CHIMERA

Wearable technologies draw on a range of disciplines, including fashion, textiles, HCI, and engineering. Due to differences in methodology, wearables researchers can experience gaps or breakdowns in values, goals, and vocabulary when collaborating. This situation makes wearables development challenging, even more so when technologies are in the early stages of development and their technological and cultural potential is not fully understood. We propose a common ground to enhance the accessibility of wearables-related resources. The objective is to raise awareness and create a convergent space for researchers and developers to both access and share information across domains. We present CHIMERA, an online search interface that allows users to explore wearable technologies beyond their discipline. CHIMERA is powered by a Wearables Taxonomy and a database of research, tutorials, aesthetic approaches, concepts, and patents. To validate CHIMERA, we used a design task with multidisciplinary designers, an open-ended usability study with experts, and a usability survey with students of a wearables design class. Our findings suggest that CHIMERA assists users with different mindsets and skillsets to engage with information, expand and share knowledge when developing wearables. It forges common ground across divergent disciplines, encourages creativity, and affords the formation of inclusive, multidisciplinary perspectives in wearables development.

Designing biomimetic robots: iterative development of an integrated technology design curriculum

In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking, support problem solving, and develop interest while supporting knowledge gains (NAE & NRC in STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. National Academies Press, Washington, 2014). The Designing Biomimetic Robots project emphasizes problem-based learning to integrate engineering, science, and computational thinking (CT). During a 3 to 4-week unit, students study the natural world to learn how animals accomplish different tasks, then design a robot inspired by what they learned. The project engages students in science, engineering, and CT practices. Over the course of a 3-year project, we used a design-based research approach to: (1) identify and describe strategies and challenges that emerge from integrated curriculum design, (2) explicate how a balance of integrated disciplines can provide opportunities for student participation in science, engineering, and CT practices, and (3) explore how a technology design task can support students’ participation in integrated learning. Data from three focal groups (one from each year of the project) suggest that a focused design task, supported by explicit and targeted supports for science, CT, and engineering practices, led to a student technology design process that was driven by disciplinary understanding. This work highlights the importance of drawing out and prioritizing alignments between disciplines (Barber in Educ Des, 2(8), 2015), to enable integrated learning. Additionally, this work demonstrates how a technology design task can support student learning across disciplines, and how engaging in CT practices can further help students draw these connections.

Penguatan kompetensi perancangan mesin melalui pelatihan computer-aided design bagi mahasiswa dan alumni teknik mesin (Strengthening of machine design skills through the computer-aided design training for mechanical engineering students and alumni)

ABSTRAKTujuan dilaksanakan pengabdian ini untuk memperkenalkan dan memberikan pelatihan penggunaan perangkat lunak Autodesk Inventor untuk memproduksi gambar teknik berbasis Computer-aided Design (CAD) menurut International Organization for Standardization (ISO). Metode yang dilaksanakan melalui teori, praktik dan diskusi serta penyelesaian tugas perancangan mesin secara mandiri dan berkelompok. Materi pelatihan meliputi gambar kerja, pengenalan dasar CAD, pemodelan gambar two-dimensional (2D) dan three-dimensional (3D), perakitan dan presentasi model 3D. Evaluasi kegiatan dinilai mengacu pada kesiapan penyelesaian tugas perancangan dan kesesuaian hasil gambar menurut standar ISO. Berdasarkan hasil pelatihan CAD tingkat dasar diperoleh capaian dimana peserta telah menyelesaikan materi pembekalan menggambar teknik dan berhasil menyelesaikan tugas perancangan yang diberikan. Tugas proyek perancangan yang diberikan menuntut penguasaan dalam hal membuat model 3D dari gambar sketsa 2D, membuat gambar susunan, membuat gambar kerja dan menyajikannya dalam format presentasi model bergerak. Keberhasilan menyelesaikan tugas tersebut mengindikasikan bahwa para peserta paham dan mampu mengoperasikan perangkat lunak Autodesk Inventor. Kesimpulan, kemampuan dasar ini dapat dijadikan bekal untuk pengembangan diri peserta dalam pengembangan dan penguasaan CAD tingkat lanjut. Kegiatan ini memberikan kontribusi berdasarkan tingginya animo untuk mengikuti pelatihan hingga akhir dan menyelesaikan tugas, dan juga memberikan dampak secara tidak langsung kepada persiapan tenaga terampil CAD pada industri di Aceh.Kata kunci: perancangan berbantuan komputer; gambar teknik 2D/3D; Autodesk InventorABSTRACTThe purpose of this service is to introduce and provide training on the use of Autodesk Inventor software to produce Computer-aided Design (CAD) based technical drawings according to the International Organization for Standardization (ISO). The method is carried out through theory, practice, and discussion, as well as completing machine design tasks independently and in groups. The training materials include working drawings, basic introduction to CAD, two-dimensional (2D) and three-dimensional (3D) drawing modeling, assembly, and presentation of 3D models. Evaluation of activities assessed refers to the readiness to complete the design task and the suitability of the drawings according to ISO standards. Based on the results of the basic level CAD training, there were achievements where participants had completed the technical drawing briefing material and completed the given design task. The design project task given requires mastery in terms of making 3D models from 2D sketch images, making layout drawings, making working drawings, and presenting them in a moving model presentation format. Successful completion of the task indicates that the participants understand and can operate the Autodesk Inventor software. In conclusion, this basic ability can be used as a provision for participants' self-development in the development and mastery of advanced CAD. This activity contributes based on the high interest in participating in training to the end and completing assignments and also has an indirect impact on the preparation of skilled CAD workers in the industry in Aceh.Keywords: computer-aided design; 2D/3D engineering drawing; Autodesk Inventor

