scholarly journals The Pandemic and This Issue of Design Education

Cubic Journal ◽  
2021 ◽  
pp. 16-19
Author(s):  
Jae-Eun Oh ◽  
Francesco Zurlo
Keyword(s):  
Hong Kong ◽  
Design Education ◽  
Design Research ◽  
Design Work ◽  
Digital Platforms ◽  
First Semester ◽  
Difficult Time ◽  
Rapid Responses ◽  
Growing Pains ◽  
Digital Pedagogies

When we first initiated a call for this issue on design education, never could we have imagined or foreseen what lay ahead. Since late 2019, Hong Kong has gone through an enormously difficult time. First, spikes of social unrest, rapidly followed by COVID-19. Half of the first semester of the 2019 – 2020 academic year, as skirmishes closed in on The Hong Kong Polytechnic University campus, all courses had to move over to available and often misunderstood online platforms. As the situation finally subsided, the virus emerged, impacting the commencement of the second semester, and the overall delivery modes of a structured curriculum for an entire year. Both faculty and students of the School of Design lived and worked in high hopes to return to faceto- face teaching sooner, rather than later. In time, hope conceded to a stark reality that online, the virtual and the digital models of education, have moved into focus as the main and primary modes of education. Long gone are the days of the digital as a mere supplemental or peripheral possibility. The digital reality presented other challenges to design education: ensuring credible and authentic outcomes for each of the design disciplines within a non-studio setting, the expression of ideas, or demonstrating principles across and through digital platforms with the additional burdens of a digital generation that instantaneously become camera shy. Or, in the extreme the mistrust shown by students that reviewers may not understand the design work without a physical presence. Moving one year forward, the growing pains of digital pedagogies has caused an instantaneous maturing of educators, those being educated, and of what is said, shown and discussed. Somehow, the global body of design environments have collectively responded to these and more local challenges, yet again transforming the specifics of digital pedagogies across unexplored territories. The following series of images attest to the resilience of digital pedagogies and design institutions. May this stand as a testament to rapid responses, individuals who took the reins, and how educators shape the future of design, design-research and ultimately how design is carried forward across generations.

scholarly journals Establishing Analogy Categories for Bio-Inspired Design

Designs ◽  
2018 ◽  
Vol 2 (4) ◽  
pp. 47 ◽  
Author(s):  
Jacquelyn Nagel ◽  
Linda Schmidt ◽  
Werner Born
Keyword(s):  
Analogical Reasoning ◽  
Design Research ◽  
Design Method ◽  
Biological Systems ◽  
Design Pedagogy ◽  
Biological Inspiration ◽  
Research And Teaching ◽  
Difficult Time ◽  
Behavior Learning ◽  
The Common

Biological systems have evolved over billions of years and cope with changing conditions through the adaptation of morphology, physiology, or behavior. Learning from these adaptations can inspire engineering innovation. Several bio-inspired design tools and methods prescribe the use of analogies, but lack details for the identification and application of promising analogies. Further, inexperienced designers tend to have a more difficult time recognizing or creating analogies from biological systems. This paper reviews biomimicry literature to establish analogy categories as a tool for knowledge transfer between biology and engineering to aid bio-inspired design that addresses the common issues. Two studies were performed with the analogy categories. A study of commercialized products verifies the set of categories, while a controlled design study demonstrates the utility of the categories. The results of both studies offer valuable information and insights into the complexity of analogical reasoning and transfer, as well as what leads to biological inspiration versus imitation. The influence on bio-inspired design pedagogy is also discussed. The breadth of the analogy categories is sufficient to capture the knowledge transferred from biology to engineering for bio-inspired design. The analogy categories are a design method independent tool and are applicable for professional product design, research, and teaching purposes.

TCS in Action

1998 ◽  
Vol 12 (1) ◽  
pp. 55-58
Author(s):  
Alison Chappell
Keyword(s):  
Hong Kong ◽  
South China ◽  
Management System ◽  
Design Research ◽  
Industrial Design ◽  
New Products ◽  
Research Centre ◽  
Design Management ◽  
Improved Design

UK houseware product suppliers Cannie plc and Brunei University's Design Research Centre established a TCS Programme in 1994. Its objective was to develop an improved design management system for Cannie, at the same time developing several new products over a two-year period. Young graduates taking part in the TCS are eligible to compete for an annual Scholarship giving the opportunity to visit Hong Kong and South China for up to six weeks. The author, an Industrial Design graduate taking part in the Cannie plc TCS, was the winner of a Scholarship that took place in April 1997. She discusses the objectives, achievements and benefits of a trip taken at such a poignant time in the former British colony's history.

