experiences and open challenges teaching design
DESCRIPTION
A 6 hour workshop on teaching design (not design thinking)TRANSCRIPT
Experiences and open challenges teaching design
Workshop 20 Nov 2014
150 Slides, 12 Activities in 6 hours
1. Defining and evaluating design
2. Metamorphosis
3. Framing problems in (diverse) teams
4. Cultivating awareness
5. Power of representations
6. Pizza
7. Empathy and insights
8. Functions and programs
9. Briefs
10.Creativity techniques and habits
11.Studio learning and teaching
12.Survey
Papers used to prepare 3.007:
Design pedagogy:- Dutton, T. A. (1987). Design and studio pedagogy. Journal of Architectural Educ, 41(1), 16-25.- Dally, J. W., & Zhang, G. M. (1993). A freshman engineering design course. J of Eng Educ, 82(2), 83-91.- Brady, D. A. (1996). The education of an architect: continuity and change. J of Arch Educ, 50(1), 32-49.- Sheppard, S., Jenison, R., Agogino, A., Brereton, M., Bocciarelli, L., Dally, J., & Faste, R. (1997). Examples of
freshman design education. Int J of Eng Educ, 13(4), 248-261.- Burton, J. D., & White, D. M. (1999). Selecting a model for freshman engineering design. J of Eng Educ, 88(3),
327-332.- Dym, C. L. (1999). Learning Engineering: design, languages, and experiences. J of Eng Educ, 88(2), 145-148.- Little, P., & Cardenas, M. (2001). Use of “studio” methods in the introductory engineering design curriculum. J
of Eng Educ, 90(3), 309-318.- Kuhn, S. (2001). Learning from the architecture studio: Implications for project-based pedagogy. Int J of Eng
Educ, 17(4/5), 349-352.- Wood, K. L., Jensen, D., Bezdek, J., & Otto, K. N. (2001). Reverse engineering and redesign: courses to
incrementally and systematically teach design. J of Eng Educ, 90(3), 363-374.- Atman, C. J., Cardella, M. E., Turns, J., & Adams, R. (2005). Comparing freshman and senior engineering design
processes: an in-depth follow-up study. Design Studies, 26(4), 325-357.- Wang, T. (2010). A new paradigm for design studio education. International Journal of Art & Design Educ, 29(2),
173-183.- Frascara, J., & Noël, G. (2012). What's Missing in Design Educ Today?. Visible Language, 46.- Friedman, K. (2012). Models of Design: Envisioning a Future Design Educ. Visible Language, 46.- Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five major shifts in 100 years of engineering education.
Proceedings of the IEEE, 1344-1360.
Cross-disciplinary design:- Howard, J. (1997). In Search of the Sweet Spot: Engineering, Arts, and Society in Design Curricula. Department of
Science and Technology Studies, Rensselaer Polytechnic Institute.- Schumacher, J., & Gabriele, G. A. (1999). Product design and innovation: a new curriculum combining the
humanities and engineering. Frontiers in Educ Conf. (V1, 11A6-19). IEEE.- Hirsch, P. L., Shwom, B. L., Yarnoff, C., Anderson, J. C., Kelso, D. M., Olson, G. B., & Colgate, J. E. (2001).
Engineering design and communication: The case for interdisciplinary collaboration. Int J of Eng Educ, 17(4/5),343-348.
- Bronet, F., Eglash, R., Gabriele, G., Hess, D., & Kagan, L. (2003). Product design and innovation: evolution of aninterdisciplinary design curriculum. Int J of Eng Educ, 19(1), 183-191.
- Reimer, Y. J., & Douglas, S. A. (2003). Teaching HCI design with the studio approach. Computer Science Educ,13(3), 191-205.
- Goff, R. M., Vernon, M. R., Green, W. R., & Vorster, C. R. (2004, October). Using design-build projects topromote interdisciplinary design. In Frontiers in Educ, 2004. FIE 2004. 34th Annual (pp. S3C-27). IEEE.
- Ollis, D. F. (2004). Basic elements of multidisciplinary design courses and projects. Int J of Eng Educ, 20(3), 391-397.
- D'souza, N. S. (2006). Design intelligences: a case for multiple intelligences in architectural design (PhD
dissertation, University of Wisconsin-M).- Greenberg, S. (2009). Embedding a design studio course in a conventional computer science program. In
Creativity and HCI: From Experience to Design in Educ (pp. 23-41). Springer US.- De Vere, I., Melles, G., & Kapoor, A. (2010). Product design engineering–a global education trend in
multidisciplinary training for creative product design. European Journal of Engineering Educ, 35(1), 33-43.- Cennamo, K., Brandt, C., Scott, B., Douglas, S., McGrath, M., Reimer, Y., & Vernon, M. (2011). Managing the
Complexity of Design Problems through Studio-based Learning. Interdisciplinary Journal of Problem-basedLearning, 5(2).
