Design in the real world (original) (raw)
2016
The descriptive-normative dimension 5.5. The degree of situadedness 6. Scientific positioning of design and rehabilitation engineering 6.1. Relationship to other sciences 6.2. Natural sciences 6.3. Phronesis 6.4. Science based on statistics versus science based on case studies 6.5. Grounded theory 6.6. Phenomenology 7. The need for further conceptual work References Example: Support in the design situation on the detailed level. A game for people with cognitive limitations called "The Plumber" was developed and used. What was most important was not the actual prototype, but the principles that were discovered through its development and usage concerning rules for taking turns, simplified dice, the elimination of some rules and visualization of others. These principles can then be used for other games. The results in the doctoral dissertation Customer-Oriented Product Development indicate that user-produced ideas might not only be relevant and useful, but also technically innovative [Magnusson, 2003]. Example: The shopinette. When Elisabeth, 84, didn't have a practical vehicle with which to go shopping, she invented one: a kick scooter with room for a shopping bag on the foot platform [Svenska Dagbladet, 2003]. The prize-winning shopinette fulfills all the requirements for stability, space, steering and braking which were obvious and necessary features for her. At the same time it provides food for thought-that contemporary design and technical developments so far have devoted so little time to such an important area as Elderly People and Design [Jönsson, B., 2003].
Design Research: Current Status and Future Challenges
2014
This paper presents a broad review of progress in design research in recent years, before making suggestions for some key research challenges that must be resolved if the grand societal challenges of the early 21st century are to be overcome. The review builds from the foundations in systematic and methodological approaches to design developed in the later decades of the 20th century through to recent research presented especially in the International Conference in Engineering Design (ICED) series of conferences. The consolidated research themes of the ICED conferences are presented together with an exploration of topics of particular focus in recent research before describing developments in research methodology and in design theory which form a foundation for current research in the subject. It is proposed that the present status is that a consolidated view of design can be formed based on accumulated recent research results. A suggested curriculum for design based on these is pre...
The design process. Past, present, and future.
A strange phenomenon is presented when we approach the subject of design and trends when we consider terms of education, since much has been set for the first two terms (design and trends), but what about the education of it, more specifically in Industrial Design? In the brief history of the practice, different trends have been experienced, which have led to changes not only in terms of how are designed objects of the daily lives of people, but also in the way in which Industrial Design is considered, which then undoubtedly affects the education of future designers. Through a retrospective which shows the evolution of the components considered for the configuration of objects, starting from the Industrial Revolution, passing through different movements like Arts & Crafts, Bauhaus, Functionalism, Post-modernism, and concluding with our days, is seen how the dominant vectors, by tradition, as the form and function, have been overcome due to different requirements (for both users and global market), allowing the inclusion of other vectors, such as technology, the generation of experiences, and the value of innovation. Following this trend, and considering others in a globally scale, such as accelerated education and the importance that will represent the creative industries in the future, it is highlighted the need to reconsider the way in which students are formed in design, especially what regards to the design process, the way they approach problems, and how they proceed to provide a solution, embodied in an object or service. Disassociating from any mystical relationship in the generation of ideas, and a linear process that could lead to the same results always, it is proposed a design process in a fluctuating way, which can mutate and is totally dependent on the needs of the project or problem. This will provide the possibility to students to implement a methodology that enables the adaptability, experimentation and rationality needed to develop a successful design process which results in a product with a high design value contribution.
Safety Innovation and Integration in High-Performance Designs: Benefits, Motivations, and Obstacles
Practice Periodical on Structural Design and Construction
Design plays a vital role in the building process. As the demand for design creativity and innovation continue s to grow, high-performance designs have received significant attention in the built environment. Ideally, high-performance designs are expected to address customer demands with regard to the physical performance of the design while ensuring technical feasibility as well as economic and social viability. Among social viability goals, a design should respond in a practical and creative manner to the needs of field personnel by employing innovation in such a way as to minimize safety risk in the workplace. However, in reality, highperformance design thinking does not explicitly account for worker health and safety. Therefore, such design elements can be associated with substantial safety risks to those who assemble, operate, and maintain a facility due in part to the complexity of the design resulting from the high demand for innovation. Innovation is defined as the process of integrating new, effective systems and techniques into a process. With regard to design, this integration can be problematic given the complexity and risks it may introduce to construction and maintenance operations. The purpose of the present paper is to support the premise that worker health and safety should be integrated into the design process as an integral part of innovation. This process can be facilitated by the implementation of a new design approach, referred to as Prevention through Design (PtD). PtD is an effective and practical method of addressing worker health and safety early in the design process. This paper provides examples to incorporate PtD practices into the design process and discussion to highlight motivations and enablers of integrating worker health and safety in high-performance project designs. Discussion and information provided in this paper are expected to benefit design professionals and practitioners who are interested in pursuing designs that yield innovative yet safe outcomes.
