Expanding the field's reach with new approaches to application Design Applications in Industry and Education is a collection of papers presented at the 13th International Conference on Engineering Design in Glasgow, Scotland. Founded in 1981 by Workshop Design-Konstruktion, this conference has grown to become one of the field's major exchanges; one of four volumes, this book provides current insight based on the ongoing work of the field's leading engineers. Novel applications are explored with emphasis on solving barrier challenges, suggesting new avenues for implementation and expansion of engineering design's utility.
Plumb the depths of core motion design fundamentals and harness the essential techniques of this diverse and innovative medium. Combine basic art and design principles with creative storytelling to create compelling style frames, design boards, and motion design projects. Here, in one volume, Austin Shaw covers all the principles any serious motion designer needs to know in order to make their artistic visions a reality and confidently produce compositions for clients, including: Illustration techniques Typography Compositing Cinematography Incorporating 3D elements Matte painting Concept development, and much more Lessons are augmented by illustrious full color imagery and practical exercises, allowing you to put the techniques covered into immediate practical context. Industry leaders and pioneers, including Karin Fong, Bradley G Munkowitz (GMUNK), Will Hyde, Erin Sarofsky, Danny Yount, and many more, contribute their professional perspectives, share personal stories, and provide visual examples of their work. Additionally, a robust companion website (www.focalpress.com/cw/shaw) features project files, video tutorials, bonus PDFs, and rolling updates to keep you informed on the latest developments in the field.
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Are Information and Communications Technologies (ICTs) helpful or detrimental to the process of design? According to Aristotle, the imagination is a mental power that assists logical, sound judgments. Design, therefore, incorporates both reason and imagination. Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education posits imagination as the central feature of design. It questions the common assumption that ICTs are not only useful but also valuable for the creation of the visual designs that reside at the core of architecture, engineering design, and industrial design. For readers who believe this assumption is right, this book offers an alternative perspective.
This book gathers original papers reporting on innovative methods and tools in design, modelling, simulation and optimization, and their applications in engineering design, manufacturing and other relevant industrial sectors. Topics span from advances in geometric modelling, applications of virtual reality, innovative strategies for product development and additive manufacturing, human factors and user-centered design, engineering design education and applications of engineering design methods in medical rehabilitation and cultural heritage. Chapters are based on contributions to the Second International Conference on Design Tools and Methods in Industrial Engineering, ADM 2021, held on September 9–10, 2021, in Rome, Italy, and organized by the Italian Association of Design Methods and Tools for Industrial Engineering, and Dipartimento di Ingegneria Meccanica e Aerospaziale of Sapienza Università di Roma, Italy. All in all, this book provides academics and professionals with a timely overview and extensive information on trends and technologies in industrial design and manufacturing.
Abstract Industrial Design education must always endeavor to close the gap between academic experience and vocational relevance. To this end, students are trained how to use the latest tools available to the design community, such as 3-D software, computer rendering, rapid prototyping, and computer assisted manufacturing. Proficiency in this area of study reflects current requirements for entrance into the profession. This has been true for quite some time. In fact, enough time has gone by that design thinkers are evaluating the results of this training. It is at this time that a new light is cast upon an old debate; manual skills verses digital skills. This is not a debate regarding class or nostalgia. The bigger question that has come to light is: What gets lost when digital technologies replace physical drawing, model making, and prototyping? While industrial design programs still require some manual skills, some schools are emphasizing design processes, start-to-finish, that are hands-off. Students who focus solely on the mastery of screen work will miss the benefits of engaging the other five senses prevalent in physical work. These senses connect to the brain in a way that informs the students' multi-sensory design intelligence. When digital tools are used without this tactile experience, the head and hand are separated. Simulation can be a poor substitute for tactile experience. What is at stake is a false sense of security. Sophisticated rendering programs allow for powerful presentations, but can be misused if the seductive nature of the presentation arrives before solutions are built into the final design. Design students are better served learning how to discover problems rather than hide them behind communication imagery. CAD and rapid prototyping can suppress manufacturing difficulty. In design school, this may never be exposed. In professional practice, however, this gap is expressed. In the professional world, this false security is expensive, wasteful, and destructive. This is widely known because it occurs in professional practice every day. Why not instead train students to think like craftsmen? Education in any creative field must begin with questioning the absoluteness of the lived world. Students cannot do this by looking at a screen alone. They need empathy for materials and processes that are best learned through repetitive, concrete, hands-on training. Using well documented experiences with hands-on activities, a series of tests will be conducted which pit the designer's instincts against real-world applications. The drawings and diagrams common to initial conceptualization will be considered the beginning of product development, followed by hands-on conceptualization in the shop space. This activity will demonstrate that when designers consider the shop space as part of the problem-solving studio, the results will be notably different and unique to any other alternative or simulation. Initial results record a great sense of accomplishment preceded by frustration, on-the-fly changes in course, new-found empathy for the materials and rewriting the script or throwing it out completely. In essence, everything the designer does not know at the completion of hands-off conceptualization will come out in the experience of making. Instead of powering around roadblocks and worrying about deadlines, this effort will zoom in on the roadblocks in an attempt to understand hypothetical flaws. The outcome will be a fresh new approach to Industrial Design curriculum which emphasizes hands-on making and the importance of building a genuine sense of security in the overall design process. Hands-on making in a shop environment increases the overall potential of Industrial Design students by giving them the tools and knowledge exclusively available within the hands-on, (manual skills) experience.
This practical, engaging book offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. Featuring instructional strategies and case studies from diverse design disciplines, including fashion design, architecture, and industrial design, from both the US and abroad, award-winning author Steven Faerm contextualizes design pedagogy with student development—a critical component to fostering successful teaching, optimal learning, and student success in this ever-evolving industry. Features include the following: · Advanced pedagogical methods and strategies to improve design students’ learning, holistic development, and design school experience. · Insights into the changing nature of the design industries and future challenges faced by design educators within higher education, and how design programs can be strengthened to better respond to these challenges. · A range of practical, flexible teaching methods and pedagogical techniques that design educators can easily adapt to their own settings. · Diverse international case studies and interviews with thought leaders in design, design education, and higher education. Written by a leading educator in fashion design, Faerm offers educators, school leaders, and administrators the context and skills to understand the evolving nature of the design industry and design education, and to improve design students’ learning and design school experience.
This book gathers papers presented at the 22nd International Conference on Interactive Collaborative Learning (ICL2019), which was held in Bangkok, Thailand, from 25 to 27 September 2019. Covering various fields of e-learning and distance learning, course and curriculum development, knowledge management and learning, real-world learning experiences, evaluation and outcomes assessment, computer-aided language learning, vocational education development and technical teacher training, the contributions focus on innovative ways in which higher education can respond to the real-world challenges related to the current transformation in the development of education. Since it was established, in 1998, the ICL conference has been devoted to new approaches in learning with a focus on collaborative learning. Today, it is a forum for sharing trends and research findings as well as presenting practical experiences in learning and engineering pedagogy. The book appeals to policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, and other professionals in the learning industry, and further and continuing education.
This book constitutes the thoroughly refereed proceedings of the 10th International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications, held in Kherson, Ukraine, in June 2014. The 16 revised full papers presented were carefully reviewed and selected from 66 submissions. The papers are organized in topical sections on framework and tools; information and communication technologies in teaching and learning; information and communication technologies in research and industrial applications.