Design methods and teams:- Hitchings, G., & Cox, S. (1991). Designing a Course in Design Methods. Journal of Engineering Design, 2(4), 337-
349.- Atman, C. J., & Bursic, K. M. (1996). Teaching engineering design: Can reading a textbook make a difference?.
Research in Engineering Design, 8(4), 240-250.- Jensen, D. D., Murphy, M. D., & Wood, K. L. (1998). Evaluation and refinement of a restructured introduction to
engineering design course using student surveys and MBTI data. ASEE Annual Conf.- Sachs, A. (1999). ‘Stuckness’ in the design studio. Design Studies, 20(2), 195-209.- Atman, C. J., Chimka, J. R., Bursic, K. M., & Nachtmann, H. L. (1999). A comparison of freshman and senior
engineering design processes. Design Studies, 20(2), 131-152.- Ogot, M., & Okudan, G. E. (2006). Integrating systematic creativity into first-year engineering design. Int J of Eng
Educ, 22(1), 109.- Hirsch, P. L., & McKenna, A. F. (2008). Using reflection to promote teamwork understanding in engineering
design education. Int J of Eng Educ, 24(2), 377-385.- Atman, C. J., Kilgore, D., & McKenna, A. (2008). Characterizing design learning: A mixed‐methods study. J of Eng
Educ, 97(3), 309-326.- Sosa, R. and Albarran, D. (2008) Supporting idea generation in design teams, Engineering and Product Design
Educ (EPDE’08).
Design reviews, crits and assessments:- Shannon, S. J. (1995). The studio critique in architectural education (Doctoral dissertation, University of
Adelaide).- Uluoǧlu, B. (2000). Design knowledge communicated in studio critiques. Design Studies, 21(1), 33-58.- Sara, R., & Parnell, R. (2004). The review process. Transactions, 1(2), 56-69.- Thompson, A., Sattler, B., & Turns, J. (2011, October). Understanding a studio environment: A complex system
approach to a community of practice. In Frontiers in Educ Conference (FIE), 2011 (pp. F3H-1). IEEE.- Dannels, D. P., & Martin, K. N. (2008). Critiquing critiques a genre analysis of feedback across novice to expert
design studios. Journal of Business and Technical Communication, 22(2), 135-159.- Charyton, C., & Merrill, J. A. (2009). Assessing general creativity and creative engineering design in first year
engineering students. Journal of Engineering Educ, 98(2), 145-156.- Goldschmidt, G., Hochman, H., & Dafni, I. (2010). The design studio “crit”: Teacher–student communication.
Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 24(3), 285-302.- Strickfaden, M., & Heylighen, A. (2010). Scrutinizing design educators' perceptions of the design process.
Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 24(3), 357-366.
Teaching design since 1999:
- NUS, Singapore
- USYD, Australia
- ITESM, Mexico
- UAM, Mexico
- U Azuay, Ecuador
- Isthmus, Panama
- SUTD, Singapore
- ACI/NTU, Singapore
- AUT, New Zealand
Defining and evaluating design
Word association of “design”
Defining design: cases
• Select one design that you consider great
• Write down what specifically makes it so great
• If relevant, apply your disciplinary knowledge to explain
• Select 3 criteria that captures the greatness of that design
Defining design: criteria
Defining design: evaluation
YikeBike is a statement about using smart technology to solve the problems of our increasingly congested, polluted, stressful cities. It is the first commercial expression of the mini-farthing concept, created up by a bunch of successful entrepreneurs, engineers and dreamers.
We sat down to try and answer:1. What is the simplest way to get from
A to B with the aid of a machine?2. What is the smallest wheel you can
have to get a stable, safe, comfortable ride?
3. Can you make something small enough to be able to go with you anywhere in a city?
4. Wonder if we could make a unicycle dramatically easier to ride and fold?
Evaluating and Grading Design: Try it out!
http://www.yikebike.com/
$2,000 USD - $3,000 USD
Drive: Electric
Brushless DC motor
Battery: LiFePO4 -
40 min re-charge
Speed: 23 km/h
Range: 10 km
1.“More information didn’t change my evaluation significantly”
2.“New information made my evaluation increase”
3.“New information made my evaluation decrease”
4.“The one type of information that significantly changed my
evaluation was ______”
Design (not design thinking)
Ambidextrous
“Metamorphosis”
http://www.inc.com/idea-lab/milton-glaser-design-has-nothing-to-do-with-appearance.html
http://vimeo.com/5820010
Share experiences and challenges
Memorable experiences learning/teaching design
Main challenges learning/teaching design
time into design project
% f
rom
to
tal
20
40
60
80
10
0
design freedom
available information
In other words, in design, innovation and entrepreneurship you start making decisions under high uncertainty, and one of your aims becomes to obtain information throughout the process. Alas, you will
never have full information about a really novel idea.
