scholarly journals Co-evolution and Contradiction: A Diamond Model of Designer-User Interaction

10.28945/2983 ◽  
2006 ◽  
Author(s):  
Anja-Karina Pahl ◽  
Linda Newnes
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Design Process ◽  
User Interaction ◽  
Technical Product ◽  
Engineering Design Process ◽  
The Social ◽  
Diamond Model ◽  
Common Purpose ◽  
The Individual

This paper explores how the engineering design process might balance conflicting constraints of technical product design and the social demands of users. Some insights from Buddhism, cybernetics, phenomenology and neurophysiology set the scene to help illustrate how Designers and Users build or access their respective ‘experienced-' and ‘expected world’ and achieve their aims. A prototype 3D ‘diamond model’ is presented, which expands on previous work by the authors of this paper and is compared with Beer’s [1994] Team Syntegrity protocol, to structure conversations and activities between two groups with apparently opposing aims. This provides a necessary common purpose and worldview, through which conversations and activities can become innovative, mutually informing, co-evolving and emotionally satisfactory at both the individual and team levels.

scholarly journals COGNITION AND TRANSDISCIPLINARY DESIGN: AN EDUCATIONAL FRAMEWORK FOR UNDERGRADUATE ENGINEERING DESIGN CURRICULUM DEVELOPMENT

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Mehwish Butt ◽  
Suzanne Kresta ◽  
Jason Carey ◽  
Loren Wyard-Scott ◽  
...  
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Design Process ◽  
Design Research ◽  
Efficient Solutions ◽  
Design And Development ◽  
Engineering Product ◽  
Common Basis ◽  
Engineering Design Process ◽  
Interdisciplinary Problems

 Abstract - Contemporary engineering product design and development no longer adheres to the boundaries of a single discipline and has become tightly integrated, often relying on interaction of multiple disciplines for completion of integrated product design projects. In order to design these products, design and development practice has transcended the discipline boundaries to become a transdisciplinary engineering design process. A collaboration of specialists from different engineering disciplines is required to develop efficient solutions to interdisciplinary problems of product design. Despite this shift from mono-disciplinary to transdisciplinary, the engineering design curriculum remains focused on teaching discipline specific design practice through skill based subject specific pedagogy with a limited emphasis on the importance of design process and transdisciplinarity in the design process. As a result, new graduates starting in design and development organizations face a difficulty finding a common basis of understanding of disciplines’ interactions and must go through a process of often implicit ‘onboarding’ to understand the transdisciplinary engineering design process. This can be avoided by developing and adapting undergraduate design process education in line with industrial demands. This paper proposes a theoretical framework based on empirical engineering design research in industry, educational psychology and teaching approaches such as Bloom’s Taxonomy and Kolb’s Model of Experiential Learning for developing the core elements of a transdisciplinary engineering design process curriculum.

scholarly journals AN ADAPTED ENGINEERING DESIGN PROCESS: GUIDING TOUCHSTONES

2021 ◽  
Author(s):  
Chelsea Dubiel ◽  
Jillian Seniuk Cicek ◽  
Roxanne Greene ◽  
Shawn Bailey ◽  
Farhoud Delijani
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Ways Of Knowing ◽  
Lessons Learned ◽  
First Nation ◽  
Community Members ◽  
Education Practice ◽  
Engineering Design Process ◽  
The Social ◽  
Indigenous Ways Of Knowing

The field of engineering needs to develop while healing our relations with the lands, waters, and living systems. Fostering ethical spaces where Indigenous ways of knowing and being and western worldviews can hold space together, and cease to separate the technical from the social, are key to progressing equitably as a society. In the field of engineering within Turtle Island, it is essential that we adapt the engineering design process to reflect this. Following the execution of an Engineering and Architecture transdisciplinary Design Build course at University of Manitoba, and in partnership with the Shoal Lake No. 40 First Nation, it was acknowledged by stakeholders that further analysis of this project could establish lessons learned. This paper speaks to engineering education practice. The objective of this research is to develop recommendations for how the engineering design process can make space for Indigenous ways of knowing and being. Shoal Lake No. 40 community members, one engineering contractor, and four university faculty members were asked their perspectives on the development and implementation of two projects conducted with the community members and on the First Nation lands. Through the co-analysis of these open-ended discussions, recommendations were developed for how the engineering design process can integrate four touchstones external to the design process. The touchstones enable an engineer to perceive the design process and establish core intentions for a project that creates space for Indigenous values and principles and western worldviews.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

Categorization of Information Loss During the Dissemination of Design Ideas

2018 ◽  
Author(s):  
Victoria Zhao ◽  
Conrad S. Tucker
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Information Source ◽  
Information Loss ◽  
Design Solution ◽  
Sources Of Information ◽  
Comprehensive Review ◽  
Engineering Design Process ◽  
Design Idea ◽  
Design Ideas

Information is transferred through a process consisting of an information source, a transmitter, a channel, a receiver and its destination. Unfortunately, during different stages of the engineering design process, there is a risk of a design idea or solution being incorrectly interpreted due to the nonlinearity of engineering design. I.e., there are many ways to communicate a single design idea or solution. This paper provides a comprehensive review and categorization of the possible sources of information loss at different stages of the engineering design process. Next, the authors present an approach that seeks to minimize information loss during certain stages of the engineering design process. The paper i) explores design process and dissemination methods in engineering design; ii) reviews prior work pertaining to these stages of the engineering design process and iii) proposes an information entropy metric that designers can utilize in order to quantify information loss at different stages of the engineering design process. Knowledge gained from this work will aid designers in selecting a suitable dissemination solution needed to effectively achieve a design solution.

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