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Teaching Design

Teaching Design . William Oakes. Learning Objectives. At the end of this session, you will be able to: Describe design List at least three steps in the EPICS design process Explain why design is hard for students Describe at least three characteristics of good designers.

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Teaching Design

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  1. Teaching Design William Oakes

  2. Learning Objectives • At the end of this session, you will be able to: • Describe design • List at least three steps in the EPICS design process • Explain why design is hard for students • Describe at least three characteristics of good designers

  3. Many definitions of design… • Design is art • Design as problem solving • Design activity as applying scientific knowledge • Design is a social process in which individual object worlds interact, and design parameters are negotiated. Source: Dr. Robin Adams ENE 696G course notes

  4. Few Specifications Many Specifications Design Process Infinite Variety of Designs Most -----Least InfluentialChoices One Design The Design Process =====> Design is done by many disciplines

  5. EPICS Balance • Service-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

  6. Learning Design • Design is learned through experience • Experience making mistakes, good guesses and mistakes • Experience seeing implications of decisions • Teachers act in a role of facilitators or coaches • Most of time spent facilitating design work and exploration • Allow students to experience their decisions and work in design

  7. The Design Process • Many formal models for the design process • ME uses Ullman’s Model for Design • The Mechanical Design Process, McGraw Hill, 1997, 2003 • 6 steps • Engineering Your Future • 10 steps • Different Companies use different models • They use a process • EPICS teaches a model that fits our community-based design

  8. Problem Identification Specification Development Redesign Retirement Conceptual Design Detailed Design Service Maintenance Production The EPICS Design Cycle Disposal

  9. Problem Identification Specification Development Redesign Retirement Conceptual Design Detailed Design Service Maintenance Production Iterations in the Design Process Disposal

  10. Curriculum Diagram Exit 2: Specification Development Ave Road Exit 4: Detailed Design St. Exit 1: Problem Identification Rd. Exit 7: Retirement Rd. Figure 1 (DRAFT skeleton): EPICS Design Model

  11. Seeking and Selecting Diverge Seek Possibilities Problem Identification Converge Narrow Choices Diverge Seek Possibilities Specification Development Converge Narrow Choices Diverge Seek Possibilities Conceptual Design Converge Narrow Choices 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

  12. Multiple Valid Solutions • Examples: • Cell phones and Computers

  13. EPICS Design Process Six Phases • Problem Identification • Specification Development • Conceptual Design • Detailed Design • Production • Service/Maintenance • Redesign or retirement

  14. Problem Identification Specification Development Redesign Retirement Conceptual Design Detailed Design Service Maintenance Production The EPICS Design Cycle Disposal

  15. Test Test Generate Ideas Generate Ideas Implement Implement Define Measurable Specifications Define Measurable Specifications Iteration and Test Back to previous phase Go to next phase

  16. EPICS Design Process Six Phases • Problem Identification • Specification Development • Conceptual Design • Detailed Design • Production • Service/Maintenance • Redesign or retirement

  17. Design Case • Your team has been assigned to work with the local food pantry to improve their efficiency. • The initial thought it to bring software tools to the organization

  18. Problem Identification • Tasks – • Identify problem • Determine project objectives • Determine motivation for project • Identify outcomes or deliverables • Determine duration of the project • Identify community partner contact • Deliverables - Project Charter

  19. Problem definition • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  20. Specification Development • Tasks • Complete users and beneficiaries analysis • Define the customer requirements • Evaluate design constraints • Develop engineering specifications • Compare to benchmark products (prior art) • Determine design targets

  21. Specification Development • Deliverables- • Project Specification Document • Measureable specifications • Mock-ups or rough prototypes to help narrow the specifications • Interacting with the community partner • User-centered, human-centered

  22. Specification Development • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  23. Conceptual Design • Task • Complete Functional Decomposition of project • Complete Decision Matrix of requirements • Define how users will interact with project • Interacting with users and potential users • Mock-ups and prototypes to test concepts • Analyze/evaluate potential solutions • Interacting with community partner (users) • Choose best solution(s)

  24. Conceptual Design • Deliverables- • Project Conceptual Design Report • Systems level design • Details need to be designed • Sketch/mock-up/prototype demonstrates concept

  25. Conceptual Design • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  26. Detailed Design • Tasks • Complete top down specification/ bottom-up implementation • Define components and freeze interfaces • Analysis/evaluation of project, sub-modules and/or components • More detailed prototyping/proof-of-concept of project, • sub-modules and/or components • Field test prototype/get feedback from users • Complete DFMEA analysis of project • Determine what user training is necessary

  27. Detailed Design • Deliverables • Project Detailed Design Report • Full details of all parts • Dimensions, sizes, all details • Documentation of all parts • Full prototype version of project

  28. Detailed Design • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  29. Production Phase • Tasks • Complete production version of the project • Ready for the field and to be use by people • Complete user manuals/training material • Complete delivery review • Deliverables • Delivered project • Project Delivery Report • Delivery checklist • User manuals

  30. Production • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  31. Service/Maintenance Phase • Tasks • Evaluate performance of fielded project • Determine what resources are necessary to support and maintain the project • Deliverables • Fielded Project Report • Redesign or Retirement Decisions

  32. Service/Maintenance • What activities would/could/should the students do in this design phase for our case? • What should/could they do with their partner? • What “tests” should be performed or milestones achieved?

  33. Why is design difficult? • Engages different types of thinking • Requires designers to manage so many ideas and aspects • Addresses different types of problems

  34. Good design… • Good designs involve diverse perspectives and expertise • IDEO – industry leader in design and innovation • 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

  35. Curriculum activity

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