Recognizing the need is the primary condition for design.Charles O. Eames, designer (1907-1978)
What is design? It's where you stand with a foot in two worlds - the world of technology and the world of people and human purposes - and you try to bring the
two together.
Mitchell Kapor, entrepreneur (1950-)
To invent, you need a good imagination and a pile of junk.Thomas A. Edison, inventor (1847-1931)
A designer is an emerging synthesis of artist, inventor, mechanic, objective economist and evolutionary strategist.
Richard Buckminster Fuller, architect,
designer and inventor (1895-1983)
Engineering, medicine, business, architecture and painting are concerned not with the necessary but with the contingent - not with how things are but with how they might be - in short, with design.
Herbert A. Simon, economist, computer scientist (1916-2001)
A great building must begin with the unmeasurable, must go through measurable means when it is being designed and in the end must be unmeasurable
Louis Kahn, architect (1901-1974)
Design is a funny word. Some people think design means how it looks. But of course, if you dig deeper, it's really how it works.
Steven P. Jobs, entrepreneur (1955-2011)
Form follows function - that has been misunderstood.Form and function should be one, joined in a spiritual union.
Frank Lloyd Wright, architect (1867-1959)
The practice of design is a very complicated business, involving contrasting skills and a wide field of disciplines. It has always required an odd kind of hybrid to carry it successfully
Bruce Archer, engineer and designer (1922-2005)
Necessity is often not the mother of invention. When humans possess a tool, they excel at finding new uses for it. The tool often exists before the problem to be solved
David E. Nye, historian (1946-)
"you're sitting on a gold mine!“ http://www.youtube.com/watch?v=ZOF-j6Nxm04
“What we are trying to do… is remove that barrier”http://www.youtube.com/watch?v=0lvMgMrNDlg&t=6m43s
“the germ of the idea was there”http://www.youtube.com/watch?v=vpMeFh37mCE
Xerox could have owned the entire computer industryhttp://www.youtube.com/watch?v=_1rXqD6M614
“That perspective is what gives us the feeling…”
Framing problems in (diverse) teams
The value of prototyping: One reason why kids do better than business school students is they
spend more time playing and prototyping.
Adults spend a vast amount of time planning, then executing on the plan, with almost no time
to fix their design once they put the marshmallow on top
http://marshmallowchallenge.com/Instructions.html
This is a metaphor for the hidden assumptions of a project: that marshmallows are light and fluffy and
easily supported by the sticks.
Kids naturally start testing their designs with the marshmallow on top. Adults tend to wait until the end
to place the marshmallow. After the structure is built, it becomes clear that it is not so light!
We need to identify the assumptions in our project -the real customer needs, the cost of the product, the duration of the service - and test them early and often
http://marshmallowchallenge.com/Instructions.html
Reflect:
- Your role, strengths and behaviour during the activity
- Interaction with your teammates
- Communication
- Agreements, negotiation, synergies
- What other teams did
- Understanding, interpreting, planning and executing plans
- Unexpected events and recovery
- Action plan for the term project
Evaluate & refine
Not so well-framed problems:
1. “I want to help people lower their
energy consumption by automating
lights at home”
2. “Students need a system to locate
their lecturers outside class hours”
3. “Buildings should promote
courteous behaviours between
dwellers”
4. “We will design a baby stroller that
harvests energy”
5. “The efficiency of garbage collection
(cleaners) needs to be increased”
Well-framed problems:
1. “How to help people optimise
energy consumption at home”
2. “How can we help (what type?)
students clarify doubts outside
class hours?”
3. “Physical environment is not
conducive for positive
interactions among dwellers”
4. “How may a lengthy daily
activity harvest energy?”
What people… Methods Knowledge
Say
Do
Knowand feel
Interviews
Observation
Generativesessions
Explicit
Tacit
LatentDee
pSu
rfac
e
Adapted from: maketools.com
Cultivating awareness[Close your eyes]
AEIOU framework:- Activities: goal-directed actions. What are the modes people work in, and the specific activities and processes they go through?- Environments: arena where activities take place. What is the character and function of the space overall, of each individual's spaces, and of shared spaces?- Interactions: between people or with designs. What is the nature of routine and special interactions between people, between people and objects in their environment, and across distances?- Objects: building blocks of environment, artefacts, spaces. What are the objects and devices people have in their environments and how do they relate to their activities?- Users: people whose behaviours, preferences, and needs are being observed. Who is there? What are their roles and relationships? What are their values and prejudices?
