1) This research was supported by the MSIP(Ministry of Science, ICT and Future Planning), Korea, under the ITRC(Information Technology Research Center) support program (IITP-2016-H8501-16-1019) supervised by the IITP(Institute for Information & Communications Technology Promotion)
투고일_2016.02.10 심사기간_2016.03.01.-20 게재확정일_2016.03.28
Case Study of Design Convergence Education Program for Engineering & ICT Students 공학계열 학생을 위한 디자인 융합 전문교양 교과목 운영 사례 연구 1)
Sung, Sang Hee_Dept. of Visual Communication Design, Inha University / Choi, Ji Eun_Academy of Convergence Education, Inha University / Kang, Hyeon Joo_Dept. of Visual Communication Design, Inha University
성상희 인하대학교 예술체육학부 시각정보디자인전공 , / 최지은 인하대학교 미래융합교육원 , / 강현주 인하대학교 예술체육학부 시각정보디자인전공,차례 1. Purpose of the Study
2. Scope and Methods of the Study
3. Structure of Design Convergence Curriculum
4. Main Subject of Project and Interview
5. Final Projects
6. Results and Findings
7. Conclusions
References
2) This research was supported by the MSIP(Ministry of Science, ICT and Future Planning), Korea, under the ITRC(Information Technology Research Center) support program (IITP-2016-H8501-16-1019) supervised by the IITP(Institute for Information & Communications Technology Promotion)
3) Choi, Ji-Eun. Co-author. Development of Design Convergence Education Program for Engineering & ICT Student「 s . 2015 KSDS Spring Conference Proceeding, 2015, pp.36-37」
Case Study of Design Convergence Education Program for Engineering & ICT Students 공학계열 학생을 위한 디자인 융합 전문교양 교과목 운영 사례 연구 2)
Sung, Sang Hee_Dept. of Visual Communication Design, Inha University / Choi, Ji Eun_Academy of Convergence Education, Inha University / Kang, Hyeon Joo_Dept. of Visual Communication Design, Inha University
성상희 인하대학교 예술체육학부 시각정보디자인전공 , / 최지은 인하대학교 미래융합교육원 , / 강현주 인하대학교 예술체육학부 시각정보디자인전공,ABSTRACT Inha University Academy of Convergence Education has developed a curriculum for the general professional course for the design convergence field in order to build the creative thinking and convergence abilities of students from the College of Engineering and College of Information Technology & Engineering. By examining domestic and foreign design convergence education cases, the course's name was selected as <Design and Innovation> and the curriculum in the department of visual communication design was developed to create a convergence curriculum which could be adapted to engineering students from the design point of view. To undertake an academic analysis on the development of engineering students' design thinking and process accessibility, this study conducts 5 processes listed below to accomplish the ultimate objective which is to propose and present a new business project featuring converged new technology and design thinking.
Establishing student teams composed of various grades and majors
Researching theoretical background of related projects
Conducting interviews with specialists of interested businesses
Design practice
Presentation through project development research
The objective of developing a design convergence curriculum is based mainly on finding a method to solve open-ended problems in various ways using design thinking, and will encourage collaborative studying in various professional fields of study.
Keyword
design education design convergence design thinking design innovation
요약 인하대학교 미래융합교육원에서는 산업통상자원부의 공학교육혁신사업의 일환으로 공대 및 공대 학생들의 융합 능력 IT
과 창의적 사고 함양을 위해 디자인 융합 분야의 전문교양 교과목을 개발했다 국내외 디자인 융합교육 선행사례 검토를 . 거쳐 교과목 명칭을 디자인과 혁신 으로 결정하고 디자인전공 관점에서 공학계열 학생들에게 적용될 수 있는 융합형 「 」 , 교과과정을 위해 예술체육학부 시각정보디자인전공에서 교과목 개발을 하였다.
3)본 연구는 공학계열 학생들의 디자인 적 사고 도모와 프로젝트 접근성을 키우는 학습연구를 하고자 신기술과 디자인 사고를 융합시킨 신사업 프로젝트 제안 , 및 발표가 최종 결과물이며 이를 달성하기 위해 다음의 가지 과정을 수행하게 된다 , 5 .
