From TRIZ to Technical Creativity Teaching
Editor: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen
Author: Choulier, Denis; Weite, Pierre Alain
Institution: University of Technology Belfort Montbeliard, France
Section: Creativity in Design Education
This paper presents a reflection on a teaching module on creative design in mechanics. Primarily based on the teaching of TRIZ tools, it evolved towards technical creativity (creative design) to which TRIZ presents both commonalities and differences. Several issues are discussed. The first concerns meta-cognition. It plays a specific role in creative design since it is both an objective necessary to adapt and pilot the design process for and a means to learn it. A second issue concerns the teaching means. We adapted them to the specificities of creative design concepts and tools, whether they are explicit and / or conflicting. The third issue is the structuring of the learning process. In this module, we try first to give students multiple and varied sources of information on design - sometimes conflicting - including they own preconceptions and the experience they gain through a project. Second, students are encouraged to discuss their design knowledge with their peers and teachers; and a reflection on projects is imposed on them at the end on the module. Finally, the nature of the relation students have with their teachers and with knowledge is also considered. It affects the teacher's roles and the attitude we show towards our knowledge.