Introduction to Design 3.007design.sutd.edu.sg
http://help.ethnohub.com/guide/aeiou-framework
AEIOU Description (what is) Analysis (why it is) Questions, insights
Comparison to
assumptions, to other
situations and to
notes by other
observers
Activities
Environments
Interactions
Objects
Users
Share experiences and challenges
Memorable experiences in observation
Main challenges in observation
Power of representations
Idea sketching:- Not artistic drawing- A universal skill to think and communicate (like writing)- Speed is more important than accuracy or artistry- Learn to sketch:
- To observe and interpret- To think and conceptualise- To generate and develop ideas- To communicate and convince
Introduction to Design 3.007design.sutd.edu.sg
Introduction to Design 3.007design.sutd.edu.sg
Thomas Edison
J. Utzon
Frank Gehry
http://www.brookbanham.com/sketches
A. G. Bell
Key idea is: speed sketching is NOT about aesthetic quality, but seeing/thinking/communicating in more and flexible ways to represent ideas
Lines
Extrusion
Orthogonal
http://images.bit-tech.net/content_images/2010/08/fun-with-remote-control-vehicles/ar.drone.jpg
Draw this shape
Draw
http://inhabitat.com/wp-content/blogs.dir/1/files/2012/07/Marfa-10by10-Candid-Rogers-Architect-3.jpg
Draw 3 views of:
http://www.piborg.com/images/TriBorg/TriBorg-PiCy-Full.png
Build something with:
url
Draw a happy cube
no decorations, only shape
Draw a baby cube
Draw an angry cube
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
BASIC TECHNIQUES
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
Introduction to DesignJackson, Paul. Folding Techniques for Designers: From Sheet to Form. London: Laurence King, 2011.
Activity
Teams 1, 2: At least 10 ways of weighing an elephant
Teams 3, 4, 5:
A smartphone stand that amplifies sound
Activity
- Test early (weight AND sound)
- Individual AND team
- Paper AND other materials?
- Sound, not screen
Empathy and insights
Interviewing activity:
1. Form triads (A, B, C) where the following roles are assigned: interviewer, interviewee and observer
2. Roles:1. The interviewer conducts a natural conversation with the interviewee
to obtain information defined by the instructors.2. The interviewee engages in the conversation facilitated by the
interviewer, responding openly and as naturally as possible.3. The observer remains silent analysing the conversation, taking notes
of the process: how the interviewer starts and stirs the dialogue, how the questions succeed/fail to engage the interviewee.
3. Activity:1. Form triads A, B, C. The instructors will define the roles and request
that interviewees leave the room for 3 minutes. The instructors share with interviewers and observers what is the theme for today’s exercise, and they discuss and prepare a strategy and guiding questions to conduct the interview.
2. Interviewees enter the room, and the groups start the interview process. Observers are strictly barred from talking, gesturing or in any way communicating or interfering in the interview. Their role is unobtrusive and passive, taking notes of the flow of the process (successful and unsuccessful ‘moves’). Interviewers take note of the most important responses and write down new questions to ask.
3. After 15 minutes, the interviews stop and each of the participants writes down their experience, aided by the prompts provided here.
4. Share lessons learned and questions
Prompts:
- For interviewees:- What part(s) of the conversation made you feel comfortable and to
open up, reflect and share your ideas?- What part(s) of the conversation were uncomfortable or awkward and
made the interview less effective or enjoyable?- What would you have done differently if you were the interviewer?- What are good ways to make someone feel that you are really listening
to what they are saying?
- For interviewers:- What worked or didn’t work from your initial strategy or plan to run
the interview?- What do you think worked or didn’t work to make the interviewee
open up and share their ideas?- What would you do differently next time you interview someone?
- For observers:- What part(s) of the conversation do you think were more effective?- What part(s) of the conversation do you think were less effective?- What do you think that the interviewer could have done differently?- What do you think that the interviewee could have done differently?- Why do you think it is difficult to interview people in general?- Why do you think it is useful to interview people in general?
- For all:- How are interview questions different from survey questions?
Questions to ask yourself when planning an interview or a survey:- Can I get this information in easier or more reliable ways? (Census, published studies,
estimates)- What do I want to find out with this activity? - Who should we talk to? Am I avoiding sample biases?- How can we approach people to build trust and obtain meaningful responses?- How might the interviewee feel engaged or offended or interested in this dialogue? - How would I feel if someone asked me these questions? How can my intent be
misunderstood?- What ethical risks am I taking? What assumptions are we making?- How many people do we need to talk to? - Have we piloted our questions? Are they clear?- How can we critically analyse what people told us? What didn’t they tell us?- Do the responses simply confirm my own biases and ideas? Or do they reveal new,
unexpected issues?- Why are these responses so consistent/inconsistent, short/long, clear/confusing,
expected/unexpected?- Are these responses useful to reveal and clarify issues, or can we justify conclusions from
them?
How often do you use it?Do you know how to do __ function?What problems do you have? Do you like it?Which one do you prefer?
How do you use it?Please teach me how to do __ functionTroubleshoot problem ___What do you like/annoys you most?Compare
How many hours do you sleep?Do you feel rested in the morning?Do you have insomnia?Would you like to track your sleep patterns?
