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Aims
The successful design and development of an engineering solution, which could be a (smart) product or a (smart) product-service system, is a challenging task. Companies that are successful on this endeavor are proud of their product design and development processes (PDDP). This is particularly true in the case of multidisciplinary teams, which is the case of developing smart systems, robotic systems, regulated systems, etc. Indeed, an effective PDDP is a competitive advantage source and frequently treated as a sensitive knowledge asset.
As the main learning outcome, the MTDP course’s students will be able to define a tailored product design and development process (PDDP) for a specific situation. This outcome will be achieved by the following specific learning goals:
LO1. Summarize the main challenges for a successful PDDP.
LO2. Determine the appropriate PDDP model (waterfall, iterative, spiral or agile) considering the product’s technical and requirements uncertainty.
LO3. Determine the appropriate design and development tools and techniques for each PDDP phase, considering the disciplines needed during the process (mechanical, electronic, software, etc.).
LO4. Integrate into the PDDP the best practices for organizational process definition, engineering, and engineering support according to the CMMI-Dev 1.3.
LO5. Integrate creative design techniques into the PDDP.
LO6. Determine how to take advantage from the Industry 4.0 capabilities to improve the design process.
LO7. Reflect on how to use the learnings from LO1 to 5 during a tailored PDDP definition.
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A good design process positively impacts on the company’s product design and development success rate.by increasing the likelihood of repeating good practices and avoiding making previous mistakes.
This course supports the students to become engineers capable of analyzing and improving the PDDP used in a company. PDDP’s theories, methods and practices are discussed, from customer needs to production facilities concerns. Several models of integral design are treated and compared against the complete the product lifecycle.
The specific content topics are:
- PDDP models model (such as waterfall, iterative, spiral or agile) and when they are applicable.
- Relating the PDDP to the Systems Engineering V-Model.
- Understanding the CMMI-Dev and why a good design process goes beyond the engineering activities.
- Overview of the engineering design techniques used by the different engineering disciplines during the design process phases.
- Lean Product Development.
- Creative Design.
- Smart Design Engineering.
- Conceptual design, System design and detail design practices.
- Testing and prototyping practices.
The course implements a flipped classroom and gamification. The flipped classroom includes learning activities to be executed before-class, in-class, and after class:
- Before-class (out-of-class activities): Watching the videos (micro-lectures) presenting the theory and answering the related online quizzes and exercises with the support of the reading material. Working on the assignments is also part of the out-of-class activities.
- In-class (face-to-face in campus): The students will discuss, interact, debate and solve problems together, with the assistance and guidance from the immediate feedback given by the lecturer.
- After-class (out-of-class activities): The students will reflect on the feedback and upload revised versions of their homework.
The gamification takes place between weeks 2 and 4, where the groups of students compete to define the most efficient PDDP to be used in the proposed game scenario. The groups determine which combinations of design and development tools and techniques to be used during each of the four game rounds (1. conceptual design, 2. system design, 3. detail design, and 4. system integration and test). The game includes more than 60 techniques from different engineering disciplines (systems engineering, mechanical engineering, electrical engineering, software engineering, industrial engineering and production engineering). After playing the game, the students reflect on the rationale behind their strategy, the effectiveness of their choices, and what and why they would make differently in a similar situation in the future. The lecturer then gives feedback based on the students’ reflection. Summative assessment is based on the reflections’ quality and not on the game results.
Note that the participation during the classes when the game is actually played (weeks 2 and 3) is mandatory.
The content presentation is going to be interlaced by a series of assignments (group and individual), which will be the basis for assessment:
| Learning Goal |
Assessment type |
| LO1 |
online quizzes |
| LO2, LO3, LO5 and LO7 |
group assignment (game) |
| LO4, LO6 and LO7 |
individual exam |
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| Master Mechanical Engineering |
| Master Industrial Design Engineering |
| | Required materials-Recommended materialsCourse material| CMMI Product Team (2010) CMMI® for Development, Version 1.3, CMU/SEI-2010-TR-033 |
| Course material| Ulrich K, Eppinger S, Yang,M. C. (2020) Product design and development, 7th edn. McGraw-Hill, New
York.
ISBN10: 1260043657 |
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Instructional modesAssessment| Presence duty | | Yes |
| Colstructie| Presence duty | | Yes |
| Presentation(s)| Presence duty | | Yes |
| Project supervised| Presence duty | | Yes |
| Q&A
| Self study without assistance
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TestsEindopdracht/paper
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