Conference Agenda

Generative Artificial Intelligence (GAI) tools are getting involved in the learning process of new generations, and these tools can make a change in product design education, which can be used in different design phases. This study examines their integration through a student project at Linköping University, focusing on the creation of an autonomous robot. From its observation and reports, it is analysed how these tools influence the different design phases and their application, and how students with different skill levels adapt to AI integration. This case study presents not only the practical use of GAI in design but also its impact on educational paradigms, particularly in how it gets involved and reshapes the traditional learning hierarchy outlined by Bloom's Taxonomy. Our findings indicate that GAI tools not only improve efficiency in the design iteration but also introduce a possible shift in learning approaches when it comes to new skills, which may make students skip the learning of base knowledge. GAI has the potential to promote an inverse learning sequence in which students participate in practical application and creation before fully understanding theoretical foundations. This shift implies a re-evaluation of educational frameworks to ensure that while embracing the benefits of GAI, critical thinking and foundational knowledge are not excluded. A balanced approach to teaching that incorporates GAI tools while preserving fundamental engineering and design concepts might be a desirable future.

In recent years, long-distance races have boomed all over the world. Mexico is no exception, but just as the enthusiasm for races over 5k has increased, the rate of sudden heart attacks is due to not having personalised and adequate training. The following paper describes how, based on design and engineering techniques, young students at the Tecnologico de Monterrey are trained to increase their performance as athletes. Statistical methods that allow the design of focused training to improve their times, but without affecting your physical and mental health. The introduction of data science, as well as the design of experiments, allows customizing each training session according to information from each athlete, such as heart rate, VO2max, weight, blood pressure, and the level of red and white blood cells, as well as running technique factors such as stride length, arm stroke technique, and stride. This allows students to actively learn about the application of statistical engineering, which will later allow them to transfer said knowledge to their professional field, making analogies between sport and a disciplinary competition. The results of more than 5 editions of the 5k and 10k race of the annual race of the Tecnologico de Monterrey Campus Querétaro were analyzed. Also, the information from some students who recorded their data through recording devices was processed in databases to calculate descriptive statistics and correlate the designed workouts with individual efforts.

To design ways to actively transition into fairer and healthier ways of living, we need to better understand how systems create conditions that damage the planet and make life difficult, unhealthy and unjust. However, which design practices support systemic understanding and exploration, what design strategies are useful for different forms of systems change and how do we educate students to have a more sophisticated set of understandings about their agency to responsibly navigate complex challenges? This research, in response to these questions, contributes to a growing body of knowledge about responsible design innovation pedagogy.

In an attempt to engage students with increasingly complex challenges and issues, we have noticed that students can struggle to cope with the complexity they encounter. This research is interested in identifying approaches that support more effective engagement with complex, open, dynamic, systemic challenges.

This paper focuses on the planning, performance and review of a project undertaken by a multidisciplinary group of Design School Masters students [anonymised for review]. The project aimed to provide spaces to create understandings of the ethical and social implications of design practices, to creatively deal with excess and adapt systems that can influence the futures of people in a place.

Building upon a review of literature about systemic design and responsible design pedagogy, this research presents a place-based 2-week project that deliberately took a simple starting place - excess mugs in the design studio - to begin a critical design inquiry. Analysis of our research data generates a set of practices, strategies, and systems understandings related to the agency of the group. This is important because it foregrounds an important two-way relationship between taking action in a setting and a grasp of the past-present-future of interacting systems.

The rapid evolution of immersive XR technologies has led to enhanced experiences by blurring the line between the real (physical) and unreal (virtual) worlds. However, there is a dearth of research clarifying the types of learning paradigms to consider when integrating immersive technologies in design education and enhancing learner experience. How can we further enhance our design education system by using immersive technologies to upgrade learning experiences? What type of approach is appropriate to make the best use of the unreal in design education to enhance learners’ experiences in the real? The integration of knowledge from recent neuroscience research into education, through a multidisciplinary translational approach, can be transformative for advancing the comprehension and development of new learning experiences. This research aimed to clarify several questions. It began by (1) reviewing current trends and the role of immersive technologies. Next, it (2) identified their role and value in design education, and (3) highlighted the limitations and possibilities of using immersive technologies as tools in design education with the filter modification model. Finally, (4) it proposed an approach based on recent neuroscience research. This approach uses a multidisciplinary translational strategy to advance the comprehension and development of new learning experiences in design education and to provide experience-based knowledge through immersive technologies. The findings of this research will act as guidelines for the implementation of immersive technologies in design education and will be one of the considerable methods to enhance students’ enactive learning experiences.

Sheila Pontis and Karel van der Waarde（2020）found that the need for change in design education has been a topic for discussion for more than twenty years, but still, there seems to be a lack of concrete advice in the form of structural models or practical strategies that can ballast the required change.

As to this research, the author believes the key focus to build a structural model should be on how to construct a teaching and learning system that adapts to future change. To address the issue, this research will explore three sub-questions:

1. What are the elements of design education?

2. How do the elements of design education interact with each other?

3. What is the mechanism behind the interaction of design education elements?

Exploring these sub-questions answers what the design education teaching and learning system is, how the elements interact, and why they interact in this way. By exploring these three sub-questions, the research responds to the research topic of "how to construct a design education teaching and learning system". This includes:

1. Identifying what constitutes the design education teaching and learning system, constructing a comprehensive framework for the subjective and objective elements of design education. The elements of design education include subjective elements and objective elements. The subjective element refers to students, teachers and management organizations in design education. The objective elements have different contents because of the different orientation of design education.

2. Building the curriculum system of the design education teaching and learning system, linking the subjective and objective elements of design education. Through the process of management organization building the professional matrix, teachers constructing each course, and students mastering the combination of different objective elements, the linkage of the three levels is realized.

3. Establishing the PDRA cycle system for the design education teaching and learning system. Each subjective element dynamically adjusts and improves the linked objective elements through the PDRA cycle process. At the same time, the "Adjust" of each subjective element will affect the "Plan" of the other two subjective elements, and the "Do" of each subjective element will affect the "Reflect" of the other two subjective elements. Specifically, in the practice of design education, it is necessary to collect and actively consider the "Adjust" and "Do" of itself and the other two parties in daily life, actively seek changes with an open and inclusive mind, and steadily promote the reform of design education without adhering to the existing rules. And once the implementation and adjustment of the three subjective elements of educational behavior confirmed, they must be strictly implemented.

Through above three steps, it has chance to construct a design education teaching and learning system, and will be constantly updated, and will not be easily eliminated by The Times.