Figure - available from: International Journal of Technology and Design Education
This content is subject to copyright. Terms and conditions apply.
Source publication
In this work a matrix-type tool is used to assist design-engineering students to develop product design projects. The ‘specifications-factors-concepts matrix’ or SFCM is proposed as a specific tool to organize and relate product requirements, design factors and projected solutions. Taking into account the early stages of the design process, two typ...
Similar publications
Many Industrial Design professionals in Spain have difficulties when it comes to getting a job related to their field. They also have difficulties incorporating into the labor market as what they have learnt as students does not correspond with the demands of the labour market as far as industrial designers are concerned. By using a nationally repr...
Over the decades, manufacturing firms have tried to Design for Manufacturability merely by exhorting industrial design engineers to create more producible-designs. This is most often achieved by considering the available manufacturing system capability for the product development, and it is common to run into troubles in many cases due to barriers...
During the last years, the differences between industrial design and engineering design have become increasingly blurred. The two disciplines show interferences regarding their methods, problems and ideas. Fundamentally, they also share the term 'design' which addresses industrial design as well as engineering design. This is visible particularly i...
Resumen
La creación y el desarrollo de productos a través de la disciplina del Diseño industrial, requiere la aplicación de una Metodología Proyectual de Diseño, por medio de la cual se realizan todas las etapas necesarias para configurar un nuevo producto. Las metodologías tradicionales del diseño ofrecen una serie de herramientas que permiten exp...
This article explores the three disciplines joint work to increase SMEs competitivenes, by incorporating non-traditional innovation factors as part of Innova Bío-Bío pilot experience, the Agency of Technology of Bío Bío Region in Chile which offers public pilot programs to universities, where 45 students from three different disciplines, Industrial...
Citations
... Our review revealed that many articles consider design methodology as a synonym to design thinking and that this approach has both supporters and opponents within the field. The supporters to include design thinking as an objective, find that although design thinking includes the idea of iteration, other design methodologies should be taught as well (Santolaya et al., 2018). When taught broader frameworks, students practice structured, and iterative design process thinking (Rodgers et al., 2017). ...
... Next, research-through-design, is proposed as crucial LA in design curricula as design education struggles with the perception that there is no real scientific content (Bertoni, 2019). The specific activities to develop a stronger link between design and science include: research-led project briefings (Thiessen & Kelly, 2017), teaching design theory based on research-through-design, experiments of making something and trying it out (Lloyd, 2019), and the implementation of a framework for these experiments using a matrix, product specifications and design factors (Santolaya et al., 2018). ...
Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps.
... The last scenario proposes for design education to develop a stronger science-based curriculum as design education, in the past, has been struggling with the perception that there is no real scientific content (Bertoni, 2019). Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). ...
... Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). However, this approach might not match how others view the design discipline should evolve. ...
Proceedings of the DRS LEARN X DESIGN 2021: 6th International Conference for Design Education Researchers
Engaging with Challenges in Design Education: 10th Anniversary of the International Conference for Design Education Researchers
Editors: Erik Bohemia; Liv Merete Nielsen; Lusheng Pan; Naz A.G.Z. Börekçi & Yang Zhang
Section Editors: Úrsula Bravo; Catalina Cortés; Jeannette LaFors; Fabio Andres Telle; Natalia Allende; Eva Lutnæs; Karen Brænne; Siri Homlong; Hanna Hofverberg; Ingvill Gjerdrum
https://learnxdesign.net/lxd2021/
... The last scenario proposes for design education to develop a stronger science-based curriculum as design education, in the past, has been struggling with the perception that there is no real scientific content (Bertoni, 2019). Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). ...
... Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). However, this approach might not match how others view the design discipline should evolve. ...
Proceedings of the DRS LEARN X DESIGN 2021: 6th International Conference for Design Education Researchers
Engaging with Challenges in Design Education: 10th Anniversary of the International Conference for Design Education Researchers
Editors: Erik Bohemia; Liv Merete Nielsen; Lusheng Pan; Naz A.G.Z. Börekçi & Yang Zhang
Section Editors: Úrsula Bravo; Catalina Cortés; Jeannette LaFors; Fabio Andres Telle; Natalia Allende; Eva Lutnæs; Karen Brænne; Siri Homlong; Hanna Hofverberg; Ingvill Gjerdrum
https://learnxdesign.net/lxd2021/
... The last scenario proposes for design education to develop a stronger science-based curriculum as design education, in the past, has been struggling with the perception that there is no real scientific content (Bertoni, 2019). Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). ...
... Currently, some strongly believe that design choices should be based upon objective scientific-based measured parameters instead of designers purely relying on intuition to guide them in the decision-making process (Bertoni, 2019;Lloyd, 2019;Santolaya et al., 2018). It is argued to achieve this through research-led project briefings (Thiessen & Kelly, 2017), including experiments of making something and trying it out (Lloyd, 2019), and conducting experiments using matrices with product specifications (Santolaya et al., 2018). However, this approach might not match how others view the design discipline should evolve. ...
This chapter will discuss how European studies focused on design challenges and design products. It will present examples of design challenges and products that support critical thinking. It provide a review from European perspective to discuss the scarcity of design challenges/products.
