THE GROWING PATH IN SEARCH OF AN INDUSTRIAL DESIGN IDENTITY

(1)

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ScienceDirect

Procedia CIRP 00 (2017) 000–000

www.elsevier.com/locate/procedia

Peer-review under responsibility of the scientific committee of the 28th CIRP Design Conference 2018.

28th CIRP Design Conference, May 2018, Nantes, France

A new methodology to analyze the functional and physical architecture of existing products for an assembly oriented product family identification

Paul Stief *, Jean-Yves Dantan, Alain Etienne, Ali Siadat

École Nationale Supérieure d’Arts et Métiers, Arts et Métiers ParisTech, LCFC EA 4495, 4 Rue Augustin Fresnel, Metz 57078, France

* Corresponding author. Tel.: +33 3 87 37 54 30; E-mail address: paul.stief@ensam.eu

Abstract

In today’s business environment, the trend towards more product variety and customization is unbroken. Due to this development, the need of agile and reconfigurable production systems emerged to cope with various products and product families. To design and optimize production systems as well as to choose the optimal product matches, product analysis methods are needed. Indeed, most of the known methods aim to analyze a product or one product family on the physical level. Different product families, however, may differ largely in terms of the number and nature of components. This fact impedes an efficient comparison and choice of appropriate product family combinations for the production system. A new methodology is proposed to analyze existing products in view of their functional and physical architecture. The aim is to cluster these products in new assembly oriented product families for the optimization of existing assembly lines and the creation of future reconfigurable assembly systems. Based on Datum Flow Chain, the physical structure of the products is analyzed. Functional subassemblies are identified, and a functional analysis is performed. Moreover, a hybrid functional and physical architecture graph (HyFPAG) is the output which depicts the similarity between product families by providing design support to both, production system planners and product designers. An illustrative example of a nail-clipper is used to explain the proposed methodology. An industrial case study on two product families of steering columns of thyssenkrupp Presta France is then carried out to give a first industrial evaluation of the proposed approach.

Peer-review under responsibility of the scientific committee of the 28th CIRP Design Conference 2018.

Keywords:Assembly; Design method; Family identification

1. Introduction

Due to the fast development in the domain of communication and an ongoing trend of digitization and digitalization, manufacturing enterprises are facing important challenges in today’s market environments: a continuing tendency towards reduction of product development times and shortened product lifecycles. In addition, there is an increasing demand of customization, being at the same time in a global competition with competitors all over the world. This trend, which is inducing the development from macro to micro markets, results in diminished lot sizes due to augmenting product varieties (high-volume to low-volume production) [1].

To cope with this augmenting variety as well as to be able to identify possible optimization potentials in the existing production system, it is important to have a precise knowledge

of the product range and characteristics manufactured and/or assembled in this system. In this context, the main challenge in modelling and analysis is now not only to cope with single products, a limited product range or existing product families, but also to be able to analyze and to compare products to define new product families. It can be observed that classical existing product families are regrouped in function of clients or features.

However, assembly oriented product families are hardly to find.

On the product family level, products differ mainly in two main characteristics: (i) the number of components and (ii) the type of components (e.g. mechanical, electrical, electronical).

Classical methodologies considering mainly single products or solitary, already existing product families analyze the product structure on a physical level (components level) which causes difficulties regarding an efficient definition and comparison of different product families. Addressing this

Procedia CIRP 84 (2019) 353–356

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019.

10.1016/j.procir.2019.05.017

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019.

Available online at www.sciencedirect.com

ScienceDirect

Procedia CIRP 00 (2019) 000–000

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019

29th CIRP Design 2019 (CIRP Design 2019)

THE GROWING PATH IN SEARCH OF AN INDUSTRIAL DESIGN IDENTITY

Demétrio Matos

^a,b,*

, Miguel Terroso

^a,b

, João Sampaio

^a,b

.

aPolytechnic Institute of Cávado and Ave, School of Design, Campus IPCA, 4750-810 Barcelos, Portugal

bInstitute for Research in Design, Media and Culture ID +

* Corresponding author. Tel.: +351 91 623 72 56. E-mail address: dmatos@ipca.pt

Abstract

Knowing that the education system must be reinvented periodically to face the changes of social and cultural paradigm, was reviewed the pedagogical organization of a set of disciplines of an industrial design course that were in operation for a decade. Thus, in view of the objective of restructuring the disciplinary group of industrial design, a new structure has been developed and implemented that could offer students the opportunity to explore problems and challenges that have real applications, increasing the possibility of acquiring competences effectively needed to practice the profession of designer.

