Educating designers with 3D printers: a postphenomenological perspective on maker and design pedagogy

Learning in makerspaces is free from curriculum and evaluation and is believed to yield practical, self-driven and solution-oriented learners. This study explores how makerspace pedagogy can be emulated in formal higher education settings to support this kind of learning. Action research was used to cultivate and review this pedagogical approach in three repeated design studio courses using three-dimensional (3D) printing lab. The maker pedagogy was to support self-driven learning emerging in relationship between learners, their social environment and technology media. Maker and design pedagogy has been further theoretically developed using postphenomenology as a process of learners’ adoption of 3D printers in own design practice, learners’ adaptation to the affordances of the 3D printers, and attainment of learners’ own goals in social contexts using 3D printing technology. Finally, the study indicates how shifting from constructivist to postphenomenological theoretical concepts can give new insights and strengthen sustainable pedagogical practices. Limitations and opportunities for maker pedagogy in formal education are addressed with these new insights

Collaborative innovation: a study of creative teamwork in offshore industry and in design education

Entrepreneurship is identified as a key activity to creating value to society as well as the successful adaption of the products and services to users’ lives. This is why entrepreneurship as concept is finding it’s way to the curriculum in higher education. To study how entrepreneurship is implemented through problem-based learning practice two case studies were conducted. The first case was from professional design practice including observation and cooperation process mapping in an offshore project. The key aspect of this project was commercialization of subsea seismic sensor technology. The second case was an example from product design education course module including observations of teamwork meeting, team member interviews and archival studies. The key aspect of this project was commercialization of a service. The concept of collaborative innovation, strategic entrepreneurship and problem framing was used to analyze and compare these two cases in order to study how entrepreneurship can be taught through problem-based learning and thus to identify relevant learning outcomes for project management in design education. While the first case study demonstrated how a company was establishing collaborative network to exchange expertise, the second case study showed how students were involved in idea and opportunity exploration process

Shared memory in design complexity

This paper discusses the idea of how collaborative learning might help designers with the rapid learning required in the increasingly complex environments they work in. It has been proposed that innovation that drive technological advancement happens through evolutionary variation of the existing knowledge. The relevance of such an approach is that rapid learning is essential for a designer in a technological environment that is increasingly complex. The goal of the systemic design approach that addresses rapid learning is to facilitate mapping of a problem context that can include findings outside the designer’s field of competence. A rapid learning process emphasizes self-directed learning. There is a need for more knowledge on how designers could learn from their collaborators to gain project relevant tacit knowledge. The method chosen to address this was case study of a student project. The case study showed how a group of students was collaborating with an external partner, a bank savings foundation, learning rapidly through mind mapping system program. The conclusion of the study was that memes in a creative design process are connected to learning outcomes related to communication and empathy. The identified cognitive qualities of empathy relevant for the design process were multi-functionality, symbolism and brand recognition. The emotional qualities of empathy that were identified were corporate values that might contribute to corporate social responsibility and social interaction. The compassionate qualities of empathy were mutual benefit and positive consequences in society

Applications of the Reduced Graph Model. Enumeration of Kekule Structures for Certain Classes of Large Benzenoid Hydrocarbons

The reduced graph model is applied to the enumeration of Kekule structures for several classes of large benzenoid hydrocarbons

Application of the Dualist Model. Generation of Kekule Structures and Resonant Sextets of Benzenoid Hydrocarbons

The dualist model of Balaban is used for the enumeiration and dis.play of Kelmle struotmres K aind .resooant sextet numbers rCG; k) O·f la.rge cata-condenrsed bemmnoi:d hydrncarbons. The key steps are: (1) Transfo.rm the berw;enoid graph into the corresponding dualist and associate with it a linear-angular, L-A, sequence, (2) Fragment the dualist into subgraphs after each L-A pair. The resulting subgraphs are called fragment graiphs. (3) Colour each fragment graph, containing v veritices, v + 1 times such ·that each co1ourin.g contaiins a.t mo&t on black vertex (the rest being white). ( 4) Re-assemble the coloured fragments into theiir initial geometry, preserved in the dual\u27ist, to produce a set o.f c10l0>ured dua!ists such that no coloured dualist has more than one black vertex in each linear segment. The number of such coloured duali:sts is K, the Kek•ule count. By convention, each blac.k dualist vertex corresponds to a propex resona,nt sextet. This, plus the fac.t that a lineair segment can have at most one resonant sexteit, completely defines all o.f the individual VB Kekule structures and their resonant sextets. The method is an illustration o.f data reduction schemes and is quite suited for large benzenoid hydrocarbons. A numbe•r O<f fo:rlIIlllllae for com,putiing the number of Kekule striuctures of vairious families of cata-condensed benzenoid hydrocarbons are derived. In addition, the abnve apprnach is applicable to large benzenoid systems consisting 0if c.ata- condensed f.ra,gments and thin peri-condensed fragments

