An integrated digital design and manufacture studio for educating future product designers (original) (raw)
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As the use of digital tools by industrial/product designers continues to increase, it is timely to explore the potential for a completely digital curriculum for undergraduate education. A survey study was carried out with 96 graduating students to collect data on the use of conventional and digital design modelling tools. Opinion was also sought from practitioners on the potential of employing entirely digital techniques during professional practice. Results indicated that respondents tended to use a combination of conventional and digital design tools. Students were not familiar with the capabilities of some digital design tools that were commercially available and not fully exploiting digital sketching. The paper concludes that opportunities exist for the development of learning and teaching in this area of the industrial/product design curriculum and that further research is required to better understand some of the key issues.
A Thick Industrial Design Studio Curriculum
Proceedings, 24th National Conference on the Beginning Design Student, 2008
This paper describes an industrial design studio course based in a private university in Izmir, Turkey where second year industrial design students, for the first time, engage in a studio project. The design studio course emphasises three distinct areas of competence in designing that are the focus of the curriculum. They are; design process: the intellectual act of solving a design problem; design concept: the imagination and sensibility to conceive of appropriate design ideas; and presentation: the ability to clearly and evocatively communicate design concepts. The studio is 'thick' with materials, tasks and activities that are intentionally sequenced to optimise learning in a process that is known as educational 'scaffolding.' The idea of a process--a patient journey toward it's destination, is implicit in the studio that is full of opportunities for reflection-in-action. A significant feature is the importance placed on drawing and model making. An exemplary design process should show evidence of 'breadth'--meaning a wide search for solutions where a range of alternatives explored throughout; followed by an incremental refinement of the chosen solution where elements of the final design concept are developed thoroughly and in detail--called 'depth.' Learning to design is predicated on an engagement in and manipulation of the elements of the design problem. Evidence of that learning will be found by examining the physical materials and results of the design process. The assessment criteria are published with the brief at the outset of design project and outcomes are spelt out at the end. Students are remind throughout project of the criteria, which is to say they are reminded of pedagogical aims of the studio. Assessment criteria are detailed and the advantages of summative assessment are described.
Design Drawing-An Integrated Visualization System
2012
Over the past two decades, computers and advancements in software have revolutionized the Industrial Design process. Designers are able to accelerate the development schedules for products by utilizing the same software for design and visualization as engineers use for implementation. Two-dimensional rendering software has become so advanced and intuitive that photorealistic images of a design are generated to help the client believe the product has already been manufactured. The design industry is facing a growing problem, however, as students, required to learn more skills than ever before, are not gaining the drawing skills preferred by or needed for professional practice. Curricula once structured for sketching, rendering and technical drawing have been superseded by Computer Aided Design and graphic courses. Exacerbating the issue are challenges in standardizing Industrial Design curriculum across the spectrum of design schools; as a result students are graduating with a wide range of less-than-ideal skill sets. (Amit, 2010) This thesis will examine the phenomenon of drawing in the design process and propose a new concept for drawing pedagogy that may augment or replace existing curricula to accelerate acquisition of design drawing skills and more fully prepare the student for the design profession.
The Impact of the Digital Design Process on a Traditional Design Studio
To apprehend and apply the design concepts is directly related to the content of the education, the participation of the students in the design process and the design media facilities. The computer as a different design media affects the design process and also the design product. Accordingly, as a considerable fact, some of the courses in the architectural education program are based on the digital medium. However, enhancing the integration between the design courses, implemented in the studios, as a main part of the architectural design education and the digital media courses is contemplated as an actual requirement. In this context, regarding to the complement enclosure of this research, considering the affection of the transformations of the design pragmatics to the design educations, the traditional and the digital design methodologies are comparative underscored, and also the contributions of the digital design methodology to the traditional way of artificial manufacturing are analyzed during the development process of the design. For this purpose, the design theories, the digital design methodologies and accordingly the investigation properties about the construction of the theoretical conceptualization of the digital methodology, the approaches about the education and the design methodologies are literally overviewed. This comparative analysis had constituted the main comprehension of this inquisition.