This restructuring had as its starting point the concept of Project-based learning, which is designated as student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Consequently, resulting in a learning process organized into levels with increasing degree of complexity. As well, different assimilations of markets and design scenarios.

Starting from the first year of the course, where students are still understanding the context of industrial design and its potentialities. At a time when their techniques, principles and methods are still very raw and basic. They are initiated in a LOW-ID and local industry context, to acquire basic skills. The second year allows embark on an intermediate level called MID-ID, with new skills in international brands approach. In the last year of the course the 3rd level is reached, HIGH-ID, with projects with the national industry.

The first year of implementation of this curriculum structure showed good results. Thus, favoring a solid interdisciplinary formation with, skills and competences that allow future designers to intervene creatively and competently in a variety of fields. This process allows to progress to the next academic degree to complete and validate the entire formation of the student.

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019 Keywords: Industrial design education; Project-based learning; Pedagogical organization; Industrial design identity.

1.Introduction

The present article presents a restructuring of the pedagogical approach of the curricular units of design that integrate with the course of Industrial Design of the Design School (ESD) of the Polytechnic Institute of Cávado and the Ave (IPCA). This, taking into account the needs and characteristics of polytechnic teaching in the Portuguese context, as well as the objectives and assumptions of this whole ecosystem.

1.1. Context

The system of higher education in Portugal is organized in two types of institution, Universities and Polytechnic Institutes.

Polytechnic institutes integrated the Portuguese higher education system in the mid 70’s, joining thus the existing universities. They were created by the reform of Veiga Simão (with Law nº5/73 and Decree-Law nº402/73) and were definitively designated as "Polytechnic higher education" from Decree-Law No. 513-T/79 in place of "short-term higher Available online at www.sciencedirect.com

ScienceDirect

Procedia CIRP 00 (2019) 000–000

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019

29th CIRP Design 2019 (CIRP Design 2019)

THE GROWING PATH IN SEARCH OF AN INDUSTRIAL DESIGN IDENTITY

Demétrio Matos

^a,b,*

, Miguel Terroso

^a,b

, João Sampaio

^a,b

.

aPolytechnic Institute of Cávado and Ave, School of Design, Campus IPCA, 4750-810 Barcelos, Portugal

bInstitute for Research in Design, Media and Culture ID +

* Corresponding author. Tel.: +351 91 623 72 56. E-mail address: dmatos@ipca.pt

Abstract

Knowing that the education system must be reinvented periodically to face the changes of social and cultural paradigm, was reviewed the pedagogical organization of a set of disciplines of an industrial design course that were in operation for a decade. Thus, in view of the objective of restructuring the disciplinary group of industrial design, a new structure has been developed and implemented that could offer students the opportunity to explore problems and challenges that have real applications, increasing the possibility of acquiring competences effectively needed to practice the profession of designer.

This restructuring had as its starting point the concept of Project-based learning, which is designated as student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Consequently, resulting in a learning process organized into levels with increasing degree of complexity. As well, different assimilations of markets and design scenarios.

Starting from the first year of the course, where students are still understanding the context of industrial design and its potentialities. At a time when their techniques, principles and methods are still very raw and basic. They are initiated in a LOW-ID and local industry context, to acquire basic skills. The second year allows embark on an intermediate level called MID-ID, with new skills in international brands approach. In the last year of the course the 3rd level is reached, HIGH-ID, with projects with the national industry.

The first year of implementation of this curriculum structure showed good results. Thus, favoring a solid interdisciplinary formation with, skills and competences that allow future designers to intervene creatively and competently in a variety of fields. This process allows to progress to the next academic degree to complete and validate the entire formation of the student.

Peer-review under responsibility of the scientific committee of the CIRP Design Conference 2019 Keywords: Industrial design education; Project-based learning; Pedagogical organization; Industrial design identity.

