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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

Co-Designing with Veteran Students:Incorporating Co-Design Thinking to Understand Current and Future Experiences of Veterans in a University Environment

Morrow, Joshua B. 14 August 2018 (has links)
No description available.
182

Framing Wicked Problems Using CoDesign and a Hybrid Design Toolset

Braun, Erika L. 27 September 2016 (has links)
No description available.
183

Designer as Cultivator: An Exploration in Critical Making for the Care of Interdisciplinary Culture

Hammond, Ryan M. 08 August 2016 (has links)
No description available.
184

Utvärdering av framtagningsprocessen av en produktplattform ämnad för simpla geometriska produkter

Lindell, Filip, Persson, Albin January 2022 (has links)
Product platforms holds great potential for cost effectiveness since several components are reused in different product variations. This bachelor thesis evaluates the implementation of a product platform of simple geometric products by applying the two different product development theories Design Thinking and Product Platform Concept Exploration Method(PPCEM). Design Thinking is a well-used theory which is mainly applied for development ofindividual products with the user in focus, while PPCEM is used for building large-scale and complex product platforms. In collaboration with Seldén Mast AB the possibility of creating a product platform for their product was investigated. It was accomplished by first developing the platform through Design Thinking and then theoretically recreating it through PPCEM. The difference in performance between the two theories was then analyzed. The results showed that none of the methods are individually adapted for the development of modularity for smaller products and volumes. Great importance was attached to being able to identify and define the essential correlations between the reusable components that constitute the modularity, which was most effectively achieved by combining the two theories. The study is structured by a thoroughgoing implementation of Design Thinking where several methods and models are used to support the structure of the concept for the platform. The re-creation is then based on PPCEM, where the theories methods are used as a basis for defining the conditions and foundation of the product platform. The purpose of this report is to compare the implementation of the various theories and analyze its suitability for designing a product platform for simple geometric articles.
185

Integrating User Centred Product Planning Approaches in Multi-Product Tech Companies

Cervone, Benedetta January 2022 (has links)
This study aims at exploring and developing an approach for user-centred product planning for product managers in multi-product tech companies. Applying the Design Thinking methodology in this research project allows for product managers to be involved in the design process as a whole. From research and interviews with product managers it can be seen that there is a global understanding of the importance of a shift in focus towards user experience rather than product features while planning, but that there are no clear means yet to facilitate this. Through co-design with product managers as well as individual prototyping, a lo-fi prototype of a planning tool is developed and tested. The results show that the prototype successfully facilitated multi-product planning and shifted the focus from features to experiences. The methodology used can be reproduced in analogous companies and the results can be used as a starting point to continue adapting and developing the approach. / Denna studie syftar till att utforska och utveckla ett tillvägagångssätt för användarcentrerad produktplanering för produktchefer inom tekniska produktutvecklingsbolag som utvecklar flera olika samverkande produkter. Metoden Design Thinking har använts i detta forskningsprojekt, vilket möjliggjort att produktchefer kunnat att vara involverade i designprocessen som helhet. Från initiala intervjuer med produktchefer framkom det att de förstod vikten av att ha fokus på användarupplevelse snarare än produktegenskaper under planering av flerproduktslösningar, men att de i dagsläget inte finns några tydliga verktyg för att underlätta detta. Genom samdesign med produktchefer formades ett antal prototyper av ett planeringsverktyg. En Lo-Fi-prototyp utvecklades och utvärderades av produktägare. Testerna visade att multiproduktplanering framgångsrikt underlättades och flyttade fokus från funktioner till användarupplevelser. Den metodik som använts här kan reproduceras i liknande företag och resultaten kan användas som utgångspunkt för att fortsätta anpassa och utveckla arbetssättet.
186

