More Teaching Design

1. More Teaching Design William Oakes

2. Crismond (2007) draws from many sources in his definition of design as “’goal-directedproblem-solving activity’ (Archer, 1965) that initiates change in human-made things(Jones, 1992), and involves optimizing parameters(Matchett, 1968) and the balancing of trade-offs(AAAS, 2001)to meet targeted users needs(Gregory, 1966).” Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.

3. 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

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

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

6. Different Problem Types Logical Story Decision- Diagnosis- Design Making Solution Algorithmic Rule- Trouble- Case Using shooting Analysis Well-defined Ill-structured More abstract context Real-world Single, correct answer Multiple solutions Constrained Information Provided Many unknowns Source: Jonassen (2000). Toward a Design Theory of Problem Solving.

7. Nature of Design Cross, N. (2006). Designerly Ways of Knowing. London: Springer-Verlag.

8. Developing Design Expertise Expert Novice

9. Characteristics of Designers Good designers have the ability to: • Tolerate ambiguity that shows up in viewing design as inquiry or as an iterative loop of divergent-convergent thinking • Maintain sight of the big picture by including systems thinking and systems design • Handle uncertainty Dym, Agogino, Eris, Frey, and Leifer (2005)

10. Characteristics of Designers Good designers have the ability to: • Make decisions • Think as part of a team in a social process • Think and communicate in the several languages of design Dym, Agogino, Eris, Frey, and Leifer (2005)

11. Designer’s challenge: Not exhibiting the “Novice concepts of design” Newstetter and McCracken (2001, p. 67-68) list five, but I would like to challenge you on three of them! • Design arrogance – Students do not place their designs in the context of the environment in which the design will reside. The “arrogantly” ignore the constraints of the user (whether that is a machine or a person). They often design for themselves.

12. Designer’s challenge: Not exhibiting the “Novice concepts of design”, cont. • Design shutdown– Students tend to focus on single point solutions to problems once beyond the ideation stage. In other words, once they have an idea, they stop considering alternative and focus all their energy on that one solution regardless of its feasibility. • Design routinization– Students act as though designing is a serial/linear process. The way they deal with design problems resembles the linear parsing of the algebra problem. Iteration, revisiting past decisions and evaluating alternatives is not in their process model.

13. I. Explore the Challenge Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.

14. II. Generate, Build & Communicate Ideas Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.

15. III. Test & Evaluate Solutions, Reflect on Practice Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design. *Self-monitoring is associated with higher levels of design performance and product quality (Adams & Atman, 2000).

16. Activity • What are places to integrate development of good designers into the high school curriculum? • How can EPICS be a leverage point?

17. Communication is key to successful design!! • With community partner • With each other • With the artifact that you are designing • Design Review Templates

18. 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

19. Sustainability in design Lecture Notes: pg 62-73

20. Name as many “resources” as you can Renewable Resources living resources (trees and soil) hydroelectric power, solar power, wind water Non-Renewable Resources coal, oil natural gas

21. why sustainability? Designing for increasingly limited and expensive resources: • water • nonrenewable materials

22. The Triple Bottom Line • Traditional bottom line is economic • Consider two other bottom lines: • Social costs and benefits • Environmental costs and benefits

23. tools for thinking design: footprint Year

24. tools for thinking design: footprint

25. tools for thinking design: footprint What goes into your energy footprint today? lighting: wattage, hours on, heat loss heating: hours on, temperature change food: growing, transportation, packaging, storage, cooking, disposal self care: water transportation, heating, treatment; cleaning products production, transportation, treatment

26. tools for thinking design: footprint What goes into your energy footprint today? tool use: • food preparation: tool construction, transportation, cleaning, disposal • clothing: material production, construction, transportation, cleaning, disposal • entertainment: production energy costs etc., energy during use • transportation: material production, construction, transportation, use, disposal

27. tools for thinking design: footprint What goes into your energy footprint over your life? big choices as well as little • Will you live close to or far from work and family? • How often will you travel by car, train, or plane? • Where will you stay when you travel? • How many kids will you have? • What appliances will you buy for your home? - energy and resource efficient? or cheaper now? made locally or shipped from another country?

28. why sustainability? Engineering is “optimization under constraints” Good design now requires life-cycle consideration “cradle to cradle” design McDonough & Braungart 2002 (www.mcdonough.com)

29. case study: cradle to cradle Interface Carpet http://www.interfacesustainability.com/

30. tools for thinking: systems design producer processing plant supplier distribution center grocery store www.rprogress.org

31. tools for thinking: systems design seeds pesticides food waste packaging producer processing plant supplier distribution center grocery store truck truck truck truck machinery machinery machinery freezer freezer freezer fertilizers www.rprogress.org

32. tools for thinking: systems design seeds pesticides food waste packaging producer processing plant supplier distribution center grocery store truck truck truck truck machinery machinery machinery freezer freezer freezer fertilizers www.rprogress.org

33. tools for thinking: systems design irrigation fossil fuels renewable energy fossil fuels seeds pesticides food waste packaging producer processing plant supplier distribution center grocery store truck truck truck truck machinery machinery machinery freezer freezer freezer fertilizers fossil fuels fossil fuels hydroflurocarbons

34. tools for thinking: systems design cover crops renewable energy seeds compost producer supplier farmer’s market truck truck machinery fossil fuels fossil fuels www.rprogress.org

35. tools for thinking: systems design energy balances: • how much energy does product use? • how much energy to construct product from available materials? • how much energy to transport materials from collection site to production site? or transport product from construction site to user? • how much energy to produce materials? • how much energyto recycle/reuse product at end of life?