Do you think you get less/average/more sleep than your peers? Why is that?Would you like to change something about your sleep?
HumanPersonalSocietyPhysical
PsychologicalEmotional
SafetyUsability
TimeGrowthChange
MovementFlows
InteractionsCycles
Operation
EnvironmentContext
ResourcesClimateWaste
TransportationFootprintPollution
EconomyFinanceProfits
DistributionLabourCosts
Income
CultureHistory
InstitutionsPolitical
Laws and rulesTraditions
PowerInformation
AestheticForm
MeaningPerceptionExperience
CompositionProportion
TechnologyMaterialsSystems
KnowledgeAccess
FunctionsEnergyScience
Others…
“The problem/issue our team is interested is: __________________________”
Sample questions:Food:1. How would you use food to introduce your own culture to your friends?2. What guides your decision in your choice of food? (general)3. What are the factors you consider when preparing meals for your family? (assumptions) 4. What are some food which you should avoid yet continue to eat?5. What do you think are the sickness/disease eating this food?6. Would you like to change your eating patterns?7. How health conscious are you about the choice of what you eat? (pressure)8. How does the presentation of food affect your appetite?9. How does the material of your eating utensils affect your appetite?
Sleep:1. How often do you feel tired in the morning?2. What activities do you do before you sleep?3. What is your sleeping position?
Share experiences and challenges
Memorable experiences cultivating empathy
Main challenges cultivating empathy
Functions and programs
Activity Diagrams: Hotel check-inThe green diagram models the current customerexperience of entering a hotel where guests(family) arrive through the entrance, split duringcheck-in such that one person checks in and therest can wait in the lobby; and finally after check-inthe family goes to the hotel room together.
Challenge elements and relationships; think ofalternatives. For example, reverse the main personflow from entrance to the reception triggers anidea of having the receptionist walk to the arrivingfamily instead.
Complete the check-in process in the hotel roomthus eliminating the lobby function.
ReceptionReception
EntranceEntrance
LobbyLobby
Hotel roomHotel room
ReceptionReception
EntranceEntrance
Hotel roomHotel room
Family
Rest of the family
One person
One person
Family
Family
Family
Receptionist
Rizal Muslimin
LOUNGESEAT &
CHECK IN
ROOMREST
RECEPTIONIST
Strategy: Reversal
GATEENTER
Reverse the direction in the relationshipInstead, make the receptionist approach the guest
LOUNGESEAT
ROOMREST
RECEPTIONCHECK IN
Analysis: Technology
GATEENTER
Automation
AUTO-RECEPTIONCHECK IN
ROOMREST
Strategy: Substitution
GATEENTER
Replace existing component with new technology
AUTO-RECEPTIONCHECK IN
ROOMREST
Strategy: Subtraction
GATEENTER
Eliminate one or more componentIn this case, the gate or the lobby it self.
Functions
____ ____ ____ ________
Analysis
•Activity diagram of doing your laundry
•Functional model of your washing machine
Design Briefs
From problems to strategies to solutions
Engineering Design and Communication. Principles and Practice. Yarnoff et al., Northwestern University
Basic parts of a design brief:1.Goals and vision of the new design2.Budget and schedule3.Target audience and scope of the
project4.Analysis of precedents, functions,
activities5.Requirements6.Constraints including resources and
time7.Deliverables and deadlines
webdesignerdepot.com
Oakley Disruptive By Design Competition Brief:
“Create an innovative design that will disrupt elite sports performance in a waythat hasn’t been seen before. It needs to be an idea that's more than just anadaptation of an existing approach. It needs to be something new and radical.Something that is truly Disruptive by Design. The most disruptive ideas comefrom unfamiliar and unexpected places. Take inspiration from the wider world:nature, aerospace, architecture, science fiction. There should be no limits toyour sources. There are also no restrictions on the format of the design. It couldbe a product, a garment, a new way to use technology, a digital design, orsomething entirely new that responds to or enhances elite sports performance.Prove that you have what it takes to be one of the disruptors of the future, andyou could win the opportunity to immerse yourself in the R&D culture atOakley’s Design HQ in California, USA.” More: disruptivebydesign.com
“…when I first entered the company I often said that I wantedto make the sort of games you could play with yourgrandmother. I had an image of games not feeling out of placein the living room. Of course, this could have been around thefireplace, at the dining table, the coffee table, or anywhere. Ijust wanted to make a game that would be fun for the entirefamily. I've found myself sitting all alone, starting up a game andfeeling a bit cut off from the world. I wanted to change this.That is, I wanted to make gaming a little less lonely. In mymind, the Wii Remote belongs on the coffee table. I spent along time discussing with a whole range of people about whatwe could do to achieve this”
Listening to everyone here talk about Wii reminds me that themost important thing was clearly defining our vision. Even if itwas a vision without a precedent.”