Multistable Technologies and Pedagogy for Resilience

Accelerated technological innovation induces disruptions in society and education. It results in both threats to and opportunities for the way the society learns and works. This case study examined the phenomenon of learning in a disruptive environment. The chosen typical case of a disruptive learning environment was comprised of multistable technology and multiple cross-disciplinary, stakeholders. To reveal how inexpert stakeholders cope with technological barriers, the study examined design studio education as a research site. There, groups of design students used 3D printing to develop assistive technologies together with patients and therapists. The empirical data collected on site was analyzed through qualitative content analysis and postphenomenological concepts. The study showed how new multistable technologies impose relational, fluid models of learning on site by revealing mediations between technology and humans. This new perspective on learning in disruptive environments informs practical sustainable pedagogical practices and theoretical approach to learning for resilience by expending vocabulary concerning technological education. It also proposes altered priorities for formal education. Instead of solely focusing on the knowledge content or learners’ development, formal education should also take into account learners relations with their social and technological environment

Complexity in Design-Driven Innovation: A case study of knowledge transfer flow in subsea seismic sensor technology and design education

To the extent previously claimed, concept exploration is not the key to product innovation. However, companies that are design-focused are twice as innovative as those that are not. To study design-driven innovation and its occurrence in design education, two case studies are conducted. The first is an example of design practice which includes observation and cooperation process maps in an offshore project. The second is an example of product design education which includes observations of teamwork, team member interviews and archival studies. While the first case study demonstrates how a company innovates through a design-driven process with complex knowledge transference and systematic planning and improvisation, the second case study shows students managing their design processes through concept generation in a less complex trial and error process. Knowledge exploration as a part of design activity was analyzed through the criteria of network paradoxes. A pedagogic concept has been synthesized and validated internally based on the case study, and externally based on other design practices and design research. The pedagogic concept synthesized was Knowledge Transfer Flow [KTF]. The KTF concept can help to orient design students within the information-saturated design processes integrated within complex innovation systems

Phenomenological Approach to Product Design Pedagogy: A Study on Students’ Experiences in Interdisciplinary and Intercultural Settings

Product design pedagogical approaches require a specific mix of competences that demand multiplicity of perspectives, hybrid knowledge that exceeds professional field silos, and continuous problem reformulations. To do this, design studio education follows many traditions, among which is design critique. Design critique is believed to provide students with the ability to reframe design problems, but it can also lead to misunderstandings. The necessity of this approach is put into question by assessing the experiences of a group of students in an intensive course structured for interdisciplinary work, intercultural teams, and projects based on challenges from practice, where the critique was not part of the pedagogical program. The course was conducted over four consecutive weeks and supported a hands-on approach based on an interdisciplinary work between the areas of product design and occupational therapy, with the participation of Brazilian and Norwegian bachelor students and professors. Students responded to questionnaires prior to and at the end of the course that addressed their expectations of and experiences in the course. A qualitative analysis of the students’ responses was carried out based on content analysis. The joint work with occupational therapy students and professionals, as well as the opportunity to develop projects that targeted demands from people with disabilities, were shown to be factors that contributed to students’ engagement in the course and overall gain of knowledge. The experiences reported here indicate that the phenomenological approach to the design studio, which focuses on providing an immersive environment, deserves more attention from educators, and that design critique is not necessarily a crucial ingredient in design education

Proceedings of the 12th International Conference on Kinanthropology

Proceedings of the 12th Conference of Sport and Quality of Life 2019 gatheres submissions of participants of the conference. Every submission is the result of positive evaluation by reviewers from the corresponding field. Conference is divided into sections – Analysis of human movement; Sport training, nutrition and regeneration; Sport and social sciences; Active ageing and sarcopenia; Strength and conditioning training; section for PhD students