Lektionsplan
Produktudvikling 1 (EN)
Project Report. Structure (1/2). Problem Area & Problem Formulation
Mål
The student has acquired knowledge of (overall overview for two modules: 1/2):
- How project work is documented in a project report. Including:
- How the problem area/field and problem formulation are central parts of the project work and the project report.
- How product design specifications (PDS) are established - based on prior validated basis.
The student has acquired the skills needed in the product development process to:
- Document and convey the product development process in writing and speech.
The student has acquired the competencies needed to:
- Transfer acquired knowledge and skills in to interdisciplinary and group-based project work.
Tema
Project Reports: Guidelines icw. writing a Project Report.
Litteratur
Kim Vulff Apitz (2018) - Project and report design (link, pw: kia)
User understanding and needs analysis
Mål
The student acquires knowledge of:
- user needs - including qualitative data collection
The student can in the product development process:
- translate user statements to primary and secondary needs
- prepare a needs analysis based on an affinity chart
The student can:
- involve the user perspective in his project
- acquire new knowledge in the field of product development
- can make well-founded decisions
Tema
This module addresses the role of the user in the product development process. Through qualitative and quantitative research, the student gains insight into the needs of users within a specific area and the related issues.
Litteratur
Karl Ulrich & Steven D. Eppinger (2011): Product Design and Development, pp. 73-88.
ISBN-13: 978-0071086950
Milton, Alex and Paul Rodgers (2013): Research Methods for Product Design.
ISBN-13: 9781780673028
Milton, Alex and Paul Rodgers (2011): Product Design
ISBN-13: 9781856697514
Data Collection
(1/1)
Mål
The student has acquired knowledge of
• Quantitated data and observations
The student has acquired the skills needed in
• collecting, analysing and concluding on quantitated data and presenting it
The student has acquired the competencies needed to
• use quantitated data and observations as a method in other contexts
Tema
Observations and Quantitated Data
Litteratur
1. https://innovationenglish.sites.ku.dk/metode/observation/
2.
Observation Guide
Personas, Scenario writing and Storyboard
Mål
The student acquires knowledge of:
- the use of personas in the product development process
The student can:
- build a data-based persona and understand the purpose of the method
- illustrate and emphasize a user's goal for and with the use of a given product through persona-driven scenario writing and storyboarding
The student can:
- involve the user perspective in his project
- make well-founded decisions based on the user's needs
Tema
In this module, the student is presented and introduced to the term persona. Based on the group's research, a primary and possibly secondary persona is built for further use in case work. In addition, the methods of scenario writing and storyboard are touched upon.
Litteratur
Preparations:
Bring data / empirical surveys from user group to classroom.
Literature:
Nielsen, Lene (2013): Personas - User Focused Design
ISBN 978-1-4471-4084-9
ISBN 978-1-4471-4084-9 (eBook)
Function analysis
Mål
The student has acquired knowledge of:
- function analysis (incl. function limit, primary and secondary functions)
- function drawings
The student has acquired the skills needed in the product development process to:
- prepare a functional analysis
- make sketches based on functions
The student has acquired the competencies needed to:
- transfer acquired knowledge to projects
- make well-reasoned decision
Tema
This module will touch upon how to identify product function based on the user's need and product benchmarking. Additionally, an elaboration will be made on how function identification are used in specification writing and functional concept exploration.
Litteratur
Cross, N. (2000). Engineering design methods: strategies for product design. 3rd ed. Chichester: Wiley, pp.77-89.
Ideation
Mål
The student has knowledge of:
- creative methods for ideation
The student can in the product development process:
- apply various idea generation methods
- group ideas under conceptual solutions
The student can:
- acquire new knowledge in the field of product development
- make well-founded decisions
Tema
The theme of the module is idea generation processes and methods. The student gains inspiration for how to work with idea generation and acquires an understanding of the difference between the concepts idea and concept.
Litteratur
Freehand sketching
Mål
The student has knowledge of:
- visualization methods
- basic principles for perspective drawing
The student can in the product development process:
- illustrate and communicate ideas using hand sketches
The student can:
- acquire new knowledge in the field of product development
- make well-founded decisions
Tema
The module deals with introduction to various sketching techniques and gives the student a basic understanding of freehand drawing - including one, two and three point perspective and vanishing point.
Litteratur
Preparations:
For the module, the student can advantageously acquire a black BIC pen, a pencil, an eraser, and a ruler (20 cm), available in most office supplies.
