Conference Agenda

In an era characterized by the pressing need for environmental sustainability, educational initiatives that empower students with the knowledge and skills to engage in sustainable practices are crucial. This paper presents a case study of a Collaborative Online International Learning (COIL) project that explores the transformative potential of intercultural collaborations in the context of sustainable material selection practices. The project, involving students from Mexico and the United States, challenged participants to research and specify sustainable materials for residential interiors while incorporating local artisanal, handcrafted elements. This collaborative approach transcends geographical boundaries, enabling students to delve into the complexities of sustainability, examine materials through a global lens, and consider cultural and environmental impacts. The project aligns with the United Nations Sustainable Development Goals (SDGs), specifically SDGs 9, 11, 12, 13, and 17, by incorporating international perspectives. The paper explores how the project's objectives, methodologies, and outcomes, nurtured the development of intercultural competence and collaborative partnerships while teaching responsible consumption, mitigation of climate change, and preservation of local traditions and cultural heritage. The findings demonstrate that such collaborative initiatives hold the potential to catalyze sustainable transformations in material selection practices, preparing the next generation of designers to contribute to a more environmentally responsible and culturally inclusive future. This case study serves as a valuable model for educators and institutions seeking to integrate intercultural collaboration and sustainable design into their curricula, offering a blueprint for addressing the pressing global challenges of our time.

During the confinement of COVID-19, learning about virtual and augmented reality grew exponentially; universities were the accelerators of this knowledge. Distance learning was the trigger to consolidate emerging technologies in education and professional life, including virtual reality (VR) and augmented reality (AR). Given the rising interest in virtual simulations, this paper targets authentic design challenges and how distributed collaboration may enhance the immersive learning potential by utilizing network resource efficiency. According to the Institute for the Future of Education of the Tecnológico de Monterrey, in the Tec21 educational model, the most important part is the challenge, which is defined as a problematic situation posed by the partner trainer, and when analyzed, a problem is defined by mutual agreement. The project is defined on this problem. One of our most essential training partners is CAETEC (Campo Agropecuario Experimental del Tec de Monterrey), where we carry out different challenges ranging from precision agriculture, data science, experiment design, and forecasting, among others.

Despite being one of the largest laboratories of the Tecnológico de Monterrey, there are different restrictions to be able to bring whole groups to its facilities, so within the institutional projects, they are creating a virtual plant, in this case, a virtual experimental agricultural laboratory, and one of the first modules is the robotic milk production process.

The robot that is being used is manufactured by DeLaval. The term robotic milking system refers not only to the use of an articulated hydraulic arm but also to the concept of global automation of an installation and to the voluntary assistance of the cows. to the robotic milking module, they were also known as "AMS" for its acronym in English: Automatic Milking System.

To do the 3D modeling for this robot, it is necessary to work with the former partner, whose headquarters are in Sweden, through a collaboration agreement between universities that pursue the same educational purpose. We will work with the Project Department of the University of Mälardalen, where the Tec de Monterrey Campus Querétaro will do the 3D modeling of the external and visible part of the Robot, and the University of Mälardalen will do the 3D digitization of the internal components.

The design of the VR lessons will allow us to explore best practices through data recording and user behavior, both students, CAETEC employees, and the robot manufacturer, DeLaval, to explore better processes aimed at industry 5.0. , where we will collaborate with the University of Mondragon to find the best way to operate this robot and be the beginning of joint research that helps the industry.

This research is the result of joint work between three educational institutions, with a multicultural and multidisciplinary project approach.

WitWithin product design education, encouraging collaboration, creativity, and a sense of community among students is vital, especially during the first few weeks of undergraduate study. Creating a student community in the early weeks is crucial for students to adapt to course cultures, adjust to new environments, and establish friendships. This is essential in creative disciplines where students must collaborate, serve as critical friends and network in a professional practice setting. Post-COVID-19 pandemic, students are increasingly anxious in new environments and reluctant to engage in large events, which is problematic in a sector where ‘community’ is essential. Thus, it’s important to create a collaborative culture quickly within undergraduate programs, however, this is a challenging task with large student cohorts. A strong design community can serve as an incubator for creative ideas, peer learning, and emotional support, helping students thrive in an academic environment that often demands intense problem-solving and innovation. This paper introduces 'A Hole In One,' a Welcome Week project designed to promote student engagement through competitive model-making. Using unique innovative approaches, we introduce core values to first-year Product Design students through experiential learning and collaborative design making. The core aim is to break down barriers and cultivate student communities by challenging student groups to construct a unique crazy golf hole in groups. The collaborative effort resulted in a crazy golf course being assembled for an end of welcome week student competition. Our findings offer educators/institutions guidance in promoting community-based teamwork within design programs, suggesting innovative pedagogical approaches to elevate the educational experience for product design students.