Target Audience: Industrial Design Seniors and first year graduate students at Iowa State University

Goals:

• Project: Create a template for Industrial Design to deliver virtual studios

  • Course: Project-based application of industrial design concepts and techniques delivered through TBL (team-based learning) and PBL (project-based learning) pedagogies.

    1. Module 1: Team Collaboration (2 weeks, TBL)

       • Students will uncover different modes of working through collaborative teamwork.

    2. Module 2: Design Processes (2 weeks, PBL)

       • Students will learn about different design processes and develop their own design competition brief in teams.

    3. Module 3: Design Competition (10 weeks + 1 week for final presentation/reflection, TBL, and PBL)

       • Students will apply skills from previous modules.

Overall Course Learning Objective:

By the end of this course, students will be able to:

1. Identify the 4 steps of effective collaboration in a team-based project.

2. Identify the 4 steps double diamond design process used in the field of Industrial Design to solve design problems.

3. Apply the knowledge of effective team collaboration and design process to compete in national or international design competitions.

Course Outline:

How might we create a studio environment during synchronous sessions? How do we define a studio workspace?

• Time and Milestones:

  • 16-week studio-based course

  • 3 hours, 3 times a week

  • Format per session: 1h plenary, 1.5h break out rooms, 0.5h wrap-up (plenary questions, next steps, and task list)?

• Module 1: Team Collaboration (2 weeks, TBL)

  • Goal: Students will learn about group work and team dynamics towards collaboration across cultures

  • Four principles underlying Team-Based Learning (Michaelsen & Richards 2005):

    1. Groups should be properly formed (e.g. Intellectual talent should be equally distributed among the groups). These teams are fixed for the whole course.

    2. Students are accountable for their pre-learning and for working in teams.

    3. Team assignments must promote both learning and team development.

    4. Students must receive frequent and immediate feedback.

  • Learning Objectives for Module 1, students should be able to:

1. Recognize individual work styles to establish relationship-building opportunities.

2. Understand and discuss personal values and core beliefs to unpack any implicit biases prior to embarking on intercultural teamwork.

3. Establish trust through empathy and how awareness of self and others plays a role.

4. Distinguish communication styles to reduce uncertainty and promote social exchange when giving or receiving constructive feedback through critique .

5. Design shared goals in various team collaborations.

• Outline for the module:

  1. 4 Steps to effective team collaboration

     • Identify individual assets

     • Access the gaps and advantages in the team’s skill sets

     • Establish roles for each member

     • Be accountable to your responsibilities.

• Topical Outline:

  1. Discovering Your Work Style

     • Six Dimensions of Intercultural Teamwork

  2. Understanding Core Beliefs

     • Values and Biases

  3. Establish Trust Through Empathy

     • Storytelling

  4. How Do You Assess Information?

     • Double Diamond

  5. Decoding Communication Styles for Constructive Feedback

     • Practice Critique

  6. Design Shared Goals

     • Innovating together

• Activity/assessment:

  1. SWOT (strength, weakness, opportunities and threats) Analysis of individual and team

  2. Reflection after the activity to access whether this activity was essential and beneficial. To understand their takeaways of this module.

• Module 2: Design Processes (3 weeks, PBL)

  • Goal: Students will learn about different design processes and develop their own design competition in teams

  • Project-Based Learning: student-centered pedagogy that involves dynamic classroom approach where students learn by actively engaging in real-world and personally meaningful projects.

  • Learning Objectives for Module 2, students should be able to:

1. Identify multiple design processes and demonstrate its applications to real-world problems

2. Research, organize, and articulate a position on a topic both visually and verbally

3. Analyze and synthesize idea generation through a design process

• Outline for the module:

  1. [Input]

• Activity/assessment:

  1. Develop their own design competition applying a design process

  2. Present their design competition + reflection

• Module 3: Design Competition Project (9 weeks, TBL and PBL)

  • Goal: Students will apply skills from previous modules to a design competition of their choice

  • Learning Objectives for Module 3, students should be able to:

1. Evaluate existing solutions to address new challenges

2. Collaborate on a team to develop a unique solution to a problem by implementing the design process

3. Practice critique; the ability to provide and take constructive feedback to aid in co-creation

• Outline for the module:

  1. [Input]

• Activity/assessment:

  1. [Input]

References:

1. What is TBL? (2019, May 20). Retrieved May 31, 2020, from http://www.teambasedlearning.org/definition/

2. What is Project-Based Learning? (n.d.). Retrieved May 31, 2020, from https://www.pblworks.org/what-is-pbl

3. Murdoch-Kitt, K. M., Emans, D. J. (2020). Intercultural Collaboration by Design: Drawing from Differences, Distances, and Disciplines Through Visual Thinking. United Kingdom: Taylor & Francis.

4. SMART Goals: – How to Make Your Goals Achievable. (n.d.). Retrieved May 31, 2020, from https://www.mindtools.com/pages/article/smart-goals.htm

5. 11 lessons: Managing design in global brands. (2017, November 03). Retrieved May 31, 2020, from https://www.designcouncil.org.uk/resources/report/11-lessons-managing-design-global-brands

6. SWOT Analysis: – How to Develop a Strategy For Success. (n.d.). Retrieved May 31, 2020, from https://www.mindtools.com/pages/article/newTMC_05.htm