The core of engineering learning is the ability to solve problems in specific fields; thus, engineering courses emerge as places where design thinking is a useful tool in training future engineers.
Design Thinking for Engineering: A practical guide provides support for master's level courses based on design thinking, as well as describing the experience of applying this approach to related and different branches of engineering. The book takes the reader through the various stages of design thinking and gives case studies and tools for readers to use to practice.
The chapter contributors have all participated in educational projects in cooperation with the editors, and this collaborative approach is extended through discussions to real world experiences and projects.
The book targets advanced engineering students will gain insight to applied design thinking approaches that will be invaluable in their progression towards a successful engineering career. Engineers and students in a wide range of fields, including mechanical, electronic, aerospace, telecommunication, computer science, amongst others, and their relevant product and device designs.
Author(s): Iñigo Cuiñas, Manuel J. Fernández Iglesias
Series: IET Manifacturing Series, 24
Publisher: Institution of Engineering and Technology
Year: 2023
Language: English
Pages: 280
City: London
Cover
Contents
About the editors
List of figures
1 Introduction
1.1 The DT process and stages
1.2 DT path along its development
1.3 Inspiring DT examples
1.3.1 The embrace story
1.3.2 Domestic toilets
1.3.3 DT on rails
1.3.4 Keep the change
1.3.5 A really smart toothbrush
1.4 Organization and contents of the book
1.4.1 DT and its stages
1.4.2 Experiences of DT application in engineering
1.4.3 Incorporating DT in engineering curricula
Part I. Design thinking and its stages
2 A first taste of design thinking
2.1 Design thinking: a 2-hour journey
2.1.1 Empathy
2.1.2 Definition
2.1.3 Ideation
2.1.4 Prototyping
2.1.5 Testing
2.2 The design thinking laboratory
2.2.1 The physical space
2.2.2 Basic equipment
2.2.3 Laboratory materials
3 Empathy
3.1 Definition and elements of empathy
3.1.1 Observation
3.1.2 The empathetic interview
3.1.3 The cognitive immersion
3.2 Am I empathetic or can I become empathetic?
3.3 Empathy tools
3.3.1 Observation
3.3.2 Interaction
3.3.3 Interview
3.4 Conclusion
4 Definition
4.1 Introduction
4.1.1 How to identify the essential problem?
4.1.2 How to define the problem properly?
4.2 The outcome of the definition: the point of view
4.2.1 Structure of the point of view
4.2.2 How to find the PoV?
4.2.3 Individual work and group sharing
4.3 Definition tools
4.3.1 Stakeholders and persona
4.3.2 Empathy map
4.3.3 Efforts and results chart
4.3.4 Affinity map
4.4 The five whys technique
4.5 How to be sure that we have defined the problem properly?
5 Ideation
5.1 Introduction
5.1.1 Ideas before ideation
5.2 How to ideate?
5.2.1 What is important to ideate?
5.2.2 Technical aspects
5.2.3 Psychological aspects
5.3 How to promote the generation of ideas?
5.3.1 Think out of the box
5.3.2 Lateral and combined thinking. Cross-pollinating ideas
5.3.3 Question assumptions
5.3.4 Explore the extremes
5.3.5 Change who does what
5.3.6 Inspiring questions
5.4 Ideation tools
5.4.1 Active brainstorming
5.4.2 Mind maps
5.4.3 Concept development
5.4.4 The NowWow! How? matrix and other classification methods
5.4.5 Idea selection
5.5 Conclusion
6 Prototyping
6.1 Introduction
6.2 The role of prototypes
6.3 Aspects of a prototype
6.3.1 Form
6.3.2 Fidelity
6.3.3 Interactivity
6.3.4 Evolution
6.4 Rapid prototyping techniques
6.4.1 Sketches
6.4.2 Mockups
6.4.3 Video prototypes
6.4.4 Wizard of Oz prototypes
6.5 Team challenges
6.5.1 The paper tower
6.5.2 The flying egg
6.5.3 The tennis ball
6.5.4 The candle trip
6.6 Conclusion
7 Testing
7.1 Introduction
7.1.1 Why testing?
7.2 How to address the testing phase
7.2.1 Test planning
7.2.2 Assign roles
7.2.3 How to get user feedback
7.3 Useful tools
7.3.1 Presentation techniques
