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Using “Why and How” to Tap Into Novice Designers’ Method Selection Mindset

[+] Author Affiliations
Danielle Poreh, Euiyoung Kim, Varna Vasudevan, Alice Agogino

University of California Berkeley, Berkeley, CA

Paper No. DETC2018-85997, pp. V003T04A005; 10 pages
doi:10.1115/DETC2018-85997
From:
  • ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 20th International Conference on Advanced Vehicle Technologies; 15th International Conference on Design Education
  • Quebec City, Quebec, Canada, August 26–29, 2018
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5178-4
  • Copyright © 2018 by ASME

abstract

Despite the growing utilization of human-centered design, both in academia and industry, there is lack of pedagogical materials that support context-based design method selection. When used properly, design methods are linked to successful outcomes in the design process, but with hundreds of design methods to select from, knowing when and how to use a particular method is challenging. Selecting the appropriate design method requires a deep understanding of the project context. Cultivating a selection methodology that is more contextually aware, equips students with the tools to apply the most appropriate methods to their future academic and industry projects. Using theDesignExchange knowledge platform as a teaching material, we discuss a summer design course at the University of California at Berkeley that encourages students to choose design methods rather than the instructors giving a set list. The findings illustrate that when given the task to select a method, students exhibit contextually-aware method selection mindsets.

Copyright © 2018 by ASME

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