TY - GEN
T1 - A role-based prototyping approach for human-centred design in fuzzy front-end scenarios
AU - Pacheco, Nuno Miguel Martins
AU - Behrenbeck, Jan
AU - Sureshbabu, Anand Vazhapilli
AU - Tariq, Bilal
AU - Zimmermann, Markus
N1 - Publisher Copyright:
© Proceedings of the NordDesign 2020 Conference, NordDesign 2020. All rights reserved.
PY - 2020
Y1 - 2020
N2 - This paper addresses the need for novel formats in engineering education that prepare students to work in increasingly volatile, uncertain, complex, ambiguous environments by promoting innovation and entrepreneurship. Students of the course Think.Make.Start. at TU Munich are motivated to work on real problems and explore the potential of new technologies or challenges by developing new solutions, while developing their skills as entrepreneurs. Different philosophies like Design Thinking, Lean, Agile and Prototyping have been combined and tailored into a novel approach that makes these philosophies easy and accessible for students who do not have prior knowledge of such design methods. The course is mainly about the development of mechatronic products. This paper proposes a new role-based approach based on prototyping, that helps interdisciplinary teams. Following the example of Stanford's Design Thinking course ME310, a role-based prototyping approach was designed and tested. The entire process places an emphasis on autonomy, innovation and peer dynamics. The application process was overhauled and a new process with an emphasis on learning-by-doing was deployed. The selection was role-based, and peer evaluated, thereby providing a platform for the students to to get to know their peers and gauge competition beforehand. The new methodology emphasizes autonomy and proactivity of the students and gives them the freedom they need for the development project. The new method emphasizes the prototyping process and places prototypes as measure of progress, through what we call the prototyping lens. It guides the students on important aspects of fuzzy-front product development by providing a template of the overall process and specific tools such as the prototyping planner. The method guides the students through the fuzzy front-end of new product development using tools that emphasize on slow integration of artifacts via micro logic that gets progressively complex with added methods and guidelines on prototypes and sprints. Each team is guided through this process with the help of daily coaching sessions and their progress is tracked, recorded, and evaluated. The results are then discussed in detail with an outlook for the future.
AB - This paper addresses the need for novel formats in engineering education that prepare students to work in increasingly volatile, uncertain, complex, ambiguous environments by promoting innovation and entrepreneurship. Students of the course Think.Make.Start. at TU Munich are motivated to work on real problems and explore the potential of new technologies or challenges by developing new solutions, while developing their skills as entrepreneurs. Different philosophies like Design Thinking, Lean, Agile and Prototyping have been combined and tailored into a novel approach that makes these philosophies easy and accessible for students who do not have prior knowledge of such design methods. The course is mainly about the development of mechatronic products. This paper proposes a new role-based approach based on prototyping, that helps interdisciplinary teams. Following the example of Stanford's Design Thinking course ME310, a role-based prototyping approach was designed and tested. The entire process places an emphasis on autonomy, innovation and peer dynamics. The application process was overhauled and a new process with an emphasis on learning-by-doing was deployed. The selection was role-based, and peer evaluated, thereby providing a platform for the students to to get to know their peers and gauge competition beforehand. The new methodology emphasizes autonomy and proactivity of the students and gives them the freedom they need for the development project. The new method emphasizes the prototyping process and places prototypes as measure of progress, through what we call the prototyping lens. It guides the students on important aspects of fuzzy-front product development by providing a template of the overall process and specific tools such as the prototyping planner. The method guides the students through the fuzzy front-end of new product development using tools that emphasize on slow integration of artifacts via micro logic that gets progressively complex with added methods and guidelines on prototypes and sprints. Each team is guided through this process with the help of daily coaching sessions and their progress is tracked, recorded, and evaluated. The results are then discussed in detail with an outlook for the future.
KW - Design education
KW - Entrepreneurship
KW - Human centred design
KW - New product development
KW - Prototyping
UR - http://www.scopus.com/inward/record.url?scp=85094637456&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85094637456
T3 - Proceedings of the NordDesign 2020 Conference, NordDesign 2020
BT - Proceedings of the NordDesign 2020 Conference, NordDesign 2020
A2 - Mortensen, Niels Henrik
A2 - Hansen, Claus Thorp
A2 - Deininger, Michael
PB - The Design Society
T2 - 13th Biennial NordDesign Conference, NordDesign 2020
Y2 - 11 August 2020 through 14 August 2020
ER -