CAD and rapid prototyping as an alternative of conventional design studio
… of the 2nd International Engineering and …, 2004
With the rapid advances in Computer Aided Design and Computer Aided Manufacturing, the traditional role of design studio is changing. The current market demand for increasing number of product versions and models, smaller batch runs, and shorter concept-to-market lead time has stimulated the research work on computeraided industrial design (CAID) and other relevant technologies for product design in the last few decades. CAD although helps in easy visualization but being a two dimensional virtual model in a computer monitor is devoid of tactile sense and form and size. Thus in spite of advances in CAD/CAID, physical model making remains an important and integral part of Industrial Design profession. This resulted in newer technology like Rapid Prototyping to fulfill the demands of this profession with an effort to replace traditional model making processes. This paper analyzes the trend and possibilities of these new technologies performing the existing role of a traditional design studio used for model making and prototyping in addition to the various advantages provided by these technologies. The paper concludes that the role of a design studio has changed from making of physical models in the traditional way to that of a computer aided design studio cum rapid prototyping and tooling center with all possible simulation and virtual reality gadgets.
Utilising digital design and rapid prototyping tools in design education
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This paper presents a formal framework for utilising different digital design and rapid prototyping technologies in design education. The framework has been applied in a studio created for a mixed cohort of tertiary students from architecture and industrial design. A comprehensive survey was conducted at the end of the course as a means for evaluation, and for student self-reflection. This paper reports the experiences in conducting the studio and the student perceptions of their design processes and outcomes whilst confronting these tools. The paper provides insight into the application of digital design and rapid prototyping tools in design education, supported by a qualitative analysis of the survey result.
The Design Studio as Teaching/Learning Medium - A Process-Based Approach
International Journal of Art & Design Education, 2006
This article discusses a design studio teaching experience exploring the design process itself as a methodological tool. We consider the structure of important phases of the process that contain different levels of design thinking: conception, function and practical knowledge as well as the transitions from inception to construction. We show how this approach to the design process allows the possibility of addressing elusive issues that underlie the practice of design.
Athens: ATINER’S Conference Paper Series. No. ARC2017-2317, 2017
In the last decades, the continuous development of digital technologies and their use in studios of architecture have redefined how the buildings are conceived, designed and produced. At the same time, these digital technologies have fostered the emergence of innovative forms of architectural practice based on collaborative working methods. Architectural education is not left out of these changes. A new kind of professional is needed to act professionally in these new working environments. At present, the architect has to be able to collaborate in multidisciplinary teams and to achieve an instrumental and social mastery of digital technologies. In this context, the challenge of schools of architecture nowadays is to review the traditional pedagogic models to develop methods of learning that enable them to adapt to the current professional situation. Thus, the Design Studio (considered as the core of education in architecture) needs a reconceptualization to change the way architects should learn. The implementation of different digital technologies -like BIM, parametric design and digital fabrication- in the Design Studio can help to transform it into a new integrated and experimental learning space. Consequently, we can see today the Design Studio as a network of places where different types of learners and institutions can participate in the design process, and, simultaneously, collaborate in the creation of the architectural knowledge. This paper reviews the recent adoption of the aforementioned tools in education by describing some successful cases in different universities. It summarizes the benefits of using these tools in training students who gain expertise at digital labs which could be carried out through a network of physical and virtual learning spaces. The paper concludes that the gap between academia and the professional field would be filled by changing the Design Studio to a Digital Design Lab.
eCAADe proceedings, 2022
In our current crisis-prone society, the competency to adapt to novel conditions is challenged increasingly. Additionally, due to increased costs and declined availability of materials and energy, architectural education requires a closer relationship to materialization and fabrication. However, due to the multiple lockdowns over the course of the COVID-19 health crisis, the student design process is strongly dematerialized, and their problem-solving competency is increasingly simplified. Therefore, to secure skills in materialization and fabrication in architectural programmes and concurrently emphasize creative and complex problem solving, in this study, an integrated learning environment called the Fabrication Studio is designed. Next, this learning environment design, where a design studio is paired with a course in Design Research and Critical Thinking, is tested with architectural students. Conclusions based on the results are made and finally, thoughts on future research are introduced.