Design for 'Innovation' and Design for 'Performance' Two Case Studies on Project-Based-Design

摘要

Two case studies on "Design for Innovation (DFI)" and "Design for Performance (DFP)" are outlined in the project based learning (PBL) in the Engineering Design subject (48670) at University of technology Sydney (UTS). Projects are real-life and focus on "Innovation" or "Performance". Assessment tasks in the subject were aligned with the project goals. An important criteria in studentassessment was an innovative product to be produced in the "DFI" project. However, students in the "DFP" projects were assessed on the quality of their design processes and efficiency of their products. Authors have looked on the ways students have integrated their learning, planned, practiced, reflected, developed skills, and communicated online. StudentOnline' logbook-reflections, team-discussions and peer reviews were studied over two semesters. We have holistically concluded that; In the "DFI" projects, students liked the freedom of the project, converged on a solution quickly, proceeded with dedication and passion, immersed themselves in their creative endeavour, and were more satisfied with the originality of products and the assessments. However, due to early-closure and convergence in the concept-design stage, students had difficult to quantify the quality of their products. Next generation of students in the project initiated a new product instead of addressing the shortcoming of the product. In the "DFP" project, students considered the design life-cycle, concurrently designed for-Xs, considered alternative concepts before proceeding with the final solution. An improved quality product was produced satisfactorily and the next-generation of students accepted their recommendations to further improve the product rather than starting a new product from the scratch. However, students found the design process very immersive. The work is in progress and Authors recommend that students have experience with both types of design methodologies in their curricula and educators match these projects to the level of preparation of their students and the required key skills and graduate attributes to be developed.