수강생들의 다학년 다학제 팀 구성
해당 관련 프로젝트 이론적 배경과 리서치
관련 종사업자 대상 인터뷰 진행
디자인 실습
프로젝트 개발연구를 통한 발표
디자인 융합 교과목 개발의 목적은 디자인 사고과정을 통해 개방형 문제 (Open-ended problem) 를 다양한 각도에서 풀 어 갈 수 있는 방법을 찾도록 하는데 있으며 추후 수강 가능한 전공분야를 넓혀 협력 연구할 예정이다 , .
중심어
디자인 교육
디자인 융합
디자인 사고
디자인 혁신
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1. Purpose of the Study
Tim Brown of IDEO has written that design thinking is "a discipline that uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity."
4)For example, d.school of Stanford University, the media lab of MIT in America, and the International Design Business Management of Alto University in Finland, are already introduced in Korea for case studies of how the design education program converges various field of studies such as design, engineering, management, and humanities. In Korea, the Korea Institute of Design Promotion started ‘Convergence Design College Supporting Business’ in 2009 and for the convergence design training for individuals with creativity and integrated problem-solving skills, had supported 17 universities with the convergence education process by 2013. The <Design and Innovation> course, which is the objective of this study, focuses on designing education programs which reflect Inha University's engineering and IT engineering education environment and domestic and foreign circumstances and is aimed to develop a new business model with which students can study converged technology based on design thinking, service design, and design innovation. By integrating what is desirable from a human point of view with what is technologically feasible and economically viable, designers have been able to create the products we enjoy today. Design thinking takes the next step, which is to put these tools into the hands of people who may have never thought of themselves as designers and apply them to a vastly greater range of problems.
5)2. Scope and Methods of the Study
Design thinking taps into capacities we all have but that are overlooked by more conventional problem-solving practices. It is not only human-centered; it is deeply human in and of itself.
Design thinking relies on our ability to be intuitive, to recognize patterns, to construct ideas that have emotional meaning as well as functionality, to express ourselves in media other than words or symbols.
6)The most successful business in the years to come will balance analytical mastery and intuitive originality in a dynamic interplay that Roger Martin calls 'design thinking '.
7)This course set 3 objectives which are: 1. Enhance the ability to learn and share the various values and knowledge from team research and to increase the planning ability for new business models which are appropriate for design thinking; 2. Utilize and analyze design cases converged with new technology; 3. Understand the trends in convergence technology and design business. These objectives are related to program learning outcome LO 06_(teamwork skill) and LO 07_(communication skill) required by the ABEEK Inha Accredited Engineering Education System following by <Table1>, and through this course, can increase the ability to contribute to team performance as part of team project solving of engineering problems and to effectively communicate in various environments. This curriculum is based on weekly lectures, subject related discussion and team projects which focus on the project procedure, method theory, and various thinking methods, and is composed of interviews and presentations related to the subjects. This method is aimed at helping students with design thinking to understand how to keep the balance between validity and reliability, art and science, intuition and analysis, exploration and utilization and be able to derive good results
4) Martin, Roger. The Design of Business . 2009, p.62 「 」 5) Brown, Tim. Change by Design . 2009, p.4 「 」 6) Brown, Tim. ibid., 2009
7) Martin, Roger. ibid., p.6
Journal of Basic Design & Art Vol.17 No.2
from it. The innovation is not an invention to create a new satisfaction but a new discovery.
New customers, new usage, new circulation channels, and hidden needs of customers, these discoveries represent innovation.
8)The 5 steps of design thinking
9)- empathy, definition, ideation, prototype, testing - used in d.school of Stanford University, are actually adapted to project planning, which helps to create an understanding of selected subjects and is used to understand and develop the visualization. It is divided into processes which define the problems found in concepts, develops the solution and assists in delivering it. Now from quantitative analysis but focusing on users, the groups of contents listed are classified and problems identified by exploration, empathizing, and interviewing, followed by the defining of the problems.
3. Structure of Design Convergence Curriculum
The concept of design used in this course does not only refer to visual communication design, but a "harmonized concept" which harmonizes with other fields and also gives extra value to the development of user-focused products or service. This defines the innovative value development process which maximizes the invisible service experience to create user-focused design values as the ultimate object.