Literature:
Henry, Kevin (2012): Drawing for product designers
ISBN-13: 9781856697439
Robertson, Scott (2013): How to draw
ISBN13: 9781933492735
Maker Drawing
Mål
The student has knowledge of:
- visualization methods
- pros and cons of analogue and digital drawing work
The student can in the product development process:
- illustrate and communicate ideas using marker drawing
The student can:
- acquire new knowledge in the field of product development
- make well-founded decisions
Tema
The module focuses on colors, grey tones and highlights, as well as light and shadow conditions. Markers as a communication medium can be used as an effective alternative to CAD renderings.
Litteratur
Preperations:
It is recommendable to bring the following items for the lesson:
- Marker pad A3 or A4 (70 grams).
- 3 grey scale markers – a bright, a medium, and a dark one (cold or warm is up to you (suggestion: C2, C4 and C6)).
- 3 colored markers (same color, but with different tones like with the grey ones).
- 1 white pencil and some pencils in the same color as the colored markers.
- A normal pencil, a ruler, and an eraser.
Cheap markers in Flying Tiger/Expensive ones in Stelling or Tutein & Koch.
Literature:
Henry, Kevin (2012): Drawing for product designers
ISBN-13: 9781856697439
Robertson, Scott (2013): How to draw
ISBN13: 9781933492735
Project Report. Structure (2/2). PDS (Product Design Specifications)
Mål
The student has acquired knowledge of (overall overview for two modules: 2/2):
- How project work is documented in a project report. Including:
- How the problem area/field and problem formulation are central parts of the project work and the project report.
- How product design specifications (PDS) are established - based on prior validated basis.
The student has acquired the skills needed in the product development process to:
- Document and convey the product development process in writing and speech.
The student has acquired the competencies needed to:
- Transfer acquired knowledge and skills in to interdisciplinary and group-based project work.
Tema
Project Reports: Guidelines icw. writing a Project Report.
Litteratur
Kim Vulff Apitz (2018) - Project and report design (link, pw: kia)
Concept selection
Mål
The student has acquired knowledge of:
- different concept selection methods
The student has acquired the skills needed in the product development process to:
- explain and select concepts / ideas based on concept screening, weighting of criteria and conceptual scoring
- argue for the pros and cons of different concept selection methods
The student has acquired the competencies needed to:
- transfer acquired knowledge to projects
Tema
This module will touch upon different systematic approaches of selecting concepts: Pairwise comparison (criterion factors), Pugh Chart (evaluation using reference concept (0,+,-)) and Decision matrix.
Litteratur
Milton, A. and Rodgers, P. (2011). Product Design. Laurence King, pp.105-106
Gray, D. (2017). Cost Benefit – Gamestorming. [online] Gamestorming.com. Available at: http://gamestorming.com/core-games/cost-benefit/ [Accessed 31 Aug. 2017].
Gray, D. (2017). How-Now-Wow Matrix – Gamestorming. [online] Gamestorming.com. Available at: http://gamestorming.com/games-for-decision-making/how-now-wow-matrix/ [Accessed 31 Aug. 2017].
Gray, D. (2017). Dot Voting – Gamestorming. [online] Gamestorming.com. Available at: http://gamestorming.com/dot-voting/
Concept Modelling and Man Machine Interface (MMI)
Mål
The student has knowledge of:
- proportioning, ergonomics and communication in physical products
- the use of concept models in the product development process
- different types of model work and in which phases they are used
- the term MMI (Man Machine Interface)
The student can in the product development process:
- build concept models to validate the chosen solution concept
- decode interfaces on physical objects
- set the term MMI (Man Machine Interface) in relation to the design of a product to embed communication and ergonomics as an integrated part of the solution
The student can:
- acquire new knowledge in the field of product development
- make well-founded decisions
Tema
The focal point of the module is 3D modeling for concept validation. In addition, the student gains insight into and understanding of the interface on physical objects.
Litteratur
Hallgrimsson, Bjarki (2012): Prototyping and Modelmaking for Product Design, Chapter 1-3, 8, 16.
ISBN-13: 9781856698764
Savoia, Alberto: “The Pretotyping manifesto”:
https://www.youtube.com/watch?v=t4AqxNekecY&t=1160s
Buur, Jacob & Jesper Windum (2002): MMS Design - Menneske-Maskin Samspil
ISBN: 87-87385-33-3