"The mission of the publication Delft Science in Design is to promote and advance the exchange of lessons learned on design between university and industry. Also, it aims to amplify the visibility of the results of academic effort in design at Delft University. The questions "What is design?", "What is engineering?", "What is science?" can be fiercely debated. Between the extremes of artistic design and pure science, the transitions are like in fluid: they are smooth and gradual. An approach focusing on how the university deals with knowledge may provide a better entry to the debate. The mutual understanding between scientists from different disciplines may get lost. It is one of the two major objectives of the Delft Science in Design congress to offer a kaleidoscope of the activities of the various faculties to all university colleagues and students, so that staff and students can be made aware of activities in other laboratories, and have the opportunity to be informed on details. Being informed is the first step to understanding."--Jacket
The Prototype Laboratory initiated and maintained by the Chair of Product Development at the Faculty of Architecture, TU Delft, has set an example in architectural education for hands-on ‘learning-by-making’ for students. According to the authors of this book, in the current curriculums time spent on practical work is not rewarded and students are educated in an abstract concept of architecture, not getting a proper feeling for materialization. A semester of designing, engineering, producing and building a prototype with their own hands after their own design often gives students a boost in their education. The Delft Prototype laboratory was the base of around 1,000 students, now professionals. Some architect’s offices make prototypes regularly as their designs are quite experimental and require more insight for the designing architect, before the realization of his building. Prototypes of technical components are often developed parallel to the building process. The Prototype Laboratory at the Faculty of Architecture was supervised for almost 18 years by Peter van Swieten. He describes his experiences in this book, in collaboration with the initiator, professor Mick Eekhout. Marcel Bilow took over the Bucky Lab, as it is called, from 2012 onwards.
Buildings are neither conceived nor realized by architects in a vacuum; the architect forms part of a larger team of builders, craftsmen, engineers and other experts who join forces to bring together their diverse fields of knowledge. This book describes the design and development of the building process for the wings at the Yitzhak Rabin Centre in Tel Aviv, and demonstrates how collaborative building, technical design and development can lead in an integrated and innovative, but risky process to an extreme innovation, an Octatube ‘Moonshot’. The challenge posed by the Rabin Centre wings was to develop an entirely novel technology for constructing free form shells. It is necessary for many disciplines to collaborate in such a process, and these must be coordinated throughout the entire process, including all of its unforeseen and experimental stages. The results of the process then have to be integrated into one technical artifact that satisfies all requirements and delivers effective answers or compromises in all of its life phases, be that conceptual design, material design, detail design, engineering, production, assembly, installation, loading behavior, functional use as a building, meaning of the building as an artifact (even as architecture) and, in both its local and global context, in its meaning as an integral part of the building.
Current systems design and decision management methodologies can be single-sided, ignoring or failing to capture the dynamic interplay between multi-stakeholder preferences (‘what they want’) and system performances (‘what they can’). In addition, these methodologies often contain fundamental modelling errors and do not provide single best-fit solutions. This leaves designers or decision-makers without unique answers to their problems. Above all, mainstream higher education primarily applies instructivist and research-based learning methods, and therefore does not adequately prepare students for designing solutions to future complex problems. This book introduces both a state-of-the-art participatory design methodology (Odesys), and a design-based learning concept (ODL), which together overcome the aforementioned issues. Odesys is a pure act of open design integration to confront conflicting socio-technical interests and is the key to unlocking these complexities to deliver socially responsible systems. Odesys’ design engine, the Preferendus, enables stakeholders to cooperatively identify their best-fit design synthesis. It employs a novel optimisation method that maximises the aggregated preferences, integrating sound mathematical and extended U-modelling via open technical-, social-, and purpose cycles. The art of ODL is a constructivist design-based and well-proven learning concept fostering students’ design capabilities to become open and persistent problem solvers. It is a reflective, creative, and engaged learning approach that opens human development and unlocks new knowledge and solutions. The author also introduces new management features such as the corporate social identifier (CSI), the ‘socio-eco’ threefold organization model and U-model based open loop management. Finally, the author places Odesys & ODL within the integrative context of empiricism, rationalism, spiritualism, and constructivism to unite the open design impulse. This book will be of interest to both academics and practitioners working in the field of complex systems design and managerial decision-making, and functions as a textbook on systems design and management for master students from diverse backgrounds. Prof.dr.ir. A.R.M. (Rogier) Wolfert has worked with R&D groups at various (inter)national universities and research institutes for the past 30 years. Since 2013, he has been professor of engineering asset management at Delft University of Technology. Over the past 20 years, he has also established a proven industrial track-record in which he has been involved in the design and management of various types of infrastructure. He considers both the ‘outer’ observation and the ‘inner’ experience as companions on his journey into the emerging future.
This book is a collection of articles written in recent years and used in lectures for students at the Faculty of Architecture at Delft and at Nottingham University. The lectures and articles are based on a mixture of innovations in academia and industry. They elucidate the relationship between architecture and building technology, as well as high technology, transfer of technology, innovative design, development and research in the Chair of Product Development at TU Delft. With his experience in both industry and academia, Eekhout’s goal is to bridge the gap between the two worlds and to stimulate them both, to prepare students to be inventive, innovative and daring enough to materialize their own dreams in practice. The lecture articles are based on the adventures and experiences in Mick Eekhout’s design & build experimental laboratory cum factory, which works on projects all over the world, and for many interesting clients. Eekhout was able to develop an innovative technical vocabulary for lightweight structures and claddings in architecture and encourages students to attempt the same.
The Global Studio is aimed at design educators and is intended as a resource for those interested in exploring the potential of the Global Studio for the education of future designers. It is important to stress, however, that the editors are not suggesting that all design courses should incorporate a global component, nor that all design courses should be conducted along the lines of a design studio. In fact, they seek to draw attention to a recognition of differences. The aim is to generate different ideas and approaches for ‘doing’ design education and ongoing discussion about what counts, and for whom, in relation to curriculum development in design. Another aim is to exemplify various ways of how research, teaching and learning can be linked. An important aspect of The Global Studio is that it provides a rich research site for exploring questions in relation to teaching and learning as well as doing product development in geographically distributed design teams.
The mission of the publication Delft Science in Design is to promote and advance the exchange of lessons learned on design between university and industry. Also, it aims to amplify the visibility of the results of academic effort in design at Delft University. The questions “What is design?”, “What is engineering?”, “What is science?” can be fiercely debated. Between the extremes of artistic design and pure science, the transitions are like in fluid: they are smooth and gradual. An approach focusing on how the university deals with knowledge may provide a better entry to the debate. The mutual understanding between scientists from different disciplines may get lost. It is one of the two major objectives of the Delft Science in Design congress to offer a kaleidoscope of the activities of the various faculties to all university colleagues and students, so that staff and students can be made aware of activities in other laboratories, and have the opportunity to be informed on details. Being informed is the first step to understanding.
