In general, the learning goals will address:
Additional learning goals are -individually- depicted from the perspective of the chosen subject. This implies that the student has an influence on the establishment of the learning goals. For this reason, the student has to hand in a description of the envisaged learning goals and related (design) research activities that requires the consent of the related members of the research staff.
- Personal development as an Industrial Design Engineer
- Development of expertise in a delineated field of expertise
- Autonomous acquisition of knowledge
The minor Scientific Challenges is open for 1A or 1B, a student can work on ONE project for 15 EC max in this minor (and thus this minor is always combined with another minor).
The module focuses on individually addressing scientific challenges related to the research activities of staff members of the Faculty of Engineering Technology
Content (including project)
The Bachelor’s programme Industrial Design Engineering provides students with basic knowledge and skills and a broad view of the field of industrial design engineering. Industrial design engineering is a strongly interdisciplinary domain. Within the set of coherent modules within the bachelor students focus on individual objectives and learning outcomes and implicitly and explicitly train professional skills.
Next to the broad basis provided by the programme, a significant number of students is interested in gaining more in-depth knowledge on one of the disciplines that is relevant to industrial design engineers. Given the close relation between the education in the Bachelor’s programme and the research in the Faculty of Engineering Technology, this comprehensive module aims to allow students to explore and cross the border between education and research. This is done by creating awareness on personal interests and capabilities, based on which students select one (15 EC) or two (7,5+7,5 or 5+10 EC) research / design research projects to work on during the module. As the subjects are portals to the research areas of the staff members of the faculty, students will be able to develop themselves more intensively and thoroughly than is possible in the context of the more interdisciplinary modules.
The educational form will depend on the kind of project the student will choose. Typically, students will work individually on projects but working in smaller groups is optional. One of the staff members will be appointed as coach by the module coordinator.
In principle, students are free to define their own scientific challenge in consultation with a member of scientific staff. Next to this, available topics have been pre-defined. Please contact the members of staff listed on the next page to further discuss the possibilities for projects within a pre-defined topic. To start this module students have to submit a project proposal (half A4) that describes their project(s) to coach and module coordinator.
The following type of assessment methods will be used:
Related to the research topic
- Research report or short academic paper
Related to the learning process
The final mark is based on a combination of the different assessment methods.
Open Script Design (Wouter Eggink)
Improving product attachment and well-being by increasing the room for personal interpretation of products and product use.
Biomechanical Engineering (Edsko Hekman)
Design of products that strongly interact with people in order to improve health, performance or well-being, such as implants, artificial limbs, body supports, medical tools and medical consumer products.
Integration of Biomechanical Data into Product Design (Athena Jalalian)
Despite the potential benefits offered by using biomechanical data in the design process (e.g. assisting in dealing with customization, personalization, ergonomics), they are rarely used by designers and even sometimes are considered unsuitable for use in the design of everyday products. This can be contributed to (1) difficulty to understand, interpret, and use the data, (2) lack of technical appreciation, (3) commercial priorities, and (4) mismatch of the collected data and designers’ requirements. To facilitate these, we attempt to answer the following questions: how can we establish clear communication between design teams and technical teams, to identify and collect usable data? and how can we design and develop methods/tools to help integrate the data into the designs, including understanding, interpreting, and using the data?
Materials and Surface Design (Dave Matthews)
Surface design and materials choices influence users’ perceptions of products, but how can make them? Which surface/material combination do we need for a given application?
In this field of expertise, we take a closer look at surfaces in product design. Explore the interaction between materials and surfaces, consider how they can be characterized or visualized, the impact that may have on a users’ perception and/or how we produce them.
Design for engaging interactions (Geke Ludden)
Research on the design of engaging interactions. How can interaction with technology (focus on technology that supports self-management of health) be engaging? How to design for engagement of different user groups? What is the role of technology in engaging people in following a therapy at home?
Design for Healthy Physical Activity and Sports (Armağan Karahanoğlu)
Design and research of the products and technologies that are used to promote healthy exercising and the experience of data that those tools provide people; designing for meaningful and useful data while exploring the motivations (intrinsic / extrinsic) of people.
Human Centred Design (Mascha van der Voort)
Human Centred Design research addresses the challenge of facilitating design and change processes such that all stakeholders can actively involve and inform the process constructively. This requires the exploration and further development of tools and approaches that empower stakeholders, despite their role, background or expertise, to actively participate in the design and change processes.
Systems thinking: how different ways of thinking on systems level can help in the creative development process (Maarten Bonnema)
An interesting starting point is the video by Derek Cabrera: http://youtu.be/dUqRTWCdXt4 (in particular the first half).
Dilemma-driven design (Değer Ozkaramanli)
Dilemma-driven design is a human centred design approach that considers dilemmas of end-users as valuable starting points for conceptual design activities. The approach equips designers with tools and techniques for understanding dilemmas and generating design ideas that can address these dilemmas. These tools and techniques can particularly be beneficial in early phases of the design process, for example when trying to frame and reframe design problems.
Emergence as Guiding Principle for Design Research and Practice (Jörg Henseler)
The principle that “The whole is greater than the sum” was coined by Aristotele and is today investigated under the term “emergence”. Some design researchers regard emergence as a guiding principle for design. The task is to conduct a literature research on the use of emergence in design, and to develop a design example.
Human Technology Relation Aesthetics (Wouter Eggink)
Design Aesthetics for innovative technologies, based on specific acceptance strategies.
Inquiry into the use of empirical methods in design research (Jörg Henseler)
Design research more and more relies on multivariate statistical techniques to empirically assess design concepts and artifacts. Development of a map of which techniques are used for what purpose in design research, and identification of the shortcomings of the extant methods.
Management of Product Development (Eric Lutters)
Research focuses on the improvement of development cycles as a whole or aspects thereof, to better align the goals and opinions of the many stakeholders involved. Topics relate to e.g. design methods/methodology, design rationale, decision making in design, uncertainty and sensitivity in development cycles, the information that underpins development cycles or knowledge that drives those cycles.
|Required materials-Recommended materials-Instructional modesTests|
|Scientific Challenges IDE|
RemarkCombinatie verslag / presentatie / reflectie