iwataasks.nintendo.com/interviews/#/wii/wii_channels/0/0
1. Child obesity in Singapore2. People want to optimise energy usage but find current solutions difficult to install and
use3. To help youngsters develop teamwork skills4. Reduce water consumption in washing machines for the home5. Many elderly suffer social isolation6. Incentivise courteous behaviour in the subway (MRT)
Strategies that are too general:
1. To design a GPS-enabled game to make children do exercise2. ‘DIY plug-and-play’ sensors to automate lights eliminating need of expensive
installations3. Design fun activities (games) to teach youngsters teamwork4. Design a waterless and ozone-based laundry system for the home5. Make elderly go out and socialise more 6. Use augmented reality to promote proper use of reserved seating in the subway (MRT)
Strategies that are too specific
Evaluate & refine
Poor requirements:
1. The product should be lightweight2. This product needs to be safe3. The product should be user-friendly4. The product needs to be low cost5. The design needs to be sustainable
www.sciencebuddies.org/engineering-design-process/design-requirements-examples.shtml
Better requirements:
1. The product…
Creativity techniques and habits
Rules of brainstorming
Individually list the main rules of brainstorming
Consolidate in teams and present
Brainstorming rules[Can be used to explore problem and/or solutions]1. Define goals and keep focus 2. Set time limit (max 20’)3. Maximise quantity: a storm of
ideas4. Defer evaluation: no judging,
no criticising, no praising5. Build on the ideas of others:
combine, improve and transform ideas (1+1=3,
opposite of green?)6. Prioritise unusual, wild, crazy
and silly ideas 7. Flat hierarchies8. Learn to listen9. Decompose and mix ideas 10. Take turns, take individual
notes11. Capture ideas (writing,
sketching, audio record)12. Avoid claiming ownership 13. Build rapport
Practice (pairs)
Ideation: ShapeStorm
Exploration and exploitation
C-Sketch (N-3-5)
Collaborative Sketch:
- N individuals form a team, they sketch 3 or more ideas on a large format paper and pass their drawings every 5 minutes until one cycle is completed
- Participants are encouraged to draw on others' ideas for inspiration, thus stimulating the creative process
- Ambiguity, re-interpretation and re-representation are supported by this technique
- Activity is strictly run in complete silence
Suggestions to cultivate creativity beyond the use of techniques:
• Become an avid learner across traditional disciplines (and unlearn a few things, too)
• Make things, build stuff (and break apart others)
• Sketch and write down your ideas
• Cultivate analogical/metaphorical reasoning
• Be curious, inquisitive and persevere, question everything
• Identify your strengths, find your own way
• Learn to collaborate, find partners and accomplices
• Try new things once in a while, if possible visit or travel to unexpected places
• Talk to strangers, watch and read unfamiliar topics
• Improvise, be flexible, adapt and don’t be afraid to change your mind
• Ask questions, value feedback, learn to listen
• Learn a few techniques and practice, practice, practice
“a bestselling book on creativity for people who do not like books on creativity”
“You cannot prove from past data whether any new thing in the world – any new idea or innovation – will work. Managers are inclined when someone
puts forth with a new idea to respond, “Prove it in order for me to go forward”. That’s what a good manager does these days – he or she is analytical and asks for proof. But since you can’t prove a new idea in advance, all the new ideas are viewed as dangerous and problematic
because they aren’t provable.”
Roger Martin,
Dean of Rotman School of Management
Individual survey self-perception of creativity
Experiences and challenges
Memorable experiences generating/evaluating ideas
Main challenges generating/evaluating ideas
http://www.mech.utah.edu/senior_design/07/uploads/Main/Lect12-ConceptSelection.pdf
Studio learning and teaching
Early evaluation
Introduction to Design 3.007design.sutd.edu.sg
Desirability
ViabilityFeasibility
DATUM OPTION 1 OPTION 2 OPTION 3
Swivel Chair w/
Hinge Leg
Hydraulic
Swivel ChairShower Grips Tub Door
Ske
tch
es
0 + +
- + 0
0 + -
0 - +
+ - 0
Intuitive use 0 + 0
- + 0
0 + 0
- 0 0
0 + +
0 + 0
Total + 0 1 8 3
Total 0 0 7 1 7
Total - 0 3 2 1
0 -2 6 2
Space requiredUniversal
TOTAL
CRITERIAAesthetics
DATUM
Cost (low preferred)Ease of installation
Safety in useEase of entering/exiting tub
Ease of maintenanceBathing comfort
Noise
OPTION New
Seating ledge
+
+
+
0
0+
+
+
0
0
+
7
4
0
7
Preliminary concept rating using a Pugh chart including adding a new concept after “attacking the negatives”
The essence of using a Pugh chart is to define the evaluation criteria based on your requirements, assess a selected set of concepts against those criteria, discuss the assessment and results as a team, improve the concepts by attacking the negatives and finally select one or few concepts for further exploration. For this early rating , it is advisable to start with a minimal ranking scale of {+, 0, -} and compare the concepts against a ‘datum’ (usually a competitor’s product or the current solution).
