s):  
Dewi Rosikhoh ◽  
Abdussakir Abdussakir
Keyword(s):  
Qualitative Research ◽  
Design Research ◽  
Second Step ◽  
Research Approach ◽  
Development Studies ◽  
Learning Design ◽  
Integrative Learning ◽  
Second Stage ◽  
Integration Of Learning ◽  
Traditional Game

The development of games in the technological acceleration era nowadays endangers the extinction of traditional games. Therefore, the integration of Learning with Cultural Local Wisdom was needed to keep those cultures. The purpose of this research was to create an integrated learning design using number patterns material through the traditional game of Nasi Goreng Kecap. This research is a qualitative research with a design research approach and development studies type. The results showed that Nasi Goreng Kecap's traditional game had five steps in the process of the game. The second stage of this game contains the concept of number patterns. That's why, through this Nasi Goreng Kecap traditional game, it was able to be designed a process of learning that integrates mathematics with local wisdom culture. In those designed for integrative learning, students were arranged to be several groups with a maximum of each group was six students. Each group was played those games until the second stage only. Group worksheets had been provided by the teacher to direct the students in making patterns generalization from the second step of the Nasi Goreng Kecap traditional game.

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