Developments in (global) project- based design education Mark R. Cutkosky Mechanical Engineering...

Developments in(global) project-

based design education

Mark R. CutkoskyMechanical Engineering Design Division

Stanford University

2000: Global product design teams across time & space

Agenda

• Introduction

• Background and context of project based learning at Stanford

• me310, a graduate project-based design course with global partners

• Discussion of issues and trends

• Future plans

Pittsburgh, PA

U. of Rochester, NY

MachineDesigner

Grad student,lecturer @CMU

Introduction: Mark Cutkosky

1960 1970 1980 1990 2000

Product Design Program (w/ Fine Arts Dept.)

Team-based design with industrial projects

SIMA MSE program

SLL

Robotics

Smart Product Design Course

MEMS and Mechatronics

RPL

Background: History of PBL at Stanford

Immersion Inc.

Context: entrepreneurial design connections

IDEO

Enterprise Systems Integration

Background: Two kinds of project courses

Projects specified by instructor

Pedagogically inspired

Everybody does same project

Content introduced Just in Time

Results: Effective content injection High enthusiasm Potential for burnout “organized” Sometimes questions

about “real world”

Projects taken from outside (e.g. industry)

Every project is different

Process introduced Just in Time.

Results: Real world Mixed enthusiasm Potential for burnout Sometimes “not

organized”

Project courses with industry partners

ME113 Undergraduate design course with industrial projects

ME210/310 Graduate design course with industrial projects

ME217 Graduate DFM course with industrial projects

ME218d Graduate Smart Product design course -- industrial projects

(new) ME282 Biomechanical Design course with industrial projects

ME310 and Project Based Learning, © M.R. Cutkosky Stanford University9

ME310 distinguishing features

Long track record, many corporate connections and alumni

Substantial projects: 3 quarters, 3-5 people, $15K - $20K budget.

Resources: $14k per project supports course infrastructure (staff, computers, supplies, software). Another $6K goes to Design Division teaching generally (e.g. prototyping shops).

Large archive of information: paper + electronic

Projects have mix of mechanical, electrical, software technology Often systems level Usually involve substantial prototyping, testing


Project-based learning

I hear and I forget. I see and I remember. I do and I understand.Confucius

me310 is about forming and running creative, productive, engineering design teams.

It is also about “the Design Division philosophy” of engineering design.

It is the quintessential project-based learning (PBL) course:

• see and hear• do and experience• reflect and introspect• document for the future


goal: develop design-development team LEADERS

prepared for a career in creative engineering design that is both pragmatic and intellectually informed;

given: few incoming students have complete engineering

product design experience, fewer have been encouraged to examine the intellectual foundations of design;

approach: corporate partners drive technical learning and

motivate product development; instructional team oversees process-management

and intellectual skill development/learning. technology accelerates the learning curve.

me310 Goals & Approach


ME310a Tools for team formation, design process management

• “just in time” documentation and design capture (Cross Pads, laptops, digital cameras, hypermail)

• formal document preparation, refinement, electronic archival (DRDoc templates, DropSite)

• design process mapping, management (IdeaStorm, MS Project)

• balanced team formation and analysis (Wilde,…)

• methodologies for concept generation, selection, refinement (benchmarking, concept selection)


ME310 paper bicycle exercise

Warm-up exercise: design and construct a “bicycle” made (almost) entirely out of paper products

The bicycles participate in a celebratory race.A winning design from 1998

ME310bc: In-depth design development with corporate partners

Focus is on the project*Enrollment by permission of instructorTeams of 3-4 function like start-up

companiesTeaching staff functions like Advisory

Board Tech: coaching, advice, identify technical

resources, arrange J.I.T. tutorials as needed.

Mg’t: keep team on track w.r.t. vision, team management plan, avoid premature closure, avoid lack of closure.

