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Learning Objectives
At the end of this session, you will be able to:
1. Describe design
2. List at least three steps in the EPICS design process
3. Explain why design is hard for students
4. Describe at least three characteristics of good designers
Many definitions of design…Design is artDesign as problem solvingDesign activity as applying scientific
knowledgeDesign is a social process in which
individual object worlds interact, and design parameters are negotiated.
Source: Dr. Robin Adams ENE 696G course notes
The Design Process
Few Specifications
Many Specifications
Design Process
Infinite Variety of Designs
Most -----Least InfluentialChoices
One Design
Design is done by many disciplines
=====>
EPICS Balance
Service-learning is a balance of the learning of design and the service we contribute the communities through completed designs and support
Service• To our partners,
meeting needs in the community
Learning• Becoming good
designers, professionals & active citizens
Complimentary goals that enhance each other
Learning Design
Design is learned through experienceoExperience making mistakes, good guesses
and mistakesoExperience seeing implications of decisions
Teachers act in a role of facilitators or coachesoMost of time spent facilitating design work
and explorationoAllow students to experience their decisions
and work in design
The Design Process
Many formal models for the design process ME uses Ullman’s Model for Design
o The Mechanical Design Process, McGraw Hill, 1997, 2003
o 6 steps Engineering Your Future
o 10 steps Different Companies use different models
o They use a process EPICS teaches a model that fits our
community-based design
The EPICS Design Cycle
Specification Development
Detailed Design
Production
ServiceMaintenance
Redesign
Retirement
Problem Identification
ConceptualDesign
Disposal
Iterations in the Design Process
Disposal
Specification Development
Detailed Design
Production
ServiceMaintenance
Redesign
Retirement
Problem Identification
ConceptualDesign
Curriculum Diagram
Figure 1 (DRAFT skeleton): EPICS Design Model
Exit 1: Problem Identification Rd.
Exit 2: Specification Development Ave Road
Exit 4: Detailed Design St.
Exit 7: Retirement Rd.
Seeking and Selecting
Each phase of the design process requires creative solutions and has a divergent component where ideas are sought and
a convergent component where options are selected
Diverge Seek Possibilities
ConvergeNarrow Choices
Problem Identification
Specification Development
Conceptual Design
ConvergeNarrow Choices
ConvergeNarrow Choices
Diverge Seek Possibilities
Diverge Seek Possibilities
Multiple Valid Solutions
Examples: • Cell phones and Computers
EPICS Design Process
Six Phases
1. Problem Identification
2. Specification Development
3. Conceptual Design
4. Detailed Design
5. Production
6. Service/Maintenance
7. Redesign or retirement
The EPICS Design Cycle
Specification Development
Detailed Design
Production
ServiceMaintenance
Redesign
Retirement
Problem Identification
ConceptualDesign
Disposal
Iteration and Test
Generate Ideas
Define Measurable Specifications
Implement
Test
Go to next phase
Generate Ideas
Define Measurable Specifications
Implement
Test
Back to previous phase
EPICS Design Process
Six Phases
1. Problem Identification
2. Specification Development
3. Conceptual Design
4. Detailed Design
5. Production
6. Service/Maintenance
7. Redesign or retirement
Design Case
Your team has been assigned to work with the local food pantry to improve their efficiency.o The initial thought it to bring software tools
to the organization
Problem Identification
Tasks – o Identify problemoDetermine project objectivesoDetermine motivation for projecto Identify outcomes or deliverablesoDetermine duration of the projecto Identify community partner contact
Deliverables - Project Charter
Problem definition
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
Specification Development
Tasks oComplete users and beneficiaries analysis oDefine the customer requirements oEvaluate design constraints oDevelop engineering specifications oCompare to benchmark products (prior art)oDetermine design targets
Specification Development
Deliverables- oProject Specification Document
• Measureable specifications
oMock-ups or rough prototypes to help narrow the specifications
Interacting with the community partneroUser-centered, human-centered
Specification Development
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner? oWhat “tests” should be performed or
milestones achieved?
Conceptual Design
TaskoComplete Functional Decomposition of
projectoComplete Decision Matrix of requirementsoDefine how users will interact with projecto Interacting with users and potential users
• Mock-ups and prototypes to test concepts
oAnalyze/evaluate potential solutions• Interacting with community partner (users)
oChoose best solution(s)
Conceptual Design
Deliverables- oProject Conceptual Design ReportoSystems level design
• Details need to be designed
oSketch/mock-up/prototype demonstrates concept
Conceptual Design
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
Detailed Design Tasks
o Complete top down specification/ bottom-up implementation • Define components and freeze interfaces• Analysis/evaluation of project, sub-modules and/or
componentso More detailed prototyping/proof-of-concept of
project, • sub-modules and/or components
o Field test prototype/get feedback from userso Complete DFMEA analysis of projecto Determine what user training is necessary
Detailed Design Deliverables
o Project Detailed Design Report• Full details of all parts• Dimensions, sizes, all details• Documentation of all parts
o Full prototype version of project
Detailed Design
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
Production Phase
TasksoComplete production version of the project
• Ready for the field and to be use by people
oComplete user manuals/training materialoComplete delivery review
DeliverablesoDelivered projectoProject Delivery Report oDelivery checklistoUser manuals
Production
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
Service/Maintenance Phase
TasksoEvaluate performance of fielded projectoDetermine what resources are necessary
to support and maintain the projectDeliverables
o Fielded Project Report
Redesign or Retirement Decisions
Service/Maintenance
What activities would/could/should the students do in this design phase for our case?oWhat should/could they do with their
partner?oWhat “tests” should be performed or
milestones achieved?
Why is design difficult?
Engages different types of thinking
Requires designers to manage so many ideas and aspects
Addresses different types of problems
Good design… Good designs involve diverse perspectives
and expertise IDEO – industry leader in design and
innovationo Design thinking is a crucial business asset—one
that can, indeed, move a company forward and improve the bottom line. To optimize this impact, (we) advise thoughtfully structuring the innovation process. They stress working on projects that improve people’s lives..
- Ryan Jacoby and Diego Rodriguez, Innovation, Growth, and Getting to Where You Want to Go, Design Management Review Vol. 18 No. 1