INTEREST IN TRANSITION TO DIGITAL SKETCHING IN EARLY DESIGN EDUCATION PHASE

2017 ◽  
Author(s):  
Erman Akyol
Keyword(s):  
Design Education ◽  
Early Design

Informed Forms and Matters

2021 ◽  
pp. 62-77
Author(s):  
Negar Kalantar ◽  
Alireza Borhani
Keyword(s):  
Design Process ◽  
Design Education ◽  
Early Stage ◽  
Pedagogical Approach ◽  
Form Finding ◽  
Stage Design ◽  
Early Design ◽  
Early Stage Design ◽  
Finding Method ◽  
Proper Balance

After sufficient consideration for the proper balance between material and formal constraints, this chapter describes a pedagogical approach that transforms the education of future architects through a 'form-finding' method, allowing the material to accommodate itself to form and celebrate its own nature. To enhance pedagogical improvement of foundational studies in architecture and further explore this pedagogy based on form-finding in early design education, this chapter also presents the challenges to integrating materiality within the design process, as derived from the incorporation of experimental form-finding methods into early-stage design.

scholarly journals Applications of Virtual Reality in Engineering and Product Design: Why, What, How, When and Where

Electronics ◽  
2020 ◽  
Vol 9 (7) ◽  
pp. 1064 ◽  
Author(s):  
Aurora Berni ◽  
Yuri Borgianni
Keyword(s):  
Virtual Reality ◽  
Design Education ◽  
Virtual Prototyping ◽  
Product Evaluation ◽  
3D Modelling ◽  
Specific Design ◽  
Early Design ◽  
Functional Aspects ◽  
Emotional Dimension ◽  
Design Activities

The research on the use of virtual reality (VR) in the design domain has been conducted in a fragmentary way so far, and some misalignments have emerged among scholars. In particular, the actual support of VR in early design phases and the diffusion of practices involving VR in creative design stages are argued. In the present paper, we reviewed VR applications in design and categorized each of the collected 86 sources into multiple classes. These range from supported design functions to employed VR technologies and the use of systems complementing VR. The identified design functions include not only design activities traditionally supported by VR, such as 3D modelling, virtual prototyping, and product evaluation, but also co-design and design education beyond the early design phases. The possibility to support early design phases by means of VR is mirrored by the attention on products that involve an emotional dimension beyond functional aspects, which are particularly focused on in virtual assemblies and prototypes. Relevant matches between VR technologies and specific design functions have been individuated, although a clear separation between VR devices and supported design tasks cannot be claimed.

Games in Early Design Education

2001 ◽  
pp. 201-214 ◽  
Author(s):  
Robert F. Woodbury ◽  
Susan J. Shannon ◽  
Antony D. Radford
Keyword(s):  
Design Education ◽  
Early Design

Track 6.c Introduction: Entrepreneurship in Design Education

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Bryan Howell ◽  
Curt Anderson ◽  
Nile Hatch ◽  
Chia-Chi TENG; ◽  
Neal Bangerter ◽  
...  
Keyword(s):  
Design Education ◽  
Management Strategy ◽  
Business Models ◽  
Scaling Up ◽  
Engineering Management ◽  
Significant Rise ◽  
Limited Resources ◽  
Multidisciplinary Teams ◽  
Interdisciplinary Relationships ◽  
Human Centred Design

Over that last few decades there has been a significant rise in interest for design-led entrepreneurship and innovation. This has brought about the need to expand on the principles and methods of human-centred design by incorporating knowledge from multiple disciplines, such as management, business, and entrepreneurship studies. This expansion aids designers, engineers, and marketing practitioners who strive to create innovative, meaningful and relevant services, business models and experiences. More often than not, ventures operate under very limited resources, and practitioners are often required to fulfil several roles. The concept of ‘multidisciplinary teams’ widely spread in this sphere often bears little resonance in these contexts. Designers possess valuable competencies that can have a significant impact on the venture, especially driving user and context-centred strategy and processes for the introduction, legitimization and scaling-up stages. However, engaging with these areas of practice requires skills and capacities that overlap traditional disciplinary roles. In doing so, the boundaries between design and engineering, branding and communications, cultural and behavioural insight, marketing and management strategy are blurred. As educators in design innovation, how do we explore, define and balance interdisciplinary relationships between design, engineering, management, business and entrepreneurship theories, methods, language and models of education? The purpose of the entrepreneurship in design education track is to discuss methods, models, case studies, research, insights and unexpected knowledge in benefits and limitations of design entrepreneurship education. In particular, the three papers presented in this track demonstrate different approaches to entrepreneurship and design education.

Working Together

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Randi Veiteberg KVELLESTAD ◽  
Ingeborg STANA ◽  
VATN Gunhild
Keyword(s):  
Design Education ◽  
Critical Evaluation ◽  
Business Environment ◽  
Arts And Crafts ◽  
Action Research Project ◽  
Student Groups ◽  
Different Types ◽  
Working Together ◽  
Personal Qualities ◽  
Manual Skills

Teamwork involves different types of interactions—specifically cooperation andcollaboration—that are necessary in education and many other professions. The differencesbetween cooperation and collaboration underline the teacher’s role in influencing groupdynamics, which represent both a foundation for professional design education and aprequalification for students’ competences as teachers and for critical evaluation. As a testcase, we focused on the Working Together action-research project in design education forspecialised teacher training in design, arts, and crafts at the Oslo Metropolitan University,which included three student groups in the material areas of drawing, ceramics, and textiles.The project developed the participants’ patience, manual skills, creativity, and abilities,which are important personal qualities for design education and innovation and representcornerstones in almost every design literacy and business environment. The hope is thatstudents will transform these competences to teaching pupils of all ages in their futurecareers.

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