Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 17th May 2024, 10:43:03am CEST
1Tokyo Institute of Technology, Japan; 2Imperial College London, United Kingdom
This paper aims to identify gaps between the reflection frameworks and students’ practice. Through a systematic literature review (PRISMA) and a qualitative survey of students, 12 reflection frameworks were reviewed, and the 13 challenges students faced at design projects in two design schools were identified. The results indicate three gaps between theory and students’ practice: skills of designers, granularities of reflection items, and supports of bridging reflection to next actions. This study provides insights for future development of support tools to bridge the gaps in design education.
Challenges in design methods: perspectives of design students
Mayank Mayookh, V. Srinivasan
Indian Institute of Technology Delhi, India
The aim of this study is to identify: (a) challenges in understanding and using design methods, and (b) features expected in an enhanced repository of design methods, by design students. These are identified through interviews and a survey. The major findings are (a) less (time for) practice leads to weak understanding and challenges in using design methods and (b) students expect to have a method recommendation system based on problem context. The findings from this study will guide in developing a user-centric, enhanced repository of design methods to aid design practice and pedagogy.
Incorporating transition design in the education of an established design subject to empower design students with systems thinking
Qingfan An, Pedro Sanches
Umeå University, Sweden
Designers’ roles are at a turning point of transforming design from an expert-driven design process within an assumed social and economic order to design practices that advocate design-led societal transition toward more sustainable futures. Design education should be adapted accordingly. Introducing the transition design concept into established design education promotes the sustainable society transition by involving more systems thinking from designers in various sectors. This study reports on a pilot practice and reflection on introducing the transition design concept to design students.
“This is MY PhD project… or is it?” Understanding perceived doctoral project ownership through psychological ownership mapping
Michelle Rose Cedeno, Talya Porat, Weston Baxter
Imperial College London, United Kingdom
This paper investigates PhD student’s perceived feeling of project ownership and how it influences their project management. Drawing on psychological ownership (PO) theory and the PO mapping method, this study identifies distinct project ownership paths among students, revealing how project engagement can be improved. The findings demonstrate the importance of carefully considered and timely student-supervisor expectation discussions to help influence project ownership. To this end, the paper offers several routes of ownership that can influence project ownership among PhD students.
Design for the real world: a problem-based learning approach
Shakuntala Acharya
Indian Institute of Technology Guwahati, India
Problem-based Learning is an established learner-centred pedagogical approach for developing skills and competencies. This paper presents the evolutionary development of a Massive Open Online Course, titled "Design for the Real World: A Problem-based Learning Approach", with the aim to empower learners to independently pursue problem-based inquiry using design methods and tools, thereby fostering creativity and life-long learning.
Engineering design education at German universities: potential for a common basis to create personalized e-learning content
Frederike Kossack, Beate Bender
Ruhr-Universität Bochum, Germany
E-learning materials require a high initial development effort but can then be used by a large number of students with little effort. It therefore seems reasonable to develop and use these across universities. Particularly in the field of Engineering Design Education, standardized principles through norms and guidelines lead to a high degree of transferability. For the development of such e-learning offers, however, the context of application must be identified. As a fundament for the development, this publication analyzes Engineering Design Education in Germany.
