Teaching Design
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Transcript of Teaching Design
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Teaching Design
William Oakes
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Learning Objectives At the end of this session, you will be
able to:1. Describe design2. List at least three steps in the EPICS
design process3. Explain why design is hard for students4. Describe at least three characteristics of
good designers
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Many definitions of design…Design is artDesign as problem solvingDesign activity as applying scientific
knowledgeDesign is a social process in which
individual object worlds interact, and design parameters are negotiated.
Source: Dr. Robin Adams ENE 696G course notes
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The Design Process
Few Specifications
Many Specifications
Design Process
Infinite Variety of Designs
Most -----Least InfluentialChoices
One Design
Design is done by many disciplines
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EPICS BalanceService-learning is a balance of the
learning of design and the service we contribute the communities through completed designs and support
Service• To our partners,
meeting needs in the community
Learning• Becoming good
designers, professionals & active citizens
Complimentary goals that enhance each other
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Learning DesignDesign is learned through experience
oExperience making mistakes, good guesses and mistakes
oExperience seeing implications of decisionsTeachers act in a role of facilitators or
coachesoMost of time spent facilitating design work
and explorationoAllow students to experience their decisions
and work in design
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Different Problem Types
Logical Story Decision- Diagnosis- Design Making Solution
Algorithmic Rule- Trouble- CaseUsing shooting Analysis
Well-defined Ill-structuredMore abstract context Real-worldSingle, correct answer Multiple
solutions Constrained
Information Provided Many unknownsSource: Jonassen (2000). Toward a Design Theory of Problem Solving.
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The Design Process
Many formal models for the design process ME uses Ullman’s Model for Design
o The Mechanical Design Process, McGraw Hill, 1997, 2003
o 6 steps Engineering Your Future
o 10 steps Different Companies use different models
o They use a process EPICS teaches a model that fits our
community-based design
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Curriculum Diagram
Figure 1 (DRAFT skeleton): EPICS Design Model
Exit 1: Problem Identification Rd.
Exit 2: Specification Development Ave Road
Exit 4: Detailed Design St.
Exit 7: Retirement Rd.
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Seeking and Selecting
Each phase of the design process requires creative solutions and has a divergent component where ideas are sought and
a convergent component where options are selected
Diverge Seek Possibilities
ConvergeNarrow Choices
Problem Identification
Specification Development
Conceptual Design
ConvergeNarrow Choices
ConvergeNarrow Choices
Diverge Seek Possibilities
Diverge Seek Possibilities
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• Interactions with Stakeholders• Prototypes/communications at all stages
Human-Centered Design
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Multiple Valid Solutions
Examples: • Cell phones and Computers
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EPICS Design ProcessSix Phases
1. Problem Identification2. Specification Development 3. Conceptual Design4. Detailed Design5. Production6. Service/Maintenance7. Redesign or retirement
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Iteration and Test
Generate Ideas
Define Measurable Specifications
Implement
Test
Go to next phase
Generate Ideas
Define Measurable Specifications
Implement
Test
Back to previous phase
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EPICS Design ProcessSix Phases
1. Problem Identification2. Specification Development 3. Conceptual Design4. Detailed Design5. Production6. Service/Maintenance7. Redesign or retirement
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Design CaseYour team has been assigned to work
with the local food pantry to improve their efficiency.o The initial thought it to bring software tools
to the organization
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Problem IdentificationTasks –
o Identify problemoDetermine project objectivesoDetermine motivation for projecto Identify outcomes or deliverablesoDetermine duration of the projecto Identify community partner contact
Deliverables - Project Charter
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Problem definitionWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
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Specification DevelopmentTasks
oComplete users and beneficiaries analysis oDefine the customer requirements oEvaluate design constraints oDevelop engineering specifications oCompare to benchmark products (prior art)oDetermine design targets
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Specification DevelopmentDeliverables-
oProject Specification Document• Measureable specifications
oMock-ups or rough prototypes to help narrow the specifications
Interacting with the community partneroUser-centered, human-centered
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Specification DevelopmentWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner? oWhat “tests” should be performed or
milestones achieved?
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Conceptual DesignTask
oComplete Functional Decomposition of project
oComplete Decision Matrix of requirementsoDefine how users will interact with projecto Interacting with users and potential users
• Mock-ups and prototypes to test conceptsoAnalyze/evaluate potential solutions
• Interacting with community partner (users)oChoose best solution(s)
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Conceptual DesignDeliverables-
oProject Conceptual Design ReportoSystems level design
• Details need to be designedoSketch/mock-up/prototype demonstrates
concept
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Conceptual DesignWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
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Detailed Design Tasks
o Complete top down specification/ bottom-up implementation • Define components and freeze interfaces• Analysis/evaluation of project, sub-modules and/or
componentso More detailed prototyping/proof-of-concept of
project, • sub-modules and/or components
o Field test prototype/get feedback from userso Complete DFMEA analysis of projecto Determine what user training is necessary
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Detailed Design Deliverables
o Project Detailed Design Report• Full details of all parts• Dimensions, sizes, all details• Documentation of all parts
o Full prototype version of project
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Detailed DesignWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
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Production PhaseTasks
oComplete production version of the project• Ready for the field and to be use by people
oComplete user manuals/training materialoComplete delivery review
DeliverablesoDelivered projectoProject Delivery Report oDelivery checklistoUser manuals
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ProductionWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
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Service/Maintenance PhaseTasks
oEvaluate performance of fielded projectoDetermine what resources are necessary
to support and maintain the projectDeliverables
o Fielded Project Report
Redesign or Retirement Decisions
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Service/MaintenanceWhat activities would/could/should the
students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
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Why is design difficult?Engages different types of thinking
Requires designers to manage so many ideas and aspects
Addresses different types of problems
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Good design… Good designs involve diverse perspectives
and expertise IDEO – industry leader in design and
innovationo Design thinking is a crucial business asset—one
that can, indeed, move a company forward and improve the bottom line. To optimize this impact, (we) advise thoughtfully structuring the innovation process. They stress working on projects that improve people’s lives..
- Ryan Jacoby and Diego Rodriguez, Innovation, Growth, and Getting to Where You Want to Go, Design Management Review Vol. 18 No. 1
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Curriculum activity