One Selection Tool + a few Objections
Video: “The Concept Selection Matrix” by K. UlrichHttps://class.coursera.org/design-002/lecture/40
“You shouldn’t get too excited” (08:46)
“We can’t reduce everything to a quantitative evaluation” (11:20)
103
"both quantitative and
qualitative factors must be
taken into account…
Design is a messy kind of
business that involves
making value judgements
between alternatives”104
Things to consider…
• Engage in open team discussions when defining the matrix (rows and columns)
• Be careful of aggregate criteria, when relevant: decompose, clarify, prioritise
• Upon difficulties and conflicts, establish ground rules and repeat the activity
• Distinguish between objective and subjective indicators, define them carefully. Beware of: “we usually measure what is easy to measure, not necessarily what is important”
• Don’t focus on the values themselves, use them to talk about the ideas and what is truly important in a holistic way
• Work across teams: get feedback from people who are not familiar with your project
105
Pugh Chart: Design Chart
DATUM OPTION 1 OPTION2 OPTION 3 OPTION 4 OPTION 5 OPTION 6 OPTION 7
Sket
ches
CRITERIA
DATUM
Total + 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0
Total - 0 0 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0 0 0
Critique
http://www.boyinpinkearmuffs.com/banapplenut/comic/dance-critique/
http://makecollab.com/2012/the-college-critique-whos-to-blame/
http://www.slideshare.net/frogdesign/making-clients-part-of-the-design-process
http://99u.com/articles/7224/why-fighting-for-our-ideas-makes-them-better
Prototyping
minecraft.net
Prototyping
Scenarios
http://martini.mitplw.com/blog/?p=954
Prototyping
Scenarios
http://martini.mitplw.com/blog/?p=954
Key Q’s What needs testing?Scale, assemblies and materials? Structural behaviour and costs?
Physical or virtual prototype?Decisions to build model/prototype:
materials, processes, time, modifications…
Appearance or functionality or usability?Parallel or serial prototypes?
Available resources? Learning? Persuasiveness?
Evaluate & refine
Prototyping: transformable furniture
Prototyping
http://martini.mitplw.com/blog/?p=954
Restrain
Actuate
Who would most benefit from this?
Typically Dead Space?
Target Area
Wishful
Reality
Side crank Center handle
top view top view
2mg
Mg
What diameter should it be?
How much force is on this support?
What clearance is needed here?
http://mathworld.wolfram.com/BookStackingProblem.html
Actuate
Arch Gameplay?
Actuate
Need Two Folks?
What’s underneath?
Restrain
Actuate
Add Side Walls?
Add Wheels?
What determines slot elongation?
How to get rid of horrible hack job
feels flying…feels grounded…
50mm
75mm
5mm
How should the mechanism feel?
Add safety features?
Comfort levels?
Burning Joules?
Modular?
Unitized?
Stand alone units
Plug In UnitsSupport
Structure
One-off piece or mass production?
What happens if many together
Just stand next to one another
Could they be interlocking?
Texture? Colors?
Material affective and performance properties?
Energy/Cost? Weight? Strength?
Haptics?
So what is the difference, impact, innovation etc?
A
B
C
F K N R S
http://www.goldcoastmodela.com/Early_Ford.pdfhttp://www.mtfca.com/discus/messages/331880/347933.html?1363551928
http://25.media.tumblr.com/935fa0bd19cd7f4edfcb7528cffd21ad/tumblr_mga6unWcNt1rgmlf9o1_1280.jpg
Ford Model Thttp://www.gutenberg.org/ebooks/7213
http://www.andrewmoisey.com/guernica2.html
$100 laptop: 2005http://news.bbc.co.uk/2/hi/technology/4292854.stm
http://wiki.laptop.org/go/Pictures
http://news.cnet.com/2300-11386_3-10012657-7.html
http://wiki.laptop.org/go/Pictures
“XO laptop”
http://wiki.laptop.org/go/Pictureshttp://www.flickr.com/photos/pete/sets/72057594143224765/with/152123539/
http://www.fuseproject.com/pdf/OLPC%20Case%20Study.pdf
OLPC: 2007
http://www.fuseproject.com/category-1-product-65
Fernando Prieto, Ricardo Sosa. “TetraBus”: Children Museum on Wheels. Client: Tetra Pak Mexico (1996-1997)
http://www.studiotilt.com/blog/2011/02/03/the-hub-kings-cross-co-design-workshop/http://paipr.wordpress.com/projects/rapid-low-fi-prototyping/
http://www.robives.com/blog/swinging_legs_experiment
Co-Design and Low-Fidelity Prototyping: Immediate and sketchy 3D representations using paper, cardboard and any available parts
http://www.slideshare.net/lightingbeetle
MVP: Minimum Viable Product
148
Pivot
http://www.fastcompany.com/1836238/how-eric-ries-coined-pivot-and-what-your-business-can-learn-it
Introduction to Design 3.007
Project-oriented learning
week 1 discover define develop deliver
Studio-based learning
PROJECT STUDIO≈
Grading: rubrics
[Assessment of posters: individual grading, inter-rater agreement]
Individual Survey
- Reflection of initial ‘word association’ exercise
- Main departure(s) from “Metamorphosis” survey?