10)The main objective of this course is to share these definitions with students by lecturing and practicing. This course is open to engineering students as a mandatory liberal arts class, and an elective liberal arts class to other majors, and is for 40 students with 3 credits, 3 hours a week for all grades. Firstly, they shared individual cases which felt 'creative' in daily life and students with same interests were grouped together into 8 teams comprising students from various majors and grades. Six teams
8) Han, Geun-Tai. Peter F. Drucker Note . 2014, p.11「 」 9) http://dschool.stanford.edu/dgift/
10) Verganti, Roberto, Design-Driven Innovation . (Kim, Bo Young. Trans.). (Original work published 2009). 2010, p.9「 」
Learning Outcome Description
LO 01 Knowledge Application Ability to apply maths, basic science, engineering knowledge, and information technology into solving the engineering problems LO 02 Analysis Experiment Ability to analyze the data, check the given fact or theory by experiment LO 03 Problem Solving Ability to define and formulate the engineering problem
LO 04 Utilizing Equipment Ability to utilize the appropriate equipment such as new information and research result to solve the engineering problem
LO 05 Design Ability Ability to design system, factors, process considering the real limited conditions
LO 06 Teamwork Skill Ability to contribute to team effort as part of a project team member which solves engineering problems LO 07 Communication Skill Ability to effectively communicate in various environments
LO 08 Impact Recognition Ability to understand the engineering problem solution's impact on health, safety, economy, environment, and sustainability
LO 09 Job Ethics Ability to understand the social responsibility and job ethics as an engineer
LO 10 Lifelong Learning Ability to continuously study by recognizing the importance of self-development in changes of technological environment
<Table 1> Learning Outcome Chart of the ABEEK Inha Accredited Engineering Education System
<Figure 1> 5 Steps of Design Thinking.
d.school, Stanford University
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had 4 students and 2 teams had 5, but later team membership was altered due to leavers.
Hence, there were a minimum of 3 to a maximum of 5 students developing the final projects.
The actual individual case interests became the subject of the team projects. IoT, augmented reality, hologram, and rechargeable energy were among them.
According to the design innovation theory
11)of d.school, the main value of design innovation is best derived from looking at the same subject from various points of view and a convergence class which gives chance for discussion. We provided case studies and team simulation which gives students the opportunity to experience business management and a human perspective so that they do not bias toward technology at the project development level, but instead broaden their research field. The cases dealt with in the course include Nintendo Wii, Apple's iPod from CD players to MP3 players, Alessi's branded products focusing on emotional design, and the innovative definition of the Swatch watch as fashion accessory. Netflix, which recently entered the Korean market, originally started a DVD rental postal delivery service and became a threat to off-line video rental market players such as Blockbuster. In 2013, by premiering episodes of its "House of Cards" series, they broke existing consumer patterns and huge success resulted. Metamorfosi
12)lighting, launched in 1998 by Italian lighting brand Artemide, redefined lighting which changes the lifestyle of consumers. Just like in <Figure 3>, the color changing function was just lighting dark space to be brighter in the past, but Metamorfosi lighting gave consumers an experience of lighting which reflects their moods, giving an interior designing effect. The result can be completely different according to the problem definition through analyzing user patterns and empathy through exploration and the thinking development process. Empathy is the most basic level of the human focused design process and it draws on exploration, interview, and user experience.
In the 2nd week, students presented the new business plan utilizing the 3D printer as the individual assignment. From an action figure business which is generally easy to relate, to baking cutters using a 3D printer, producing 3D maps by utilizing a 3D scanner, producing health supplement equipment, and plastic medical equipment. We reflected on the balance of useful technology, actual business and, desired human factors with design thinking for the team project concept. In the 3rd week, we developed partial ideas related to software by debating and examining cases from various points of view and predicted the market possibilities. We tried branding development through the design thinking process and attempted to increase the understanding and execution by simple idea experimentation. In the 4th week, we prepared the final team project output as a design converged new business model proposal and interviewed specialists related to the relevant fields to gain a deep understanding of the particular business sector. Since this was the first 'pilot' semester and to encourage a breadth of ideas, there was no limitations on team projects and interviewees. The output was arrived at based on user interviews, expert opinions, and defining the problem through empathizing and observation.
