Loughborough University Library: Open Journals
Not a member yet
1614 research outputs found
Sort by
Design for Manufacture (DFM) within Professional Practice and its Relationship to Design Education
Get PDFThis research set out to assess the importance of Design for Manufacture (DFM) within the industrial design process, understanding how it is taught, and comparing this to the requirements of professional practice. A mixed methods approach was applied in, collecting a combination of both quantitative and qualitative data through two questionnaires. The first questionnaire was directed at current and graduate students from the Industrial Design (ID) and Product Design (PD) courses at Loughborough Design School. The second questionnaire targeted design companies that had previously employed Loughborough students in either placement or graduate roles. The results of the two questionnaires were then analysed individually before comparing a selection of directly corresponding results.
The results from the primary research showed that both students and companies agreed that DFM was a key skill utilised within professional practice. In both cases, DFM was regarded as more important than sketching and sketch rendering, supporting findings within the literature review that the role of the designer has changed. It was discovered that the main benefit of a professional designer implicating DFM during the design process was an overall reduction in cost. It may be concluded that, although the teaching of DFM at Loughborough Design School supplied the students with some knowledge, it does not entirely meet the requirements for professional design practice.
Keywords Design for Manufacture, Professional Practice, Design Education
Book review of Oberlies, M. K. and Mattson, J. (eds). 2018. Framing information literacy: Teaching grounded in theory, pedagogy, and practice. Chicago: Association of College and Research Libraries
Get PDF
Arousing Wonder
Get PDFThis paper presents a practice-led investigation Ballycastle Vignettes inspired by Cy Twombly’s Poems to the sea to revisit drawing/writing, asking how it communicates subject. The investigation employs wonder to review conventions by utilising drawing/writing as a poetic method to impinge and extend interpretative devices. Ballycastle Vignettes questions the bearing of wonder upon the construction of subject matter(s), which are proposed by the paper as multifaceted arising through a type of dialogue that talks to, and of the phenomenological experience of making. This looks to Hélène Cixous avocation of drawing as a living subject questioning the mark as an indexical shifter, a term coined by Michael Newman that unites circumstance to action, and it’s reading. The drawing/writing practice is argued as talking of (and back to) a variety of contexts, frameworks and conventions privileging Nicolas Davey’s theoria (2006) as uniting theory and practice in dialogue
Innovating Industrial Design Curriculum in a Knowledge-Based and Participatory Digital Era
Get PDFThis article narrates on three years participatory research between 2012 and 2014 and its formulation for a 2016 undergraduate industrial design curriculum launch. It contributes to design culture transformation since there are leading breakthrough education exemplars but lack of pathways to get there by conservative courses and institutions. The course proposes an individual and collective knowledge creation model through social constructivism and constructionism that recognises its place in time and history. It intends catching up with a profession transformed beyond a digital Bauhaus manifesto that bridges physical and digital artefacts, space and environments through quality of experiences, intelligence, networks and relations. Data and practice supported pedagogy redefinition from master-apprentice and teacher-centred skill transmission models to heutagogy and paragogy. The new approach required habitus change from a traditional goods-centred discipline to human-centred focus, critical design and making, design heuristics, CDIO (conceiving, designing, implementing, operating) and STEAM (science, technology, arts, mathematics) frameworks. Participants worked empathetically to contextualise, problem frame and solve by crossing boundaries between disciplines, institutions, industries, and students’ background and society. Research and practice promoted new forms of industrial design creation happening in physical and digital coexisting spaces of being. The curriculum expressed through units that evolved around an e-curriculum component working as a digital spine that progressed from standard social networking and industry collaboration to international design studio and design factory projects. It became foundation for future physical-digital industrial design artefacts, human computer interaction, machine learning, and systems built on hacker culture, shared information, free open-source software and hardware
Emotive Traction
Get PDFThis article focuses on elements of intangible heritage, site specific to the provincial area of Benneydale, New Zealand. It renders a photographic series portraying the historical episodes of community experiences and memory through an artistic lens. The vast emotional capabilities of these episodes construct a contemporary product shaped from history. It does so by merging historical data, narrative, emotional content, and the physical condition of the architectural space of a community hall.
The project situates itself between the tangible aspect of architectural heritage and the intangible heritage defined by stories and collective memories. Its goal is to provide experiential environments within which the viewer is engaged to better understand the notions of heritage, identity and place attachment
Lines of Negotiation
Get PDFIn this body of work titled Lines of Negotiation drawing articulates the interstices inherent in personal, cultural and diaspora identities. From an intuitive process of drawing, intersecting lines manifest into grid-like structures where thoughts and memories elapse and emerge as both line and form, where lines of enquiry become borders of identity and demarcation