scholarly journals Exploring traditional thread-making and simple weaving used in OPP lamination film upcycling for ecologically responsible textile craft

2021 ◽  
Vol 905 (1) ◽  
pp. 012030
Author(s):  
R E Santoso ◽  
L A Utami
Keyword(s):  
Design Education ◽  
Design Research ◽  
Raw Materials ◽  
Plastic Waste ◽  
Raw Material ◽  
Environmental Care ◽  
Traditional Technology ◽  
Cradle To Cradle ◽  
Craft Community ◽  
Woven Textile

Abstract Aiming for sustainable eco-friendly craft/design practice, this design research explored upcycling-practice of OPP plastic waste using traditional technology to create an alternative raw material for textile craft. By combining cultural investigation into the textile-making tradition with Cradle-to-Cradle design principles, we identified the potential of traditional technology as an ecologically responsible production process. We also developed upcycling method to process OPP plastic waste material. This research resulted in: (1) thread-making techniques that produce different sizes of thread as raw materials and hand-woven textile, (2) revitalized endangered indigenous technology of craft-making that had been a part of human-nature ecology, (3) eco-design education that can be accepted by local textile craft community, and (4) textile craft products that express the local identity and promote environmental care.

scholarly journals DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 488 ◽  
Author(s):  
Andra Irbīte ◽  
Aina Strode
Keyword(s):  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Social Economic ◽  
Interdisciplinary Cooperation ◽  
Public Higher Education ◽  
Traditional Design ◽  
Systems Requirements ◽  
Research And Education ◽  
Is Design

Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas:  both in development of design projects and outside of traditional design practice.  It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.  

scholarly journals Design Learning for Tomorrow — Design Education from Kindergarten to PhD

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Liv Merete Nielsen ◽  
Karen Brænne ◽  
Ingvill Gjerdrum Maus
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Design Research ◽  
International Association ◽  
Research Society ◽  
Decision Makers ◽  
Good Time ◽  
Art And Design ◽  
Design Learning ◽  
Traditional Songs

This issue of FORMakademisk is built upon papers from the DRS//CUMULUS Oslo 2013 con­fer­ence — 2nd International Conference for Design Education Researchers — at Oslo and Akershus University College of Applied Sciences (HIOA) 14-17 May 2013 in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow — Design Education from Kindergar­ten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17th of May, Norway National Day, with traditional songs and a children’s parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than ‘professional’ designers; they should also include the general public as ‘conscious’ consumers and decision makers with responsi­bility for quality and longevity, as opposed to a ‘throw-away’ society.

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.

Data-driven activity reform: employing design research to improve scaffolding and concept development

2021 ◽  
Author(s):  
Brianna L. Minshall ◽  
Ellen J. Yezierski
Keyword(s):  
General Chemistry ◽  
Learning Outcomes ◽  
Design Research ◽  
Concept Development ◽  
Learning Cycle ◽  
Bond Breaking ◽  
First Year ◽  
Data Set ◽  
First Semester ◽  
Chemistry Learning

For six semesters, activities have been incorporated into first year general chemistry courses in an effort to build student conceptual chemistry knowledge. The activities follow a learning cycle pedagogy (similar to Process Oriented Guided Inquiry Learning or POGIL activities) and consist of guiding questions involving animations, models, simulations, or a data set and are completed by students working in groups. The efficacy of the learning cycle approach and learning outcomes from POGIL and other similar initiatives have been well studied; however, examining how scaffolding in chemistry learning cycles can improve learning outcomes has not been well studied. In Fall 2016, an activity was implemented in a first semester general chemistry course that focused on energy changes during bond breaking and bond making. The data showed that, even after working with the PhET Atomic Interactions simulation guided by the activity, about half of the students in the sample (N = 55) still thought bond-breaking was an exothermic process, even though they collected data from the simulation that indicated otherwise. After analyzing student answers, the activity was redesigned to increase scaffolding and improve concept development. Students’ performance improved greatly with the implementation of the second activity with 82% of students (N = 34) able to identify and distinguish between exothermic and endothermic processes. Results have implications for applying research-based techniques to activity development to improve students’ conceptual understanding in chemistry.

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