This editorial represents a brief overview of design education in China, and then it introduces Shandong University of Art & Design (SUAD). It contains three parts. The first section describes the ...development of design education in China and the current situation of College Entrance Examination for design students. The second section introduces SUAD from aspects of its location, the features of design teaching and learning, and design-related actives and achievements. The last part predicts the future of design education in China.
This editorial represents a brief overview of design education in China, and then it introduces Shandong University of Art & Design (SUAD). It contains three parts. The first section describes the ...development of design education in China and the current situation of College Entrance Examination for design students. The second section introduces SUAD from aspects of its location, the features of design teaching and learning, and design-related actives and achievements. The last part predicts the future of design education in China.
Purpose Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and ...rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking. Design/methodology/approach A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design. Findings The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users. Originality/value The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.
Prototypes are essential tools in product design processes, but are often underutilized by novice designers. To help novice designers use prototypes more effectively, we must first determine how they ...currently use prototypes. In this paper, we describe how novice designers conceptualized prototypes and reported using them throughout a design project, and we compare reported prototyping use to prototyping best practices. We found that some of the reported prototyping practices by novice designers, such as using inexpensive prototypes early and using prototypes to define user requirements, occurred infrequently and lacked intentionality. Participants' initial descriptions of prototypes were less sophisticated than how they later described using them, and only upon prompted reflection did participants recognize more specific benefits of using prototypes.
•Novice designers' prototyping conceptions were less sophisticated than their reported use.•Many prototyping behaviors reflected literature-based best practices.•Several prototyping behaviors occurred at low frequency and lacked intentionality.
Engineering design processes are often defined as beginning with a problem and diverging to generate possible solutions; however, design processes can start with a newly developed technological ...solution, followed by a divergent search for potential problem applications it can solve, termed 'solution mapping'. Building on previous research where engineering practitioners described their successful strategies for solution mapping, we created a tool to support solution mapping and tested its impact with engineering students. In a single session, graduate and advanced undergraduate engineering students were presented with a novel technology and worked to identify potential problem applications for it. Comparing students using the Solution Mapping Design Tool to two control groups, more diverse problem applications were produced when using the tool. Considering diverse options is an important feature of design processes shown to promote creativity and innovation. With this successful proof of concept, future work on solution mapping will identify how to support engineers seeking problem applications by making use of new technologies.
Abstract E-learning materials require a high initial development effort but can then be used by a large number of students with little effort. It therefore seems reasonable to develop and use these ...across universities. Particularly in the field of Engineering Design Education, standardized principles through norms and guidelines lead to a high degree of transferability. For the development of such e-learning offers, however, the context of application must be identified. As a fundament for the development, this publication analyzes Engineering Design Education in Germany.
The emergence of artificial intelligence-generated content (AIGC) in the realm of education, notably in product design, signifies a watershed moment, heralding significant enhancements over ...conventional pedagogies by potentially catalyzing unparalleled innovation.
This investigation assesses the ramifications of assimilating AIGC into product design instruction, focusing on its advantages, constraints, and consequent influence on students’ design cognition across a spectrum of proficiency levels.
The study encompassed 119 scholars with a focus on product or industrial design, delineated into three distinct echelons of proficiency.
Utilizing Technology-mediated Learning Theory, an empirical field study was initiated to explore AIGC's impact on self-efficacy, ideation volume, innovation, diversity, and the aggregate quality of outcomes, taking into account the divergence in pedagogical strategies and student competency tiers.
AIGC notably augmented students' self-efficacy, ideation, novelty, and variety, albeit with a potential diminution in ideational quality. Disparities in self-efficacy, volume of ideas, and their caliber were discernibly evident across varying tiers of competency.
AIGC markedly fosters innovation within product design pedagogy, demonstrating its ascendancy over traditional instructional methods in catalyzing scholastic innovation. However, orthodox teaching methodologies retain their critical role in the cultivation of problem-solving acumen. Personalized support, particularly for those demonstrating lower self-efficacy, is paramount in amplifying their creative ideation through bespoke pedagogical strategies, thus maximizing the utility of AIGC integration.
•Challenges and benefits of ideation with AIGC for students of all abilities.•AIGC promotes creative thinking in product design ideation learning.•The critical mediating role of students' self-efficacy in ideation generation.•Supporting students of all ability levels and improving their design ideation skills.
The fusion of computing with textile materials has enhanced the interactive capabilities of textiles. Applying these electronic aspects of textile design is an evolving discipline. This study ...introduces a case study of teaching textile design in higher education with an interactive focus on art and design. We analysed projects and contents that appeared to be significant in the students’ processes as well as findings from the point of view of art and design pedagogy. Working on design education in multidisciplinary teams together with accessible technology was found rewarding. Knowing the basics of textile design is essential, but when developing e-textiles, interdisciplinary teachers are recommended. Moreover, creating positive experiences, circumstances and possibilities to continue the design process in the future is also important.
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