11) http://dschool.stanford.edu/our-point-of-view/
12) http://iluminacionweb.net/artemide-nur-lampara-de-diseno-con-personalidad/
<Figure 3> Artemide Metamorfosi Pendant
<Figure 2> Design Innovation (Source: adapted from d.school Stanford 2012; IDEO 2012; Brown 2009)
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4. Main Subject of Project and Interview
The interviews with practitioners related to the project theme were self-casted by team members. The process included research, field trip, and the interview. Team 2 planned a mobile platform which provided an application to pre-estimate the size of the furniture before purchasing, they directly interviewed the furniture retail dealer and visited the site, interviewed the college students they targeted and detailed the business model. Team 2 and 7 presented video recordings of the interviews, but in the absence of a recording, they provided written transcriptions. Team 1 focused on technology too much and barely found out its product design idea yet. After ideation in-class practice, as <Figure 4> Team 1 developed a multi-color 3D printer design named Chroma and based on a polarizing prism concept. It was triangular in shape with an open glass structure and an extruder cooler design derived from an iris.
Teams 4 and 5 changed their projects during the process. Team 8 tried to propose a new platform based on an internet e-book, web-cartoon writers, but after proceeding to interviews, they changed to a 3D animation character business with holograms. Teams 3 and 7 modified their business directions, teams 2 and 6 reconsidered the problems and analyzed the weaknesses of their business model by interviewing. For example, team 6 interviewed a senior researcher who is specialized in high effect electricity sending system development at the Electronics and Telecommunications Research Institute in Korea. She mentioned that the wearable device market had high growth potential but required a balance of design and marketability. Later, each team tried to see which part of the wearable recharging device takes time to be commercialized and to see which existing study checker cushion development affects which part of a user's life and to apply it to their themes.
Sortation Subject New technology Design No. of
members Equal estimation Team 1 Dreaming future with 3D printer 3D printer Product design 4
Research, on-site interview
and presentation,
prototype, initial marketing planning, business plan
proposal Team 2 Mobile application platform utilizing
augmented reality to estimate objects
Augmented reality,
mobile platform UI/UX 3
Team 3 Information providing service related to food business
Mobile software
development UI/UX 3
Team 4 3D self-hair design application 3D scanner UI/UX 4
Team 5 Technology based study checker cushion IoT Product design,
UI/UX 4
Team 6 Wearable recharging device Wearable recharging
device Product design 5
Team 7 Virtual reality based space advertisement
platform Virtual reality Product design,
advertisement 3 Team 8 Holosphere: 3D animation utilizing hologram Hologram Product design 4
<Table 2> Subject of Team Project
<Figure 4> 3D Printer Design
기초조형학연구 17권 호 통권2 ( 74 )호 201
As observation needs practice, we conducted a simple experiment to see how much the increase in visualizing expression and conceptive drawing can disturb the observation. Half of the semester, we focused on how to clearly define the problem from the user’s point of view using empathy. It is to find problems, not to find the solution.
13)During the class, students practiced sharing the inconvenience points and expressed the solution in images of daily objects with their original shapes. In relation to this, students were required to express the structural solution to choose the most day-to-day setting such as campus classroom, library, cafeteria, and consider how to change it for effective space usage and user comfort.
<Figure 5> was about new classroom ideas. The example on the left proposed a stair-formed theatre shaped classroom to overcome the inconvenience of a one-person table and chair, and could understand inconveniences from chair control, storage space and classroom door.
Also, it had a smart table incorporating the RFID chip into the student ID card; the user could write notes on the monitor within the table and later retrieve the notes with their student ID card which also had an attendance check function. Both examples proposed table designs appropriate for user convenience and convergence education. Up to 3 tables could be put together in the lecture and could be easily moved. With 5 tables a circular formation could be used. In reality, classrooms were not always appropriately laid out, so it set as its main objective the increasing of communication between students and professors while undertaking the team project.
