Conference Agenda

Designers draw inspiration from the societal needs around them. In Design Education, efforts have been made to assess the potential personal, social, health and environmental impact of a design in its early stages. To add to this body of knowledge we updated the Future Scenario Development, Play and Design methodology. This scenario development approach aims at exploring futures that are more than just a few years ahead of us. In the master course Create the Future, the students follow this approach to develop a future context for their own conceptual design phase. When they subsequently design “their own future” we want to make them aware of the multifaceted effects of their designs. We therefore expanded the method to include responsibility and societal influence assessment tools such as the Product Impact Tool (PIT), and Constructive Technology Assessment (CTA).

With a case study, based on the results of an Industrial Design Engineering Master course concerning the design of the “Future of Healthcare”, we will show how this Design of the Future methodology is able to explain the present and future interplay between society, culture and technology. We will especially dive deeper into the experiences with the assessment tools and how they influenced the design phase and eventually the design concepts presented by the students.

From the results of the case study we can conclude that our proposed method provides the students with an effective arsenal of tools through which to envision, reflect and design for the future.

Design is a creative and innovative process that takes advantage of engineering's technical knowledge to develop products, services, and benefits for a consumption-driven society. This article highlights the importance of a coordinated approach between design and engineering education as a driver for innovation. To validate this concept, we analyzed several use cases undertaken at a higher education institution that resulted in the systematization of the adopted methodology. Then, a case study, the RnHealth TECH project, has been used to validate the proposed methodology. This project, aims to design and develop new technologies and products, and create interactive materials to prevent and promote awareness regarding the risk of exposure to indoor radon gas, a radioactive gas that tends to accumulate in indoor environments with a known relation to lung cancer. In this context, design and engineering students are collaborating on the design and development of a set of Internet-of-Things (IoT) devices for Indoor Air Quality (IAQ) management and thus promote awareness-raising. Although engineering methodologies have tasks that overlap with the design process, with a focus on functionalities, they may face technical implementation constraints. Product design, on the other hand, must respond to user requirements, user interface, market needs, and product manufacturing requirements, with a focus on satisfying consumers. These two areas complement each other, resulting in a continuous improvement process of product design, particularly in the innovation process development. This multidisciplinary synergy between students and researchers works both ways, with each functional area contributing to the work according to its specificity and influencing the final product. This approach not only develops students' specific technical knowledge but also provides them with new skills that can be applied to improve their technological literacy.

This paper focuses on design processes, dynamic repair and sustainable development with the reuse of wood materials.

The project is based on a case study in product design conducted by primary school teaching students.

The content of the education at Oslo Metropolitan University (OsloMet) for design, arts, and crafts is based on what graduate teachers are going to teach in primary school. The teaching students were selected as participants because they should carry out a work requirement and the design project would help their practice as a graduate teacher. The subject design, art and crafts is an optional course in the Norwegian primary school teachers’ education.

The research question is how dynamic repair, sustainable development and design methods are suitable for teaching themes related to different perspectives on reuse with wood materials.

Describing a sustainable field where there are many sources of knowledge to critically assess the task, assess new ways of joining parts, evaluate new looks, and take into consideration the different types of information that arise in the process. How to set up exploratory teaching will be related to what the teacher wants the students to learn during the program.

In terms of methodology, the examination builds on research-by-design and design process/the creative working model, where the practical aesthetic work with the materials is the deciding factor.

Design process in this learning case is driven by a redesign process owned by the student.

They were asked to design a lamp made of wood and recycled material. With the guidance of a subject teacher educator, teacher students identified their own issues and questions. They then examined the resources they needed to research the topic, thereby acquiring the requisite knowledge. Dynamic repair shows how material consciousness defines the design process from a sustainable perspective.

This study illustrates the profound, though often hidden, consequences that design decisions and processes have on the total human experience. It also describes an example of teaching students to engage with the material world we live in. The research results describe how students use a design process, sustainable development and dynamic repair as a method. How it affects the way the students think in a redesign process. Students should develop skills that are central to learning a skill and living for a more sustainable world

Three potential problems in executing human-centered design (HCD) in an academic environment are (i) lack of sensibility and empathy during ethnographic research, (ii) miss interpretation of qualitative data when designing a solution, and (iii) not being able to ensure that the user will implement the solutions. The objective of this study is to employ human-centered design methodologies and social perspectives to improve ergonomics and efficiency and make agriculture work more pleasant in the Chinampas while, at the same time, enhancing HCD educational exercises. This research article describes how to structure and implement HCD strategies with undergraduate design students working with regenerative farmers using challenge-based learning. This study used an ideal-contextual prototyping approach, and for its implementation, a team of experts and professors brought multiple perspectives and approaches to the project, and they were able to steer the students in terms of sensibility, empathy, and data interpretation, so the design students had more than one approach for each design solution. By implementing a dual-prototyping approach (ideal-contextual), the students acquired the required competencies and handed out a working prototype that could generate a positive impact. This study provides an educational model designed to eliminate the potential problems with HCD and to produce high-impact artifacts.

The challenges that arise in the teaching-learning process, added to unpredictable environments for its development, have led teachers to develop innovate new ways of teaching inside and outside the classroom, as well as with flexible digital models that allow distance learning. Whatever the innovation, it must allow the student to have a great experience in their learning process, as well as meaningful learning.

Given these circumstances, the use of technologies that help and facilitate the learning path for students has become more recurrent and essential. But it cannot be any type of technology but rather those whose implementation is viable in terms of implementation, intelligence, coordination, control, policies and, of course, economically; Technologies that, complemented with teaching techniques such as gamification, have an efficient impact on the teaching process, making it more productive in terms of the use of resources and the achievement of objectives such as the development of skills.

This study presents an in-depth analysis of three successful cases of technology implementation for education within the teaching model of our university, which focuses on the student and favors the development of competencies. In each of these experiences, the results obtained in the learning and development of students' skills will be shown and compared.

The cases to be presented were implemented during the pandemic period in engineering school courses. The applied technologies were: Virtual reality, Simulation and Telepresence.

The results and their impact were statistically validated to record their great contribution to the teaching-learning process. Having validated these technologies, their adoption is highly recommended to apply them for the benefit of education at different levels and areas.