7.3.2 Infographics
7.3.3 Feedback capture grid
7.3.4 Storytelling
Part II. Experiences of design thinking application in engineering
8 Enhancing engineering by means of design thinking
8.1 Introduction
8.2 The introduction of design thinking atVigo airport
8.2.1 Methodological approach
8.2.2 Discovering the actual needs of airport users
8.2.3 Time for action: shaping the traveler-centered Vigo Airport
8.3 A DT-enhanced course on engineering and society
8.3.1 Course organization
8.4 Student projects at the airport
8.4.1 Enhanced airport trolley
8.4.2 Overcoming corona fear
8.4.3 Secure luggage claim
8.5 Assessment
8.6 Conclusion & lessons learnt
9 New automotive engineering proposals based on design thinking
9.1 Introduction
9.2 Empathic research, users and defined needs
9.2.1 Research on automotive market
9.2.2 Interactions with potential users
9.2.3 Recognized problems, needs and challenges to be met
9.3 Target group of automatic cars users and their PoV
9.4 Creative ideation on future innovations in automotive
9.5 Prototyping and testing
9.5.1 Research on automotive first prototypes
9.5.2 Testing
9.6 Conclusions and reflections
10 Design thinking in bioengineering
10.1 What challenges in the field of bioengineering are the most valuable for Students in the process of learning?
10.1.1 Subject areas of the projects
10.1.2 Criteria for selection of project topics
10.2 The process of empathy in bioengineering issues projects
10.2.1 Preparation for the empathy process – the role and possible range of activities of the teacher
10.2.2 Team building – what to take care of and how to make a selection of members
10.2.3 Preparation and execution of the empathy process – best practices for Students
10.3 Identification of the core problem
10.4 Prototyping and testing in bioengineering
10.4.1 Evaluation stage
10.4.2 Prototyping and testing stage
10.5 A well-designed and well-organized learning environment is, as the third teacher
10.6 Summary – important aspects of the realization of projects in the field of bioengineering
Part III. Incorporating design thinking in engineering curricula
11 Design thinking in the classroom
11.1 General description
11.2 ECTS credits allocation
11.3 Mode of delivering
11.4 Objectives of the course unit
11.5 Skills or competencies to be acquired
11.6 Learning outcomes
11.7 Course syllabus
11.7.1 Design thinking workshop
11.7.2 Team building
11.7.3 Team work
11.8 Planning
11.9 Methodologies
11.9.1 Introductory activities
11.9.2 Workshop: design thinking training
11.9.3 Projects: meeting with tutors
11.9.4 Presentations & exhibitions
11.10 Assessment
12 Design thinking in higher education: best practices and lessons learnt
12.1 How to deliver the DT course?
12.2 The DT stages and some tips for each of them
12.3 Tracking the teams
12.4 Course delivering
12.4.1 One-day course
12.4.2 One-week course
12.4.3 One-semester course
12.4.4 Teams: main issues
12.4.5 Teacher’s main role
12.5 Managing interdisciplinary teams
12.5.1 Students’ perception on DT
12.5.2 Employers’ expectations on students educated in DT
12.6 Lessons learnt
13 Design thinking for boosting creativity
13.1 Learning Creativity and innovation fromAmerican History
13.2 Creativity for change
13.3 Wake up call for sleeping giant “Creativity” within us
13.4 Creativity for post COVID-19 pandemic
13.5 Culture and creativity
13.6 Creativity to generate novel ideas
13.7 Idea racing system: how to keep ideas
13.7.1 Method of IRS
13.7.2 IRS: its basic principles
13.7.3 Application and magic of IRS
13.7.4 Collecting dreams for psychoanalysis by IRS
13.7.5 Time and places for getting ideas
13.7.6 Creativity and illogical thinking
13.8 DT as a vehicle of creativity
13.8.1 Why is DT attracting attention?
13.8.2 DT for value-driven innovation
13.8.3 Combining machine and human work
13.8.4 The advent of the age of self-esteem and personal happiness
13.9 Misunderstanding of DT
13.10 Reflection of DT experience
14 Conclusion
References
Index
Back Cover