Industrial Design - New Frontiers
A new breed of modern designers is on the way. These non-traditional industrial designers work across disciplines, understand human beings, business and technology thus bridging the gap between customer needs and technological advancement of tomorrow. Whether by using unique manufacturing processes like rapid prototyping and laser cutting or by celebrating beautiful materials like organics, concrete or silicon, they are successfully evolving industrial design according to user’s needs and engagement with their product. This book uncovers prospective designer techniques and methods of a new age of industrial design, whose practitioners strive to construct simple and yet complex products of the future. The nine chapters in this book report on the novel frontiers of the new era of industrial design and how these are being tackled, in what concerns the design process, in illustrating the use of new technologies in design and in terms of the advancement of culturally inspired design. The first section of the book is on design and new technologies, covering the themes of technology as a determinant of object shape, knowledge-based engineering for supporting design and product instructions in the digital age. The second section deals with culturally inspired design from both a practice and an educational viewpoint. The last section covers several approaches to innovation in the design process, including biologically inspired design, product design with embodiment design viewed in a new perspective, disruptive innovative designs, and an example of the application of TRIZ principles to design. The diverse perspectives taken by the authors of this book ensure stimulating reading and will assist readers in leaping forward in their own practice of industrial design and in preparing new design research that is relevant and aligned with the current challenges of this fascinating field. Denis Coelho and Abir Mullick Professor Denis A. Coelho Human Technology Group (Director) Masters Program in Industrial Design Engineering (Coordinator) Product Development and Prototyping Laboratory (Head) Dept. Electromechanical Engineering University of Beira Interior 6201-001 Covilhã - Portugal Professor Abir Mullick School of Industrial Design College of Architecture Georgia Institute of Technology Atlanta, Georgia 30332 United States of America
Adapting Engineering Design Tools to Include Human Factors
IIE Transactions on Occupational Ergonomics and Human Factors, 2014
The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Course Handbook & Syllabus, 2021
This course is dedicated to the completion of the senior industrial design thesis project. The course is divided into two equal phases, Research (5200) and Studio (5101). Accordingly, the timing of the two courses has been adjusted to optimize the flow of learning. However, each course remains graded independently. During the research phase, students focus on problem identification and conceptualization. They experiment with traditional and innovative research methods and demonstrate the skills they acquired through their previous studies with regard to design research, problem diagnosis, and opportunity identification. Students will author a research dossier documenting the problem space and grounding design criteria and objectives. At the conclusion of this phase, students will have garnered information sufficient to draft a clear design brief and establish a corresponding strategic project development plan. During the studio phase, students execute and develop their thesis project as previously defined. Students engage in problem solving using all the skills, tools and methods they acquired in previous design coursework. Individual thesis project will be fully developed and documented. Students are expected to test their hypothesis and provide evidence that their product, service or system aligns with their design brief and answers the problematic they sought to address. This biweekly course will be divided between individual and group activities, reading and discussions, as well as sessions reserved for students' presentations. The workload and work quality expectation in these courses are commensurate with senior-level study. For the research course sessions, students are expected to come to each class prepared, having gone through the weekly readings and lectures in advance. Students are also encouraged to take initiative in finding specific resources to complement their research topic. For the studio phase of the course, students are expected to continue the development of the project outside of dedicated class hours. In class time will be used for discussions with peers and desk critiques. To succeed in this course, students are expected to show advanced research and design skills and autonomy. FORMAT This is a progress-oriented, design studio course that requires active student participation. Class will meet two days per week, and will be comprised of lectures, individual and group meetings, readings, group discussions, presentations, project critiques. The course may also entail out of class meetings with external partners. Students will be provided with comprehensive assignment description and access to a Carmen website and other digital tools to support their learning experience. Step 2-Data Gathering & analysis Step 3-Research Report