scholarly journals Revisiting Problem-Solution Co-Evolution in the Context of Team Conceptual Design Activity

2020 ◽  
Vol 10 (18) ◽  
pp. 6303 ◽  
Author(s):  
Tomislav Martinec ◽  
Stanko Škec ◽  
Marija Majda Perišić ◽  
Mario Štorga
Keyword(s):  
Conceptual Design ◽  
Design Education ◽  
Design Research ◽  
Solution Space ◽  
Design Activity ◽  
Problem Solution ◽  
Conceptual Design Phase ◽  
Design Activities ◽  
Conventional Models ◽  
Concept Review

The conventional prescriptive and descriptive models of design typically decompose the overall design process into elementary processes, such as analysis, synthesis, and evaluation. This study revisits some of the assumptions established by these models and investigates whether they can also be applied for modelling of problem-solution co-evolution patterns that appear during team conceptual design activities. The first set of assumptions concerns the relationship between performing analysis, synthesis, and evaluation and exploring the problem and solution space. The second set concerns the dominant sequences of analysis, synthesis, and evaluation, whereas the third set concerns the nature of transitions between the problem and solution space. The assumptions were empirically tested as part of a protocol analysis study of team ideation and concept review activities. Besides revealing inconsistencies in how analysis, synthesis, and evaluation are defined and interpreted across the literature, the study demonstrates co-evolution patterns, which cannot be described by the conventional models. It highlights the important role of analysis-synthesis cycles during both divergent and convergent activities, which is co-evolution and refinement, respectively. The findings are summarised in the form of a model of the increase in the number of new problem and solution entities as the conceptual design phase progresses, with implications for both design research and design education.

From design thinking to design knowing: An educational perspective

2019 ◽  
Vol 18 (2) ◽  
pp. 187-200
Author(s):  
Harah Chon ◽  
Joselyn Sim
Keyword(s):  
Interior Design ◽  
Collaborative Design ◽  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Procedural Knowledge ◽  
Knowledge Generation ◽  
The Arts ◽  
Innovative Methodology ◽  
Design Activities

The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).

A Computational Approach to Conceptual Design

2002 ◽  
Author(s):  
Zeke Strawbridge ◽  
Daniel A. McAdams ◽  
Robert B. Stone
Keyword(s):  
Conceptual Design ◽  
Morphological Analysis ◽  
Design Research ◽  
Computational Approach ◽  
Design Tool ◽  
Design Stage ◽  
Concept Selection ◽  
Computational Tools ◽  
Detail Design ◽  
Conceptual Design Phase

Design research has generated many computational tools to aid the designer over the years. Most of these tools are focused on either the preliminary steps of customer need gathering or the concluding steps of embodiment or detail design. The conceptual design phase has seen fewer computational tools even though well known methods are available such as brainstorming, intrinsic and extrinsic searches and morphological analysis. In this paper a generalized computational conceptual design tool is presented to aid designers at the conceptual design stage. It relies on storing and reusing existing design knowledge to create new concept variants. Concept variants are computed using matrix manipulations, essentially creating a mathematical morphological matrix. The concept generator produces quick concepts that can be used for concept selection or as a basis for generating additional concept variants through non-computational, creative techniques.

scholarly journals Usefulness of prototypes in conceptual design: students’ view

2020 ◽  
Vol 14 (4) ◽  
pp. 1305-1319
Author(s):  
Monica Carfagni ◽  
Lorenzo Fiorineschi ◽  
Rocco Furferi ◽  
Lapo Governi ◽  
Federico Rotini
Keyword(s):  
Conceptual Design ◽  
Engineering Students ◽  
Perceived Usefulness ◽  
Limited Attention ◽  
Experimental Session ◽  
Design Activity ◽  
Clear Understanding ◽  
Fuzzy Front End ◽  
Two Samples ◽  
Design Activities

AbstractPlanning prototyping strategies for conceptual design purposes is a crucial activity, which needs a clear understanding of the potentialities of the different typologies of prototype. Therefore, to prepare future designers, it is very important to provide the required information in design-related academic courses. However, prototypes and prototyping activities are often taught in specific courses with a major emphasis on the underpinning technologies, but with limited attention on design implications, especially about the fuzzy-front-end of the design process. The work presented in this paper aims at investigating about how students perceive the usefulness of prototypes during conceptual design activities, in order to provide first indications about the gap to be filled. To this purpose, two classes of students participated to an experimental session, and were asked to perform a conceptual design task individually. Subsequently, they participated to an on-line survey developed to gather information about the perceived usefulness of prototypes, in relation to the performed conceptual design activity. Several findings have been obtained from this work, but maybe the most impacting one concerns the different consideration that the two samples of students had about the fidelity of prototypes. Indeed, differently from what recently highlighted in current literature, it emerged that engineering students preferred low-fidelity prototypes. However, other unexpected evidences have been found, which highlight that at least for the considered institution, students still lack a comprehensive understanding of the design-related potentialities of prototypes.