5. Final Projects
Every team had 2 main presentations and each team member had to present at least 1 part of the team project. There were several individual presentations and class practices, which helped to increase the student's presentation ability. 8 teams shared their team concepts during the first 8 weeks, then proceeded to the next level after defining the problem. This involved proposing a 30-minute debate between each team and the other students to gather various problem solutions at the level of ideation and prototyping status. After 2 weeks of team reviews, each team found weaknesses during the process of prototyping and re-developed accordingly. Design innovation occurs when renovated technology research based technology, focused innovation strategy, design focused renovation made possible by new definition and product language related new corporate vision meet together. By discussing service design and branding cases during class hours, students participated in sharing ideas and finding the supplements. Before the last week of final presentation, they had conducted a marketing experiment which helped them to reconsider the initial concept and product relationship by developing the advertisement plan and SNS marketing promotion with the design convergence business model and newly developed technology. As a result, a business plan including market examination, business analysis, project report, and marketing plan was made. The final result included a UX guide related to software, product design
13) Stickdorn, Marc. Schneider, Jakob. (Lee, Bong Won. Jung, Min Joo. Trans.). This is Service Design Thinking . 「 」 (Original work published 2010). 2012, p.133
<Figure 5> Examples of Students’ Assignments
related to hardware, BI guide, advertisement video, and marketing promotion planning.
As <Figure 6>, team 5 developed a new style of study checker using IoT. Normally, it looks like a stopwatch style as shown in left-hand image. Team members observed how other people used them and listed pros and cons. They redefined a study checker more practically and designed it as a cushion for users who sat on a chair for a long time. It was foldable and easy to carry. They also developed a mobile application not only checking time but also promoting and adding new functions for networking to encourage positive competition.
Sortation Problem issue Improvement direction Final project outcome
Team 1 Too much focus on 3D printer technology, weaker design part
Supplement with new product design development
Team 2 Design needs for UI/UX considering user convenience
Reorganized by redefining platform contents
Team 3 Distinction between other social networking service
Mix and match by learning the consumer needs rather than
creating new technology, acquiring information and fun factors
Team 4 Differentiated from similar service system
Research and development of mobile platform for professionals
Team 5 Choose the main function in product and mobile linkage
Develop various functions of cushion style study checkers
Team 6 Product convenience Develop various design products
for marketability
Team 7 Distinction between advertisement and advertisement platform
Research and develop on an advertising media platform device
Team 8 Marketability of 3D animation characters using hologram
Systemized business concept for marketability
<Table 3> Ideation Procedure
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6. Results and Findings
This course mainly consists of project evaluation and lecture evaluation. Project evaluation includes an individual assignment, interview presentation, mid-term assignment, and project result. We gather opinions, including the team member evaluation, from all students at the final presentation and select the two top projects.
Content No. of Cases Frequency %
1. What is design innovation? Case introduction to design thinking 27 3.89 0.89 2. Case and perspective of new technology and design convergence 27 3.93 0.92 3. Management strategy case analysis through design innovation 27 3.89 0.89
4. Planning commercial goods for design thinking 27 3.78 0.93
5. Design practice 27 2.93 1.07
6. Design development utilizing new technology 27 3.41 0.89
7. Service design 27 3.52 0.94
8. Design idea experiment 27 3.11 1.05
9. Special lecture 27 4.04 0.85
<Table 4> Evaluation of Course Contents
Highest satisfaction was reported for the special lecture followed by the case and perspective of new technology and design convergence section. Since, this class was only open to engineering students, they had significant challenges in developing concepts and engaging design parts at the beginning. They repeated the empathy, definition, and ideation steps as in-class practice and this helped to improve students' project outcome. For the quality and educational effect of this course, more small group practices should be added as it would be effective in increasing understanding of the course through simple processes.
7. Conclusions
As previously noted when describing the purpose of the study, this curriculum was developed for enhancing abilities to solve engineering problems using various methods and also to expose design thinking and visual changes to engineering students. The new technology and design convergence projects were meaningful as an introductory course. However, it was still limited to absorbing and adapting the design thinking concept within a single semester. Due to technological developments and changes in the college environment made to ensure society is provided with the students it requires, continuous curriculum improvement and new curriculum development should be undertaken. There would be more plentiful sources of inspiration if students cooperated with other major students and professors from dual
<Figure 6> Cushion Style Study Checker
