Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 2nd Dec 2022, 11:34:23am CET

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Session Overview
10/2: Track | Design Educators as Change Agents
Saturday, 25/Sept/2021:
2:00pm - 3:00pm

Session Chair: Yang Zhang, Shandong University of Art and Design; Nanjing University of the Arts
Session Chair: Xiang Xia, Nanjing University of the Arts
Session Chair: Ning Wang, Interpreter/Shandong University of Art and Design
Session Chair: Hong Liang, Interpreter/ Shandong University of Art & Design
Virtual location: Liaoning

if you are have difficulties to access the Zoom meeting please contact Liv Merete Nielsen

to access submissions’ abstracts and files please select the session's title

Interpreters: Ning WANG and Hong LIANG

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Reform of Product Design Teaching based on Bionic Concepts

Meng-Dar Shieh1, Hsu-Chan Hsiao1, Yu-Ting Hsiao2

1National Cheng Kung University, Taiwan, China; 2Asia University, Taiwan, China

Various innate beauty and wonderful operating modes exist in nature. Identifying creativity from physical features of organisms or biological strategies in nature and applying such new conceptual elements and methods to product development is an increasingly popular approach in contemporary product design. This study used teaching practice verification methods to summarize a set of bionic design methods and product development procedures. Through LAMDA method of lean thinking, this study understood users’ authentic needs of target products and the product value. Then, a Mandala Chart was used explore the biological strategies and forms of bionic targets. Subsequently, the summarized bionic Mandala Chart was incorporated into the causal diagram of the lean-thinking-based product development process, thereby activating bionic creativity in product functions. Finally, fuzzy comprehensive evaluation (FCE) was employed to conduct fuzzy evaluation of students’ design outcomes. The results con-firmed that the proposed teaching approach can help students rapidly grasp the relationship between thinking models and creativity orientations, as well as facilitate student operation of the design process. The design outcomes were interpreted using the maximum degree of membership. Experts’ evaluation of the proposed design cases reached “good” or better levels. Favorable product design evaluations can improve product development efficiency and help realize students’ bionic design applications. The results serve as references for teaching of main product design courses.

Inquiry Practice design Teaching in Application-oriented University:Idea,Model and Case

Jianpeng Zheng

Shandong university of Art and Design, People's Republic of China

Inquiry practice is proposed based on the training objectives of high-level application-oriented talents of design major in Application-oriented Colleges and universities. It originates from inquiry learning, but it is very different from inquiry learning, research learning and research practice. Its characteristics of emphasizing free operation, open autonomy and vivid activities are especially suitable for application in practice teaching of design major. Taking the undergraduate course "brand communication design" during the epidemic period in 2020 as an example, this paper discusses the curriculum logic, teaching process and teaching methods of inquiry practice teaching of design major in application-oriented universities, and puts forward some ideas on the ecosystem of inquiry practice teaching of design major.

Learning patterns in architectural design studios

Julie Milovanovic


Learning how to design as an architect is the main objective of architectural design studios. Stu-dents develop design knowledge as they learn by designing, guided by their tutors. This study highlights characteristics of design critiques organization over time by analyzing design activities (designing vs. explain design) and collaboration between students and tutors. In this exploratory study, four design critiques from a master design studio in architecture are analyzed based on the protocol analysis methodology. Moments when students can acquire design knowledge are identified based on the type of design activity: designing - Description, Reflection, Design Move – or explaining design - Precedent, Design principle or Methodology. The findings reveal that de-sign critiques are mainly focused on designing itself (tacit knowledge) more than explaining how to design (explicit knowledge). This provides empirical support for Donald Schön’s description of learning design in the studios through a learning-by-imitation approach. Interestingly, collabora-tion between students and tutors appeared in each design critique which shows a high engage-ment of all the participants to the critique.

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