1. Introduction

The present article presents a restructuring of the pedagogical approach of the curricular units of design that integrate with the course of Industrial Design of the Design School (ESD) of the Polytechnic Institute of Cávado and the Ave (IPCA). This, taking into account the needs and characteristics of polytechnic teaching in the Portuguese context, as well as the objectives and assumptions of this whole ecosystem.

1.1. Context

The system of higher education in Portugal is organized in two types of institution, Universities and Polytechnic Institutes.

Polytechnic institutes integrated the Portuguese higher education system in the mid 70’s, joining thus the existing universities. They were created by the reform of Veiga Simão (with Law nº5/73 and Decree-Law nº402/73) and were definitively designated as "Polytechnic higher education" from Decree-Law No. 513-T/79 in place of "short-term higher

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354 Demétrio Matos et al. / Procedia CIRP 84 (2019) 353–356

2 Author name / Procedia CIRP 00 (2019) 000–000

education" [1]. This division of the higher education system arose from the need to have students with appropriate skills and qualifications the needs of industry and other services in addition to more academic teaching.

Recently, Manuel Heitor [2] reinforces the need to stimulate the triangulation that emerges between "knowledge, education and employment" within the context of the institutions themselves. Therefore polytechnic education is guided by a perspective of applied research and development aimed at understanding and solving concrete problems and aims at providing a solid cultural and technical training at the higher level, developing the capacity for innovation and critical analysis and providing scientific knowledge of theoretical and practical nature and their applications for the exercise of professional activities [3].

1.2. The institution

Design higher education in Portugal initially grew slowly, but sustained. However, there has been an exponential growth in terms of educational institutions, the provision of training and the number of students [4]. The School of Design (ESD) is one of the most recent and is part of the polytechnic public higher education network and is currently located on the IPCA campus in Barcelos, Portugal. Oriented higher education in design and applied research in this area, started his scientific and pedagogical activity in the academic year 2015/2016, offering courses 1st and 2nd cycle and Higher Professional Education courses. The mission of the School of Design is to contribute to the development of society, stimulate cultural creation, research and applied research and promote reflective and humanistic thinking, providing areas of knowledge for the exercise of professional activities.

It is important to note that this institution is located in a geographical area with a fertile business environment for SMEs in the manufacturing sector, such as textiles and ceramics, for example.

2.Objectives

Starting from the principle that the educational system should be reinvented periodically to face the changes of the social and cultural paradigm, a first analysis of the curricular plans of several courses was made possible to observe that the curricular structures are punctually updated. However, these updates are isolated actions and little thought to be part of a continuous learning process. Furthermore, as mentioned Lawson [5], We can no longer afford to immerse the student of architecture or product design in a few traditional crafts. Rather they must learn also to appreciate and exploit new technology as it develops.

Therefore, the pedagogical organization of a set of disciplines of the disciplinary area of industrial design of the course was reviewed, which was in operation for a decade within the organic unit of the technology school. Thus, a new structure has been developed and implemented to provide students the opportunity to explore issues and challenges that

have real applications, increasing the possibility of acquiring effectively required skills for the practice of design profession.

3.The growing path in pursuit of an industrial design identity

The focus was on the curricular units of industrial design because they are the central axis of the course, where each satellite curricular unit should contribute, offering basic skills for the practice of design.

Based on the concept of project-based learning, which is designated as a pedagogy student-centered, involving a dynamic approach to the classroom in which it is believed that students acquire a deeper knowledge through the active exploration of real-world challenges and problems. Markham et al. [6] define Project Based Learning as systematically teaching method that engages students in learning knowledge and skills through an extensive research process structured around complex and authentic issues and carefully designed products and tasks.

In an articulation between the local and the global, it was to idealize an organized learning process in levels, with increasing degree of complexity. In addition, we have added different perceptions of markets and design scenarios. This process covers the study cycle of the degree (BA) and prepares the way, logically, for the continuation of the course in the master's degree (MA), see Fig. 1..

Fig. 1. New curriculum organization.

The procedure begins in the first year of the course, where students are still assimilating the context of industrial design and its potentialities. At the moment your techniques, principles and methods are still very raw and basic. They are initiated in a period of LOW-ID, in a context of local industry, to acquire basic skills. The figure 2 exemplifies an exploration of the local industry (ceramic production).