Exploring Design Thinking for Instructional Practice

Banks-Hunt, Joan Maria 10 February 2021 (has links)
This dissertation entitled, Exploring Design Thinking for Instructional Practice, is situated in the cognitive rigor of design thinking instructional practice and engineering design-based capstone courses. The content of the instructional practice connects with educators employing a wide range of intellectual activities or cognitive tasks in formulating their curriculum. Key attributes of design thinking were identified through a focused literature review with an emphasis on theoretical propositions applicable to instructional practice. This dissertation contains two manuscripts: (a) an exploration of the theoretical literature related to design thinking explicating implications for instructional practice, and (b) a case study involving a small, purposive, sample of undergraduate faculty members teaching engineering design-based courses with findings broadly applicable to design processes in college curricula. The faculty participants in the case study were educators at a large, public, research-intensive university in the southeastern region of the United States. The data analyses involved triangulation of semi-structured interviews conducted with faculty participants and their design-based course materials, including syllabi and lesson plan materials. The study's thematic findings were not tied to engineering but rather course design, design process, and course management. The findings show the utility of artifact creation for learning with understanding for everyone, not just engineers and other traditional designers. Overall, the dissertation contributes to pedagogy that promotes student-centered engagement for learning with understanding. It recommends design thinking instructional practice for inclusion in designing and making artifacts of constructed knowledge for learning with understanding engagements across the academy. / Doctor of Philosophy / This dissertation entitled, Exploring Design Thinking for Instructional Practice, integrates a wide range of intellectual activities also referred to as cognitive tasks of student-centered design thinking activities. In this dissertation, these tasks are useful for tackling problems that are not well-defined, such as, open-ended, real-world problems. Examples of this pedagogy are useful for educators considering and/or implementing design thinking in their curricula. This dissertation contains two manuscripts: (a) an exploration of the theoretical literature related to design thinking from theory to artifact making, and (b) a case study involving undergraduate faculty members teaching design thinking in design-based courses. The study's faculty participants were educators teaching engineering capstone courses at a large, public, research university in the southeastern region of the United States. Their students design and make solutions for open-ended, real-world problems that are not in textbooks and do not have "right" answers. The study's data collection phase involved interviews with the faculty participants and course materials (syllabi, lesson plan materials, handouts, and course websites). Data analysis produced three robust themes: course design, design process, and course management. These themes suggest that a design thinking instructional practice belies perceptions that design thinking is tied exclusively to engineering and other traditional design disciplines. The findings suggest that design thinking pedagogy engages students in creation of artifacts, learning with understanding, hands-on experiential learning in iterations, use of productivity tools, teamwork, and new starting points when outcomes do not meet expectations. Overall, the findings suggest design thinking pedagogy promotes student-centered design thinking activities.
187

Students' and Teachers' Perceptions of the Benefits and Challenges of Design-based Learning in a Middle School Classroom

Wagner, Teri Renee 05 May 2014 (has links)
This research explores how design-based learning can be used as a pedagogical strategy in K-12 classrooms to foster students' 21st century skills in such areas as communication, collaboration, and critical thinking. The research aims to identify what students and teachers who participated in a design-based learning environment perceived to be the benefits and challenges of the project. The findings are used to suggest strategies that can be used to capitalize on the benefits and mitigate the challenges of the strategy. This research employs a multiple case study methodology to investigate the unique perspectives of three audiences who participated in the study: (1) an eighth grade English teacher, (2) an eighth grade social studies teacher, and (3) fifty eighth grade students. It gives a detailed description of the results of post-implementation interviews during which participants reported on what they perceived to be the benefits and challenges of the project. The results of the interviews are utilized as the primary data source for the findings. The study reveals that a majority of the participants perceived that students benefitted from the environment. They gained skills in communication and collaboration, developed the ability to empathize by exploring multiple perspectives, gained real-world experience that prepared them for their future by solving problems they identified in their immediate world, and gained knowledge and skills from a variety of disciplines. The teachers also benefitted from the environment in that they gained a new respect for their students' skills and abilities, explored and re-defined their own pedagogical philosophies, and improved their own design thinking skills. While participants reported multiple benefits to the learning environment, they also acknowledged several challenges. Time was a challenge for everyone involved. Teachers perceived keeping students motivated when they faced ambiguity and assessing students to be a challenge. They also noted that administrative support for design-based learning is a challenge that must be overcome in order for wide-scale adoption to be realized. While students also identified many challenges to the environment, they consistently acknowledged that the challenging aspects - communication, collaboration, exploring multiple perspectives, managing real-world constraints, and critical thinking - were ultimately beneficial. The findings translate to an overarching message that design-based learning is hard, but it's worth it. / Ph. D.
188