- Main learning today (3 ideas from course, peers, own)
- Main To-Do items from today (“I need to…”)
• “Achieving a good aesthetic (appearance) of products is the main purpose of design”
• “A good designer achieves an optimal (the best) solution”
• “Great designers educate the public on what they need/desire”
• “Products that are aesthetically pleasant are well-designed products”
• “The design process can be highly systematised by methods and techniques”
• “Good design decisions are based on measurable factors and indicators”
• “The decisions that really matter in the design process aren’t measurable at all”
• “Good designers should spend little time in framing a problem and most of their effort in generating solutions”
• “Mediocre designers often change the problem, requirements and constraints given to them in the brief or contract”
• “Mediocre designers tend to work in several projects at the same time, combining ideas between projects”
• “Curiosity is the most important part of the design process”
• “The success of a product in the marketplace is caused mainly by its high quality and design”
• “In a team, it is easy to spot the great ideas contributed by the most creative designers”
Design methods, techniques and tutorials:- Hanington, B. and Martin, B. (2012) Universal Methods of Design, Rockport- Dym, C.L. and Little, P. (2009) Engineering Design, John Wiley & Sons- Kumar, V. (2013) 101 Design Methods, John Wiley & Sons- Sanders, E. and Jan Stappers, P. (2012) Convivial Toolbox, BIS Publishers- Smulders, F., Brehmer, M. and van der Meer, H. (2014) Teamworks by students, for
students, Mosaic. - Human-centred design toolkit by IDEO- Experience Workbook, California College of the Arts- Design Council UK methods: www.designcouncil.org.uk/news-opinion/introducing-
design-methods- Design and Communication course at Northwestern- Google Design Sprint: www.gv.com/lib/the-product-design-sprint-a-five-day-recipe-for-
startups- Design Manifestos: backspace.com/notes/2009/07/design-manifestos.php- Design: Creation of artifacts in society by Karl T. Ulrich, University of Pennsylvania, 2011- The Design of Design: Essays from a Computer Scientist by Frederick P. Brooks Jr.,
Addison-Wesley Professional, 2010- MindTools techniques: mindtools.com- Design Methods: dschool.stanford.edu/use-our-methods- Folding Techniques for Designers: From Sheet to Form. Paul Jackson
Inspiring talks:- David Goldberg engineering education: youtu.be/Rp9PfqUQ8a4- Plus-ing: www.edutopia.org/randy-nelson-school-to-career-video- Learn to pivot: www.fastcompany.com/1836238/how-eric-ries-coined-pivot-and-what-
your-business-can-learn-it- The Story of stuff: www.storyofstuff.org- Ken Robinson on creativity: www.ted.com/speakers/sir_ken_robinson- Bran Ferren art and engineering: www.ted.com/speakers/bran_ferren- C. Downey design with the blind in mind: ted.com/speakers/chris_downey- John Maeda art, design and technology: ted.com/speakers/john_maeda- Alastair Parvin WikiHouse: www.wikihouse.cc- J. Hockenberry we are all designers: ted.com/speakers/john_hockenberry
Design apps, portals and resources:- Massive Change Network: www.massivechangenetwork.com- Aviary: www.aviary.com- Blender 3D: blender.org- SketchUp 3D: sketchup.com- Architecture for humanity: architectureforhumanity.org- Product design articles: www.core77.com/reactor- 99% perspiration: 99u.com/articles- Architectural Digest: www.architecturaldigest.com- Lean Startup Meets Design Thinking: youtube.com/watch?v=bvFnHzU4_W8- Recommended apps:
- Color Scheme Generator by wanobano- Color Harmonizer by Brandon Burton- 6 Thinking Hats by Zmok- IdeaCard by crevatelab- Create-O-Mat by gagarin- Idea Growr by Julius Huijnk- Patent Search Free by CRinUS- GanttMan by Martin doudera- Alarm Clock Plus by Binary Tactics- Studio Design by Overlay- Moldiv by JellyBus- iD Cards by Loughborough University- Design Dimensions by Arc Mist- Evernote by Evernote Corp- SwatchMatic by AppBaan- Designmuseum Danmark by Designmuseum- VideoShow by X-Video Studio
Thank [email protected]