The extrapolation of the limits of the classroom was fundamental to the learning of the subject and to the motivation of the student. All the resource that promotes the involvement and active participation of the student in the process of

Author name / Procedia CIRP 00 (2019) 000–000 3

knowledge acquisition contributes to forming active learning environments [7].

Fig. 2. Exploitation of local industry.

Taking advantage of local wealth, themes are explored within the area of ceramics in the first semester. And in the second half, framed in the circular economy, are themes explored on industrial waste.

The second year allows you to embark on an intermediate level called MID-ID, with new skills through the approach of international brands. Being a year in which students explore the computer modeling tools, the topics are focused on lighting and electronics. These themes are important to provide the student with a more global view of the international markets and processes of development of more industrialized products, see Fig. 3..

Fig. 3. Exploration of lighting.

In the last year of the course, the 3rd level is achieved, HIGH-ID, with projects carried out in partnership with the national industry. Understand the processes from the point of

view of the designer, but now inside the companies with real situations. Thus exploiting the maximum of technological processes, the Figure 4 illustrates the experimentation of the three-dimensional printing process.

Fig. 4. Exploration of 3d printing technology.

Two more levels are planned, framed in the context of masters training. A first entitled FUTURE-ID, with the aim of letting the student perform all kinds of projects and experimentation to later make a point of a situation about the skills acquired and the experiences lived. This level will be completed with an exploratory project, "MY ID CONCEPT DEVELOP", which will be the starting point of your research and final project.

This final project is developed in a more autonomous way in the fifth and last level "MY-ID" until the defense of it. 4. Results

This model is based on the assumption that quality training requires high levels of student participation in the construction of knowledge. In creating this upward path we intend to stimulate this participation and joint evolution. Make better use of geographic and local advantages to understand and understand product development processes for better transcription into global markets.

This first year of implementation of this curricular structure showed favorable results for a good acquisition of competences. On the other hand, it allows the management and assessment of the subjects taught in favor of more efficient learning. It is also possible to mark the intervention of the faculty that could otherwise distance itself from the learning objectives due to personal and professional stimuli external to the institution.

This stability demonstrates a favorable interdisciplinary formation, with skills and competencies that allow future designers to intervene creatively and competently in various fields. This process allows the student to advance to the next academic degree to complete and validate all of their training.

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Demétrio Matos et al. / Procedia CIRP 84 (2019) 353–356 355

education" [1]. This division of the higher education system arose from the need to have students with appropriate skills and qualifications the needs of industry and other services in addition to more academic teaching.

Recently, Manuel Heitor [2] reinforces the need to stimulate the triangulation that emerges between "knowledge, education and employment" within the context of the institutions themselves. Therefore polytechnic education is guided by a perspective of applied research and development aimed at understanding and solving concrete problems and aims at providing a solid cultural and technical training at the higher level, developing the capacity for innovation and critical analysis and providing scientific knowledge of theoretical and practical nature and their applications for the exercise of professional activities [3].

1.2. The institution

Design higher education in Portugal initially grew slowly, but sustained. However, there has been an exponential growth in terms of educational institutions, the provision of training and the number of students [4]. The School of Design (ESD) is one of the most recent and is part of the polytechnic public higher education network and is currently located on the IPCA campus in Barcelos, Portugal. Oriented higher education in design and applied research in this area, started his scientific and pedagogical activity in the academic year 2015/2016, offering courses 1st and 2nd cycle and Higher Professional Education courses. The mission of the School of Design is to contribute to the development of society, stimulate cultural creation, research and applied research and promote reflective and humanistic thinking, providing areas of knowledge for the exercise of professional activities.

It is important to note that this institution is located in a geographical area with a fertile business environment for SMEs in the manufacturing sector, such as textiles and ceramics, for example.

2.Objectives

Starting from the principle that the educational system should be reinvented periodically to face the changes of the social and cultural paradigm, a first analysis of the curricular plans of several courses was made possible to observe that the curricular structures are punctually updated. However, these updates are isolated actions and little thought to be part of a continuous learning process. Furthermore, as mentioned Lawson [5], We can no longer afford to immerse the student of architecture or product design in a few traditional crafts. Rather they must learn also to appreciate and exploit new technology as it develops.