Concept2Robot: Learning manipulation concepts from instructions and human demonstrations

We aim to endow a robot with the ability to learn manipulation concepts that link natural language instructions to motor skills. Our goal is to learn a single multi-task policy that takes as input a natural language instruction and an image of the initial scene and outputs a robot motion trajectory to achieve the specified task. This policy has to generalize over different instructions and environments. Our insight is that we can approach this problem through learning from demonstration by leveraging large-scale video datasets of humans performing manipulation actions. Thereby, we avoid more time-consuming processes such as teleoperation or kinesthetic teaching. We also avoid having to manually design task-specific rewards. We propose a two-stage learning process where we first learn single-task policies through reinforcement learning. The reward is provided by scoring how well the robot visually appears to perform the task. This score is given by a video-based action classifier trained on a large-scale human activity dataset. In the second stage, we train a multi-task policy through imitation learning to imitate all the single-task policies. In extensive simulation experiments, we show that the multi-task policy learns to perform a large percentage of the 78 different manipulation tasks on which it was trained. The tasks are of greater variety and complexity than previously considered robot manipulation tasks. We show that the policy generalizes over variations of the environment. We also show examples of successful generalization over novel but similar instructions.

Enumeration and instantaneous mobility analysis of a class of 3-UPU parallel manipulators with equilateral triangular platforms

In this study, several joint axis orientations on equilateral platforms and the limbs of 3-UPU parallel manipulators (PMs) are examined. The generated joint layouts for the platforms were matched with each other to generate and enumerate manipulator architectures based on certain assumptions. The structures of thus obtained manipulators are examined and limb types were determined. These limb types were analyzed using screw theory. The instantaneous mobility of the manipulators and the motion characteristics of the moving platforms are tabulated. The finite mobility analysis of one of the manipulators is performed using a software package as an example. Among several different 3-UPU PM architectures, 118 novel 3-UPU PMs with non-parasitic 3-degrees-of-freedom are significantly important. The classified 3-UPU PMs with determined motion characteristics can be used by researchers as a design alternative for their specific design task.

The Use of Analogies and the Design Brief Information: Impact on Creative Outcomes

This study is aimed at ways to assess and improve design students’ creative outcomes and assist educators in crafting design briefs for design studios. The procedure entails a controlled yet analytical experiment in a university setting intended to test the potential of using analogical thinking to enhance the Novelty and Usefulness of design solutions. The control group received a brief that contained stimuli in the form of typical examples without instructions to use analogies. A second group was provided with a brief including stimuli elicited by text representations in the form of word pairs, and instructions to use textual analogies. The last group received the same stimuli as the other groups above; however, with instructions to identify negative features before using textual analogies. One hundred and seven first-year undergraduate students took part in the study. The results demonstrated that design briefs with specific instructions to use textual-based analogies contributed to highly novel outcomes. However, when analogies were elicited by statements concerning negative issues of the design task, students were able to produce more useful outcomes. We suggest that textual-based analogies can be employed as a good in-class pedagogical tool for improving novice designers’ creative outcomes overall.

CORRELATING DESIGN PERFORMANCE TO EEG ACTIVATION: EARLY EVIDENCE FROM EXPERIMENTAL DATA

This paper presents an EEG (Electroencephalography) study that explores correlations between the neurophysiological activations, the nature of the design task and its outputs. We propose an experimental protocol that covers several design-related tasks: including fundamental activities (e.g. idea generation and problem-solving) as well as more comprehensive task requiring the complex higher-level reasoning of designing. We clustered the collected data according to the characteristics of the design outcome and measured EEG alpha band activation during elementary and higher-level design task, whereas just the former yielded statistically significant different behaviour in the left frontal and occipital area. We also found a significant correlation between the ratings for elementary sketching task outcomes and EEG activation at the higher-level design task. These results suggested that EEG activation enables distinguishing groups according to their performance only for elementary tasks. However, this also suggests a potential application of EEG data on the elementary tasks to distinguish the designers' brain response during higher-level of design task.

QUANTUM COMBINATORIAL DESIGN

Combinatorial Design such as configuration design, design optioneering, component selection, and generative design, is common across engineering. Generating solutions for a combinatorial design task often involves the application of classical computing solvers that can either map or navigate design spaces. However, it has been observed that classical computing resource power-law scales with many design space models. This observation suggests classical computing may not be capable of modelling our future design space needs.To meet future design space modelling needs, this paper examines quantum computing and the characteristics that enables its resources to scale polynomially with design space size. The paper then continues to present a combinatorial design problem that is subsequently represented, constrained and solved by quantum computing. The results of which are the derivation of an initial set of circuits that represent design space constraints. The study shows the game-changing possibilities of quantum computing as an engineering design tool and is the start of an exciting new journey for design research.

Design Thinking for Computer-Aided Co-Design in Architecture and Urban Design

Bringing the designer’s concept to the non-design expert’s communicative level requires a significant understanding of the communication media. Primarily the design communication depends on the type of the tools used. Virtual tools with their pre-set operability limit the designer’s ways of interaction with the artefacts. This article proposes a framework for designers to interact with non-design experts through an enhanced communicative media. The design framework indicates steps of design thinking to develop the interface by understanding both the virtual artefacts’ perceptual affordance to the users and the design task. The paper discusses about projects tested in three different scenarios, urban design, architecture, and product design. It concludes with the arguments on designers’ role as authors of the system design.