Test Method for Volume-resistivity Measurements on High Voltage Cables

Althini, Ruben, Larsson, Emil January 2024 (has links)
Introduction. A part of the standard testing procedure on high voltage cables is the measuring of the volume resistivity in the different semi-conductive layers. A need for improvement has been realized because of the increased frequency of testing, which is a result of the recent expansion of cable production of NKT in Karlskrona. Objective. The objectives of the thesis are to firstly discover what the needs are for improvements within the method of conducting volume resistivity measurements on high voltage cables. Secondly, following these discoveries, solving the problems by developing new products. Method. The method for the thesis work is divided into two parts, performing a case study on the current measurement method, and product development for the new solutions. The case study was conducted mainly by gathering empirical data through interviews and observations. The product development process started with ideation for solutions, followed by prototyping, and lastly, a validation process to test the new solutions through experiments and lead used testing. The entirety of the work was conducted through a design thinking approach. Result. From the case study it was discovered that two main issues needed to be addressed, being a new solution for a measurement rig, and a way to streamline the painting and taping process. A new design for a measurement rig was invented. The new solution contains two rigs, which allows for more samples to be heated simultaneously, halving the preheating time when testing four samples from the current measurement method. A preparation station was also created to aid the operators with the taping and painting, which resulted in a 40% reduced time for these tasks. Conclusion. By implementing new products, the measurement method for conducting volume resistivity has been improved by time effectiveness, robustness, and reliability.
189

University-Community Learning Spaces as Empathy Case Study: An Applied Analysis of Methods and Student Success

Fleck, Micah J. 05 1900 (has links)
Through both a theoretical analysis of the framework itself, as well as ethnographic research of one particular university-community engagement project underway in Provo, UT, this thesis explores both the process of training students for this type of community engagement as well as the malleability of the program format for potential application across other schools and communities. The research findings highlight how the program itself, taking the form of an offered undergraduate course at a liberal arts college in Provo, offers unique opportunities for undergraduate students to engage in applied anthropological work for a client, as well as how the local community center partnered with the university benefits from (and in some cases, resists) the findings of the community engagement made possible through the program.
190

[en] CREATIVITY, DESIGN THINKING AND VISUAL THINKING AND ITS RELATION WITH THE UNIVERSE OF INFOGRAPHICS AND DATA VISUALIZATION / [pt] CRIATIVIDADE, DESIGN THINKING E VISUAL THINKING E SUA RELAÇÃO COM O UNIVERSO DA INFOGRAFIA E DA VISUALIZAÇÃO DE DADOS

CARLA CRISTINA DA COSTA TEIXEIRA 11 May 2015 (has links)
[pt] A tese discute a relação existente entre a criatividade e o design thinking e o universo da infografia e da visualização de dados, com destaque para a criação de um método de construção de infográficos a partir dos estudos empreendidos nas referidas áreas, baseados em bibliografia compatível e atual. Através principalmente da lógica do visual thinking, é elaborado um método de construção de infográficos. Além disso, o próprio infográfico aparece como possível ferramenta de pensamento visual dentro do design thinking, otimizando as possibilidades desse processo. A infografia e a visualização de dados disponibilizam um novo e vasto campo de trabalho para o designer em parceria com outros profissionais. No entanto, existe uma carência de métodos de construção e desenvolvimento de infográficos. O método de construção proposto pela tese para preencher essa lacuna identificada, até pela minha própria prática profissional de ensino, poderá ser aplicado tanto por designers já atuantes no mercado quanto ensinado a estudantes de Design ou Comunicação. / [en] The thesis discusses the relationship between creativity and design thinking and the universe of infographics and data visualization, proposing a method of construction of infographics from studies in these areas, based on current and compatible bibliography. The method of development of infographics follows the logic that belongs to visual thinking. In addition, the infographics itself appears as a possible tool for visual thinking within the design thinking, optimizing the possibilities of this process. Infographics and data visualization provide a vast new field of work for the designer in partnership with other professionals. However, there is a lack of methods for building and developing infographics. The method of construction proposed by the thesis to fill this gap identified, including my own experience as a professor in this area, can be applied both by designers who are already in the market as can be taught to students of Design and Communication.

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