Teaching Creative Design by Integrating General Design Theory and the Pahl and Beitz Methodology

2010 ◽  
Author(s):  
Tetsuo Tomiyama ◽  
Paul Breedveld ◽  
Herbert Birkhofer
Keyword(s):  
The Netherlands ◽  
Medical Devices ◽  
Design Education ◽  
Design Theory ◽  
Design Methodology ◽  
Theoretical Explanation ◽  
Creative Design ◽  
General Design ◽  
Improve Design ◽  
Design Methodologies

The design methodology developed by Pahl and Beitz (P&B) is one of the most widely taught design methodologies. However, this methodology is not easy to correctly exercise for non-experienced designers such as students. At TU Darmstadt in Germany, a method was developed to make students to realize the background philosophy of P&B, to reduce misunderstanding and misuse of the method, and to help them to arrive at creative design. At TU Delft in the Netherlands, an experienced designer who works on designing mechanical medical devices developed a method to generate creative designs. Although independently developed, these two methods share some commonality and have a potential to improve design education towards creative design. This paper is an attempt to give a theoretical explanation why these two methods facilitate creative design based on General Design Theory.

scholarly journals Regional design: Discretionary approaches to regional planning in The Netherlands

2017 ◽  
Vol 17 (3) ◽  
pp. 332-354 ◽  
Author(s):  
Verena Elisabeth Balz
Keyword(s):  
The Netherlands ◽  
Regional Planning ◽  
Design Theory ◽  
Analytical Framework ◽  
Spatial Context ◽  
Creative Design ◽  
Design Practice ◽  
Theoretical Terms ◽  
Planning Decision ◽  
Regional Design

In recent decades, The Netherlands has seen an increase in the use of regional design-led practices in national indicative planning. Despite this, the interrelations between design and planning decision making are not well understood, and attempts to involve the expertise and ambition of designers in planning have had unclear outcomes. This article elaborates on the role and position of regional design in indicative planning. It is argued that design in this realm resembles discretionary action, implying that design both influences, and is influenced by, prevailing planning rationales. An analytical framework is developed on these grounds and applied to a set of regional design initiatives that evolved in the context of Dutch national plans between 1988 and 2012. Significantly, the analysis reveals forms of discretional control that shape the creative design practice, of particular importance being the flexibility of planning guidance and the resulting room for interpretation. In theoretical terms, the article contributes to the discussion of how design – as an explorative search for solutions to problems in a particular spatial context – and design theory can contribute to an understanding of the multiple planning experiments emerging in this post-regulative era.

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.

The end of the laboratory developed test as we know it? Recommendations from a national multidisciplinary taskforce of laboratory specialists on the interpretation of the IVDR and its complications

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Paul C. D. Bank ◽  
Leo H. J. Jacobs ◽  
Sjoerd A. A. van den Berg ◽  
Hanneke W. M. van Deutekom ◽  
Dörte Hamann ◽  
...  
Keyword(s):  
Clinical Practice ◽  
The Netherlands ◽  
Medical Devices ◽  
Task Force ◽  
Large Impact ◽  
Guidance Document ◽  
Scientific Societies ◽  
Clinical Laboratories ◽  
The Impact

AbstractThe in vitro diagnostic medical devices regulation (IVDR) will take effect in May 2022. This regulation has a large impact on both the manufacturers of in vitro diagnostic medical devices (IVD) and clinical laboratories. For clinical laboratories, the IVDR poses restrictions on the use of laboratory developed tests (LDTs). To provide a uniform interpretation of the IVDR for colleagues in clinical practice, the IVDR Task Force was created by the scientific societies of laboratory specialties in the Netherlands. A guidance document with explanations and interpretations of relevant passages of the IVDR was drafted to help laboratories prepare for the impact of this new legislation. Feedback from interested parties and stakeholders was collected and used to further improve the document. Here we would like to present our approach to our European colleagues and inform them about the impact of the IVDR and, importantly we would like to present potentially useful approaches to fulfill the requirements of the IVDR for LDTs.

Professionals freaking out: the case of accreditation in Dutch higher education

2009 ◽  
Vol 21 (5) ◽  
pp. 473-485 ◽  
Author(s):  
Everard van Kemenade ◽  
Teun W. Hardjono
Keyword(s):  
The Netherlands ◽  
Design Methodology ◽  
Iso 9000 ◽  
Preliminary Survey ◽  
External Evaluation ◽  
Content Type ◽  
Evaluation Systems ◽  
System A ◽  
Engineering And Technology ◽  
Insight Into

PurposeThe purpose of this paper is to define what factors cause willingness and/or resistance among lecturers in universities towards external evaluation systems, especially accreditation.Design/methodology/approachA model has been designed to describe possible factors of willingness and/or resistance towards accreditation based on Ajzen and Metselaar. A literature review has been undertaken on the effects of external evaluation like ISO 9000 as well as accreditation systems such as Accreditation Board for Engineering and Technology and European Quality Improvement System. A questionnaire has been administered to a group of 63 lecturers from three departments at Fontys University in The Netherlands. The results of this preliminary survey have been presented to 1,500 academics in The Netherlands and Flanders to collect empirical data.FindingsResistance to accreditation can be found in the consequences of accreditation for the work of the lecturer (workload), negative emotions (stress and insecurity); the lack of knowledge and experience (help from specialists is needed); and lack of acceptance (other paradigm).Originality/valueThe paper provides more insight into the difficulties that organizations, especially universities, have to commit their employees to external evaluation. It might be possible to generalize the findings to other professionals in other organizations. Little research in this field has been undertaken so far.

