Defining Engineering Design Processes

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Module 1 Overview

Time and time again we find ourselves in front of a hurdle that needs to be solved. Sometime these problems are simple, other times the situations call for a more structured, well-thought approach. For many, a design process is used. Whether it be something small like creating a new receipt for a family dinner, or something much larger, like coming up with a way to harness nuclear fission, individuals make step-by-step approaches towards create their desired results. Just like how a barber relies on his sheers, engineers rely and respect the use of a design process to solve a problem, create new products, or combine existing technologies into an innovative opportunity. It could be said that the engineering design process has been the cornerstone of all past, present, and future technology advancements. Without it, the lack of structure can lead to unwanted result and poor performance. As eductors, we can also relate engineering design to curriculum development and instructional design. Both are used to identify areas of weakness and promote growth within their respected field. As you complete this mini-course, it is my hope that you gain a better understanding of "design" and the process behind it's implementation.

Essential Questions:
What is an Engineering Design Process?
How do professionals use an Engineering Design Process to solve problems?

Task Schedule

During this module, learners will...

Instruction: Read, watch, and/or listen to an overview of an Engineering Design Process (hereinafter referred to as "EDP") and its role in society. Also be introduced to common EDPs already created and used by the professional community.
Practice: Select or create a design process for implementation in their classroom.
Test Your Knowledge: Determine what happens during each step of the design process.

Jargon Glossary

Taken from dictionary.com and/or wikipedia.org

Prototype: the original or model on which something is based or formed, often subjected to testing.
Criteria: a standard of judgment or criticism; a rule or principle for evaluating or testing something.
Constraint: a limitation or restriction of a solution.
Invention: a new, useful process, machine, tool etc.,that did not exist previously; it is recognized as the result of a unique intuition or spark of genius.
Innovation: a significant improvement or contribution to an existing process, machine, tool, etc.

Instruction

In February 1999, ABC News' Nighline challenged IDEO, a global design company based out of Palo Alto, California, to problem. Take the old, familiar shopping cart and innovate it into a new consumer tool. No big deal for a design firm like IDEO? How about getting it done in less than 5 days? The video link that follows takes us on a trip back in time to re-live one of the greatest examples of an team using an EDP to solve a problem. As you watch, consider 1) how does the team function and communicate, 2) what clear steps do they take towards finding a solution, 3) how does society and other environmental factors play a role in EDPs.

Enjoy: Deep Dive (~22min in length)

Although the IDEO team did not visually share a set of steps with ABC News, we can be positive that a process does exist. By using the their process, IDEO was able to identify common issues, brainstorm solutions, break into sub-teams to develop their thoughts, rejoin to create a joint prototype, test their solution, and present it at the market. These 5-6 fundamental steps are the build blocks to a majority of EDPs that exist in the professional and educational world today.

Example 1: From Design & Problem Solving in Technology (Hutchinson & Karsnitz, 1994)

1 Identify problems and opportunities
2 Frame a design brief
3 Investigate and research
4 Generate alternative solutions
5 Choose a solution
6 Developmental work
7 Model and prototype
8 Test and evaluate
9 Redesign and improve

Example 2: From Engineering Drawing and Design (Madsen et. al, 2004)

1 Identify the need
2 Define the criteria
3 Explore/research/investigate
4 Generate alternate solutions
5 Choose a solution
6 Develop the solution
7 Model/prototype
8 Test and evaluate
9 Redesign and improve

Example 3: From Standards for Technological Literacy (International Technology & Engineering Education Association "ITEEA", 2007)

1 Define the problem
2 Brainstorm
3 Research and generate ideas
4 Identify criteria and specify constraints
5 Explore possibilities
6 Select an approach
7 Develop a design proposal
8 Make a model or prototype
9 Test and evaluate the design using specifications
10 Refine the design
11 Create or make the solution
12 Communicate processes and results

Example 4: From PLTW (Project Lead the Way, Inc) (2016) Credit given to University of Maryland - College Park - IRB Research Project

1 Define the problem
2 Generate concepts
- Conduct scientific research if needed 3 Develop a solution
4 Construct and test a prototype
5 Evaluate the solution
6 Present the solution
- Conduct product innovation if desired

Overall, there are major points of similarity between each of these design processes. Most importantly, these EDPs are "closed-looped" meaning that throughout their implementations checks are made to ensure that prior steps are justified and ideologically sound. It also means that at the end of the process the product can be re-examined for new problems or needs. We must except and teach our student that nothing "human-made" is without flaw or perfect; we can only be persistent and optimistic about finding the best possible solution.

Final Thought: "A design process is a systematic problem-solving strategy, with criteria and constraints, used to develop many possible solutions to solve or satisfy human needs or wants and to narrow down the possible solutions to one final choice." (ITEEA, 2016).

Practice

Instructions: It's time to create an EDP to be used in your classroom. Again, these procedural tools for problem solving can vary in steps and complexity. Your EDP should fit your classroom environment. Here are some areas to consider when creating your EDP:

Age and maturity of audience

Ease of memorization
Complexity of problems being solved
Time allotted to use the process to it's fullest
Familiarization of other procedural problem solving tools (ex. Scientific Method)

Grab a pencil with an eraser, this can get messy (especially determining order and vocabulary). Once you have a rough draft finalized, share it with others to get their input. A large part of the design process is communication and collaboration. Now is your chance to show others what you have learned thus far and possibly get some outsider input. Don't test it out yet! In our next module you will be asked to use your EDP to solve a problem to see how effective and efficient it is.

Submission: Once your finished: Type or take a picture of your Design Process and share it with the class. The Google Apps for Education Drive for this module has been organized by target audience, ranging from elementary school to higher education. Access: DesignProcesses.

Feedback: Feel free to explore your peers work and "comment" on at least one of the design processes uploaded. By doing so you will not only be helping each other but also exposing yourself to more content. Evaluation is an important step to learning, now is your chance to let it shine.

Going Further: Feeling ambitious? Create a word cloud, put together a collage, build a presentation, print a poster or design some other formal document to help you share your EDP to your students.

Test Your Knowledge

Task: What does each step of this simplified EDP mean to you? What should occur, what shouldn't?

Ask
Explore
Model
Evaluate
Explain

Having trouble? Read "Learning to Do Technology" starting on page 5

Quick Check: When you finish, share and check your answers with others enrolled in the class. Simply choose one of your answers to share and post it on TodaysMeet - TalkingDesignProcess

Can You Answer?

What is an Engineering Design Process?
How do professionals use the Engineering Design Process to solve problems?

If not, back track through the course, seek help from your peers or instructor, and/or pursue additional resources outside of this mini-course.

Ready to Move Forward?

Great job working though this module!

During Module 2 we will investigate further how Engineering Design Processes are used to solve problems.

Visit Module 2: Utilizing Processes to Solve Problems

Module Specific References and Resources

Hutchinson, J., & Karsnitz, J. R., (1994). Design and problem solving in technology. NY: Glencoe McGraw-Hill.

IDEO. Retrieved November 2016, from https://www.ideo.com/

International Technology & Engineering Association (ITEEA),(2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: International Technology Education Association.

Madsen D. A., Folkestad, J., Schertz, K. A., Shumaker, T. M., Stark, C., & Turpin, J. L. (2004). Engineering drawing and design (3rd ed.). Albany, NY: Delmar-Thompson Learning.

PLTW (Project Lead the Way, Inc). (2016). Retrieve October 2016, from www.pltw.org

"The Deep Dive". Nighline ABC News. Retrieved November 2016, from https://www.youtube.com/watch?v=2Dtrkrz0yoU