About the nature of Kansei information

Kansei studies refer to the more and more holistic consideration of the cognitive and affective processes which occur during user experience. In addition, few studies deal with the experience of the designers during the design process, and its influence on the final design outputs. Historically kansei engineering has been firstly focused on the semantic differential approach. Afterwards emotions were integrated into kansei approaches. The semantic differential approach enabled to evaluate products and then to generate automatically design solutions with semantic input data. Thereafter, evaluations have been completed by physiological measurements in order to reduce the subjectivity involved in those evaluations and also to capture some unconscious reactions. This implementation is still in process. Today kansei studies have been much enriched from the three disciplines of design science, psychology and artificial intelligence. The cross influence between these disciplines brought new dimensions into kansei approaches (multisensory design information, personality, values, and culture, new formalisms and algorithms) which lead progressively towards the consideration of a whole enriched kansei experience. We propose in this paper a description of the nature of kansei information. Then we present some major orientations for kansei evaluation. Finally we propose an overall table gathering information about kansei dimensions and formats.AN

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

DIDET: Digital libraries for distributed, innovative design education and teamwork. Final project report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde's new Global Design class has been both successful and popular with students

Development and Transfer of Innovative Problem Solving Strategies and Related Confidence in Biomedical Engineering

Twenty-nine biomedical engineering (BME) undergraduates participated in a challenge-based instruction biotransport course, offered by the UT Austin BME Department in an accelerated format, at the University of Cambridge. Students’ attitudes toward, and aptitude for solving genuine and complex biomedical problems were assessed throughout the semester through surveys, interviews, observations, and in-class examinations. Students’ aptitude for problem solving improved throughout the semester, in a manner independent of content knowledge development. By the end of the semester, students readily transferred the problem-solving framework, learned within a biotransport context, to solve biomechanics problems. Additionally, we observed significant increases over time in students’ confidence in their ability to complete challenges within and outside of the biotransport domain. We believe that this illustrative case study provides significant quantitative evidence supporting the effectiveness of challenge-based pedagogies for engineering courses.Cockrell School of Engineerin

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Diffusion of Worth Mapping: The worth of resource functions

This workshop paper uses a resource function vocabulary from the Working to Choose framework to analyse diffusion of the Worth Maps approach across several application domains. It explores how a resource function vocabulary can indicate aspects of design approaches and their use that favour successful diffusion

Meaning-filled metaphors enabling schools to create enhanced learning cultures

It is interesting to speculate on metaphor as an instrument capable of facilitating actions leading to powerful consequences. Metaphors remain in the consciousness longer than facts and therefore actions based on specific facts in one context become transferrable to another context through the use of metaphoric symbolism. Current research in schools that have undertaken the Innovative Designs for Enhancing Achievements in Schools (IDEAS) improvement process indicate that collectively developed metaphor use has the dynamic power to facilitate cognitive connections across whole school communities. In so doing, schools engaged in the IDEAS process are developing and utilising significant new knowledge for whole school achievement through cultures of collaboration and commitment. This chapter recognises that when schools are constantly bombarded with the need to undertake substantial changes in practice, the utilisation of a contextual unifying metaphor is capable of assisting wide spread and aligned change processes to unfold

Wine and metaphor: cross-cultural [dis]harmony

When influential Australian wine judge and critic James Halliday describes an Australian 2008 Shiraz as 'an undoubtedly full-bodied wine, with a peacock's tail display of blackberry fruit, dark chocolate and vanillin oak, and with impeccable balance and line, the finish subtle' (Dan Murphy's, 2011, October, p. 7) he endeavours to capture its essence in prose. The use of such expressive and evocative language is intended to conjure visual, emotive and synaesthetic perceptions from his audience. This chapter explores the bond between metaphorical language and wine discourse in the specialised genre of wine tasting notes