Technology-Driven Design Process: Teaching and Mentoring Technology-Driven Design Process in Industrial Design Education

Autor/inn/en	Kim, Byungsoo; Joines, Sharon; Feng, Jing
Titel	Technology-Driven Design Process: Teaching and Mentoring Technology-Driven Design Process in Industrial Design Education
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 2, S.521-555 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Byungsoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09739-0
Schlagwörter	Mentors; Teaching Methods; Industrial Arts; Design; Information Technology; Grounded Theory; Novices; Course Descriptions; Class Activities; Graduates; Student Projects; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Industriekultur; Kunstgewerbe; Informationstechnologie; Kursstrukturplan; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Schulprojekt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The Industrial Design (ID) education offers numerous opportunities for students to learn the market and user-centered approach; however, in cases in which design students lack technical knowledge, they can have difficulty and lack confidence in technology-driven design projects. The purpose of this study is to answer a research question "how are design students and recent graduates currently educated to contribute their design ability to the technology-driven NPD process?" A grounded theory approach was used to understand how design educators and practitioners teach, guide, and mentor ID students and novice industrial designers. Primary (semi-structured interviews and surveys) and secondary (syllabi and class activities about technology-driven design process) data were collected and reviewed to understand (1) ID educators' and practitioners' teaching/mentoring experience in technology-driven design projects and (2) ID students' and recently graduated students' experience in technology-driven design projects. Synthesizing both primary and secondary data led to the development of a technology-driven process model that will help to guide how to teach and mentor ID students and novice designers within a technology-driven context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01