*4 units + optional 1 unit Design Process Enhancement Study


210/310 Design Axioms

1. Design is a social process

2. All design is redesign

3. Designers need to preserve ambiguity

1. Design is a social process

Therefore: Wilde Team formation, dynamics SUDS, Alpine Inn Paper Bicycles Coaches Design your space Attention to culture of global

partners

Ignore it at your peril!

First few weeks’ theme


Team Analysis (Wilde/Jung/Myers-Briggs )

Perceiving Judging

IntrovertedExtroverted

Any of these modes can be used in two ways:

<Cutkosky,Richter,Dorn,Scheinman>

At any moment a person can be

Perception can be through

Sensing Intuition

Feeling Thinking

Judging can be based on


310 global partner communicatio communication


310 design loft

(VIP camera view)

http://me210vip.stanford.edu


Teaching team

Students

Coaches andalumni

Corporateliaisons

Stanford community andfriends of the Design Division

The ME310 learning community

Communityknowledge

Globalpartners

2. All design is redesignFocus on documentation, design

retrieval for re-use

Benchmarking (own + IDEO, D2M).

Exposure to structured design/project planning methods to facilitate retrieval IdeaStorm, Search ME210/310, Perlmail DocuShare, Dropzone, panFora,

DRDocs, ...

ME310industry sponsored projects for

distributed teams, Internet mediated design-development,

emphasis on hardware, theory and conceptual prototyping

CDRdesign theory & methodologyagent-based-engineering,manufacturing processes,robotics,engineering education

Center for Design Research & SLL

Electronic notebook tools, internet collaboration services and results from formal studies

of design activity

Feedback regarding tools, services and behaviorfrom formal studies of design education, activity and documentation

VIP

C D R

http://cdr.stanford.edu/

http://cdr.stanford.edu/

http://sll.stanford.edu/


Knowledge & Rationale Capture - the usual situation today

Current Best Practices

knowledge and experiencecreation process

saved information

reconstructable knowledge


Knowledge & Rationale Capture -toward a better practice

Best Practices with New Paradigm

knowledge and experiencecreation process

saved information

reconstructable knowledge

organized summary

discoverable rationale

Electronic Design Archives

visit the me310-web http://me310.stanford.edu

Lots of material (now searchable!)

7+ years of online design documentation

7+ years of people who took 210/310

pointers to the world of design, resources...

caveat: the site is undergoing continuous remodeling (like much of Stanford campus)

http://me310.stanford.edu/

http://me310.stanford.edu/

streaming video archived via

Stanford Online


ME210/310 Design Document templates

Captures the process that lead to your design.

What is the need that your design addresses?

What are the requirements behind your design?

What was your design approach - what alternatives did you consider, how did you evaluate them?

What are the specifications of your design?

What are the lessons learned from the process?

3. Designers need to preserve ambiguity

• Brainstorming

• Benchmarking outside of the expected application areas

• Avoid “premature closure”

• You’re the Boss


Preserving Ambiguity

ME310b Assignment 1: Dark Horse CFP (15%)

Build and/or test a "dark horse" concept or technology that was identified as potentially promising, but not focused on during the fall. It should be an alternative to the more "standard" or "obvious" approach.


sample team: DaimlerChrysler ‘99

Chris Wendy Juli

and Neeta, at the wheel

Realistictransmissionsimulator forheavy trucktransmissions

(a macho hapticcompuer interface)


DaimlerChrysler’99 cont’d

3D CAD modeling for analysis & fabrication


Looking into the future

Greater emphasis on global teams

Steady improvements in technology: for communication for documentation for retrieving relevant results

More computer science and electrical engineering

More use of subcontracting


Closing thoughts

When it works well, it works very well.

It’s real, but it’s not the “”real world’ - this is an opportunity!

Strong, committed alumni population.

Value often not apparent till afterward.

Always room for improvement

Should not be dominated by 1 instructor.

Developments in (global) project- based design education Mark R. Cutkosky Mechanical Engineering...

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