Educational model of technique of expression development for PSS Design methodology - focused on Basic Design Education -

2013 ◽  
Vol 14 ◽  
pp. 145
Author(s):  
Jea Ho Moon
Keyword(s):  
Design Education ◽  
Design Methodology ◽  
Basic Design ◽  
Educational Model

scholarly journals REFLECTING ON THE USE OF DESIGN METHODOLOGY IN ENGINEERING DESIGN EDUCATION

2019 ◽  
Author(s):  
S. Li ◽  
G. Gress ◽  
P. Ziadé
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Course Delivery ◽  
Engineering Design Education ◽  
Need Support ◽  
Design Activities ◽  
Design Ideas ◽  
Context Free ◽  
Capstone Design

In the teaching of engineering design, it may be common to use design methodology (DM), as documented in several textbooks, in the course delivery.  However, considerable drawbacks could be observed in our case when DM is taken as the major guidance for a capstone design course. We argue that DM tends to prescribe some context-free methods and procedures, which cannot be easily applied by students to their capstone design projects. At the same time, we observe that students need support to characterize a design problem, integrate technical knowledge in design activities and verify design ideas. These aspects require analytical and critical thinking, where DM may not be particularly helpful for students. In the five-year journey of deemphasizing DM in a capstone design course, we have explored and examined various pedagogical approaches such as online modules, design labs and peer evaluations.  Without the teaching of DM, the pedagogical strategy needs to be carefully planned to deliver specific learning in engineering design.  

scholarly journals Teaching/Learning Strategies Through Art: Art and Basic Design Education

2015 ◽  
Vol 182 ◽  
pp. 428-432 ◽  
Author(s):  
Asu Besgen ◽  
Nilgun Kuloglu ◽  
Sara Fathalizadehalemdari
Keyword(s):  
Learning Strategies ◽  
Design Education ◽  
Basic Design ◽  
Teaching Learning

Towards a Personalised Learning in Basic Design Studio: The use of Neuropsychological Tests

2017 ◽  
Vol 4 (11) ◽  
pp. 200-204
Author(s):  
Aktan Acar
Keyword(s):  
Educational Psychology ◽  
Neuropsychological Tests ◽  
Design Education ◽  
Architectural Design ◽  
Instructional Methods ◽  
Design Studio ◽  
Basic Design ◽  
Key Factors ◽  
Personalised Learning ◽  
Learning Domains

Basic design education was conventionally structured around standardised lesson plans and instructional methods. Although each architectural school considers itself as an ecole, the content and the methods of basic design courses mostly follow a particular layout. The principles or qualities, elements and compositional rules of design constitute the content, whereas the methods can vary according to the instructors. These content and dependent methods consider students as passive receivers, whereas students of basic architectural design course should be active learners, participants and even contributors to the process. Hence, it is of importance to consider the students as individuals with particular skills and learning domains. The characteristics of each student should be depicted. In this way, it could be possible develop personalised learning methods and more active and productive basic design studios. This study aims to present methods of educational psychology, particularly neuropsychological tests as key factors of personalised learning in studios. Keywords: Basic design studio, educational psychology, neuropsychological tests.

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.

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