DS 93: Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE 2018), Dyson School of Engineering, Imperial College, London. 6th - 7th September 2018

Year: 2018
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: Dybvik, Jeanette Helleberg
Series: E&PDE
Institution: Oslo Metropolitan University. Norway
Section: Design and Engineering Education for the General Public
Page(s): 518-525
ISBN: 978-1-912254-02-6


This paper focuses on design processes with the reuse of products and valuing diversity, based on a case study in product design conducted by primary school teaching students at Oslo Metropolitan University. The research question is how exploratory working and inquiry-based teaching (IBT) methods are suitable for teaching themes related to different perspectives on reuse, diversity, and sustainable development. Describing a sustainable field where there are many sources of knowledge to critically assess the task, assess new ways of joining parts, evaluate new looks, and take into consideration the different types of information that arise in the process. How to set up exploratory teaching will be related to what the teacher wants the students to learn during the programme. In terms of methodology, the examination builds on research-by-design and IBT, where the practical aesthetic work with the materials is the deciding factor. This study illustrates the profound, though often hidden, consequences that design decisions and processes have on the total human experience. It also describes an example of teaching students to engage with the material world we live in.

Keywords: Valuing diversity, exploratory working method, inquiry-based teaching, re-design process


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