Architectural Design Education and Parametric Modeling

2012 ◽  
pp. 338-350
Author(s):  
Caroline Lecourtois ◽  
François Guéna
Keyword(s):  
Design Education ◽  
Research Laboratory ◽  
Architectural Design ◽  
Parametric Design ◽  
Teaching Method ◽  
Design Method ◽  
Parametric Modeling ◽  
Design Activity ◽  
Design Activities ◽  
Architectural Design Education

This chapter presents an original teaching method carried out at the School of Architecture of Paris La-Villette (ARIAM-LAREA) whose aim is to prepare future architects for parametric design. Unlike most of the parametric design studio, the authors of this chapter do not want to teach a specific design method. They believe that the students have to find out their own method from the knowledge of architectural usages of parametric design. Theoretical courses linked to a studio will better train them in the usage of parametric tools. During theoretical courses focused on parametric design activity, the authors ask the students to analyze computer activities of architects in order to identify their design methods. The students are trained under a method to analyze design activities based on “Applied Architecturology.” During the studio, they ask the students to reuse the identified methods. The students apply the methods in their own project and adapt them in order to build their own parametric design method. The works produced by the students in the courses and in the studio bring up new questions for the ARIAM-LAREA research laboratory and constitute bases for the development of new software tools for parametric architectural design.

scholarly journals Applying Engineering Design Ontology for Content Analysis of Team Conceptual Design Activity

2019 ◽  
Vol 1 (1) ◽  
pp. 2467-2476
Author(s):  
Tomislav Martinec ◽  
Stanko Škec ◽  
Jelena Šklebar ◽  
Mario Štorga
Keyword(s):  
Engineering Design ◽  
Conceptual Design ◽  
Design Activity ◽  
Functional Requirements ◽  
Analysis Method ◽  
Technical Process ◽  
Fine Grain ◽  
Component Design ◽  
Design Activities ◽  
Technical Solutions

AbstractStudies of design activity have been dominantly reporting on different aspects of the design process, rather than the content of designing. The aim of the presented research has been the development and application of an approach for a fine-grain analysis of the design content communicated between designers during the team conceptual design activities. The proposed approach builds on an engineering design ontology as a foundation for the content categorisation. Two teams have been studied using the protocol analysis method. The coded protocols offered fine-grain descriptions of the content communicated at different points in the design session and enabled comparison of teams’ approaches and deriving some generalisable findings. For example, it has been shown that both teams focused primarily on the use of the developed product and the operands within the technical process, in order to generate new technical solutions and initial component design. Moreover, teams exhibit progress from abstract to concrete solutions as the sessions proceeded and focused on the functional requirements towards the end of the sessions.

scholarly journals A formal functional representation methodology for conceptual design of material-flow processing devices

2016 ◽  
Vol 30 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Yong Chen ◽  
Meng Zhao ◽  
Ying Liu ◽  
Youbai Xie
Keyword(s):  
Conceptual Design ◽  
Material Flow ◽  
Design Research ◽  
Solution Space ◽  
Design System ◽  
Suitable Solution ◽  
Energy Flows ◽  
Functional Representation ◽  
Computer Aided ◽  
Rule Based Approach

AbstractAlthough there has been considerable computer-aided conceptual design research, most of the proposed approaches are domain specific and can merely achieve conceptual design of energy flows-processing systems. Therefore, this research is devoted to the development of a general (i.e., domain-independent) and knowledge-based methodology that can search in a wide multidisciplinary solution space for suitable solution principles for desired material-flow processing functions without designers' biases toward familiar solution principles. It first proposes an ontology-based approach for representing desired material-flow processing functions in a formal and unambiguous manner. Then a rule-based approach is proposed to represent the functional knowledge of a known solution principle in a general and flexible manner. Thereafter, a simulation-based retrieval approach is developed, which can search for suitable solution principles for desired material-flow processing functions. The proposed approaches have been implemented as a computer-aided conceptual design system for test. The conceptual design of a coin-sorting device demonstrates that our functional representation methodology can make the proposed computer-aided conceptual design system to effectively and precisely retrieve suitable solution principles for a desired material-flow processing function.

FEATURES OF THE ORGANIZATION OF ARTISTIC AND DESIGN ACTIVITY OF JUNIOR SCHOOLCHILDREN

2020 ◽  
pp. 62-70
Author(s):  
Olesia Makoviichuk ◽  
Alona Shulha
Keyword(s):  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Fine Arts ◽  
Design Activity ◽  
School Students ◽  
Art And Design ◽  
Artistic Activity ◽  
Labor Training ◽  
Design Activities

The article analyzes the theoretical aspects of art and design activities, considers the features of the integrative organization of art and design activities of students in the lessons of fine arts and technology in primary school. Artistic and project activities of junior schoolchildren are realized through the disciplines of fine arts and labor education (technology) in primary school. The concept of "artistic and design activity" is analyzed through the prism of the concepts of "activity", "artistic activity". The following are considered: interconnected structural components of artistic design, types of activity and types of tasks aimed at the implementation of artistic design activities of junior schoolchildren. The article emphasized the potential of an integrated combination in primary school of fine arts and labor training (technology) for art and design activities of junior high school students.

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