On the Maximum Value of the Maximum Degree of Kinematic Chains

1987 ◽  
Vol 109 (4) ◽  
pp. 487-490 ◽  
Author(s):  
Hong-Sen Yan ◽  
Frank Harary
Keyword(s):  
Graph Theory ◽  
Maximum Degree ◽  
Design Methodology ◽  
Creative Design ◽  
Systematic Design ◽  
Kinematic Chains ◽  
Maximum Value ◽  
Mathematical Expressions

One of the major steps in the development of a systematic design methodology for the creative design of vehicle mechanisms is to obtain all possible link assortments, and then to generate the catalogs of kinematic chains. If the generalized mathematical expressions for the maximum value M of the maximum number of joints incident to a link of kinematic chains with N links and J joints can be derived, the process of solving link assortments can be more systematic. Using elementary concepts of graph theory, we derived explicit relationships for M for two regions of the J-N plane.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

scholarly journals BSc curricula in Architecture A comparison of The Netherlands: TU-Delft, TU-Eindhoven; Switzerland: ETH- Zürich; Belgium: KU-Leuven; Germany: TU-Berlin; Denmark: Aalborg-University; Italy: Roma 3; Spain: ETSAM Madrid, Portugal: University of Coimbra.

2013 ◽  
Author(s):  
Willemijn Wilms Floet
Keyword(s):  
International Students ◽  
The Netherlands ◽  
Design Education ◽  
First Year ◽  
Academic Education ◽  
Bachelor Of Science ◽  
Study Programme ◽  
Similarities And Differences ◽  
The Moment ◽  
Labor Specialization

At the moment the Faculty of Architecture in Delft counts over 3000 students. Yearly 600 first year fresh students were admitted until September 2011. A numerus clausus has already reduced this number to 450 and seems to work as a preventative measure. The current Delft agenda for the revision of the BSc curriculum is a triple one. The actualization of the ‘building assignment’ in the contemporary perspective of the profession is the first reason for reviewing the programme.  Sustainability and the shifted economic situation are changing the upcoming practice in scale, strategy and programme.  Virtual techniques and division of labor (specialization) are developing topics. The second reason for reflection is about shaking up ‘design education methodology’, which could be considered as periodical maintenance. The third and in fact leading reason for change comes from the political pressure to improve the ‘study success ‘ of our students.  In the Netherlands only 20 % of the university  grade students in technology succeeds to obtain the diploma for the three years BSc in four years’ time. The situation at our faculty is even worse: 17%. The aim is to improve this percentage up to 70%. The BSc curriculum will be restructured thoroughly from September 2013.   A national fund to promote and improve academic education in technology (WO Sprint) gave us the opportunity to carry out a comparative study on the curricula of schools of architecture as a mirror for our programme. Since 30 % of our MSc programme is composed of international students an European perspective is obvious.  Moreover, the final attainment level of the curricula is becoming a European matter. For the comparison we decided to select schools of architecture which are comparable to ours: education into a Bachelor of Science  (not a Bachelor in Arts), number of students and culture.   The questions we hope to answer are: What are the generalities and particularities, the similarities and differences of curricula  in Architecture? Which is the main content of the curricula? What is the main structure of the study programme? Which are the main (didactical) principles structuring the programme? Special attention is given to the content,  structure and organisation of design education.   Curricula are complex matters.  Most course programmes are a result of ‘faculty tradition’ and the backgrounds are not always explicit: for this comparison the principles were mainly interpreted from practice. Data were collected from a questionnaire,  course-descriptions, visitation reports and interviews with visiting teachers and international students studying in Delft. The curricula are mapped in diagrams, providing a very clear visual overview . The similarities and differences between schools of architecture are presented by a series of polarities as a range, structured in three categories: profile, programme structure, didactical principles.

scholarly journals DAILY PRACTICES AND PROCESSES OF TERRITORIALIZATION OF SETTLERS IN QUERÊNCIA DO NORTE, PARANÁ, BRAZIL

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
ELINE G. O. ZIOLI ◽  
FÁBIO S. RODRIGUES ◽  
EVANDRO L. GAFFURI ◽  
ELISA Y. ICHIKAWA
Keyword(s):  
Life History ◽  
Sense Of Belonging ◽  
Design Methodology ◽  
Daily Life ◽  
The State ◽  
Work Study ◽  
General Design ◽  
Work Routine ◽  
The Right ◽  
Analysis Of Narratives

ABSTRACT Purpose: To understand the processes of territorialization in the daily life and work routine of settlers in Querência do Norte, Paraná, Brazil. Originality/value: This work contributes to the context of discussions on territory and territorialization processes (Haesbaert, 2011; Raffestin, 1993, 2008; Saquet, 2008) in the daily life (De Certeau, 2014) of workers marginalized by society in general. Design/methodology/approach: We developed this qualitative article from data collected through eight life history interviews with settlers, pre-settlers, and residents of Querência do Norte, in the State of Paraná (PR). After transcribing the interviews, they went through an analysis of narratives. Findings: We identify that, through the practices of work, study and claims, the settlers territorialize the space, and there they create their own rules and norms of coexistence. In their struggles for land, it is clear that their place of belonging is the field, justifying the insistence on the struggle for the right to land to cultivate. The sense of belonging of the workers is represented by the struggle that unites them and places them as part of a larger movement. Placing men at the center of the construction of territoriality is accomplished through the daily struggle and work of the settlers and pre-settlers in Querência do Norte (PR).

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