Therefore, the pedagogical organization of a set of disciplines of the disciplinary area of industrial design of the course was reviewed, which was in operation for a decade within the organic unit of the technology school. Thus, a new structure has been developed and implemented to provide students the opportunity to explore issues and challenges that

have real applications, increasing the possibility of acquiring effectively required skills for the practice of design profession.

3.The growing path in pursuit of an industrial design identity

The focus was on the curricular units of industrial design because they are the central axis of the course, where each satellite curricular unit should contribute, offering basic skills for the practice of design.

Based on the concept of project-based learning, which is designated as a pedagogy student-centered, involving a dynamic approach to the classroom in which it is believed that students acquire a deeper knowledge through the active exploration of real-world challenges and problems. Markham et al. [6] define Project Based Learning as systematically teaching method that engages students in learning knowledge and skills through an extensive research process structured around complex and authentic issues and carefully designed products and tasks.

In an articulation between the local and the global, it was to idealize an organized learning process in levels, with increasing degree of complexity. In addition, we have added different perceptions of markets and design scenarios. This process covers the study cycle of the degree (BA) and prepares the way, logically, for the continuation of the course in the master's degree (MA), see Fig. 1..

Fig. 1. New curriculum organization.

The procedure begins in the first year of the course, where students are still assimilating the context of industrial design and its potentialities. At the moment your techniques, principles and methods are still very raw and basic. They are initiated in a period of LOW-ID, in a context of local industry, to acquire basic skills. The figure 2 exemplifies an exploration of the local industry (ceramic production).

The extrapolation of the limits of the classroom was fundamental to the learning of the subject and to the motivation of the student. All the resource that promotes the involvement and active participation of the student in the process of

Author name / Procedia CIRP 00 (2019) 000–000 3

knowledge acquisition contributes to forming active learning environments [7].

Fig. 2. Exploitation of local industry.

Taking advantage of local wealth, themes are explored within the area of ceramics in the first semester. And in the second half, framed in the circular economy, are themes explored on industrial waste.

The second year allows you to embark on an intermediate level called MID-ID, with new skills through the approach of international brands. Being a year in which students explore the computer modeling tools, the topics are focused on lighting and electronics. These themes are important to provide the student with a more global view of the international markets and processes of development of more industrialized products, see Fig. 3..

Fig. 3. Exploration of lighting.

In the last year of the course, the 3rd level is achieved, HIGH-ID, with projects carried out in partnership with the national industry. Understand the processes from the point of

view of the designer, but now inside the companies with real situations. Thus exploiting the maximum of technological processes, the Figure 4 illustrates the experimentation of the three-dimensional printing process.

Fig. 4. Exploration of 3d printing technology.

Two more levels are planned, framed in the context of masters training. A first entitled FUTURE-ID, with the aim of letting the student perform all kinds of projects and experimentation to later make a point of a situation about the skills acquired and the experiences lived. This level will be completed with an exploratory project, "MY ID CONCEPT DEVELOP", which will be the starting point of your research and final project.

This final project is developed in a more autonomous way in the fifth and last level "MY-ID" until the defense of it.

4. Results

This model is based on the assumption that quality training requires high levels of student participation in the construction of knowledge. In creating this upward path we intend to stimulate this participation and joint evolution. Make better use of geographic and local advantages to understand and understand product development processes for better transcription into global markets.

This first year of implementation of this curricular structure showed favorable results for a good acquisition of competences. On the other hand, it allows the management and assessment of the subjects taught in favor of more efficient learning. It is also possible to mark the intervention of the faculty that could otherwise distance itself from the learning objectives due to personal and professional stimuli external to the institution.

This stability demonstrates a favorable interdisciplinary formation, with skills and competencies that allow future designers to intervene creatively and competently in various fields. This process allows the student to advance to the next academic degree to complete and validate all of their training.

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356 Demétrio Matos et al. / Procedia CIRP 84 (2019) 353–356

5. Conclusion

With this reformulation, we intend to teach based on the transmission of coexisting knowledge with teaching based on the development of competencies.

It will be possible to carry out a more concrete first analysis at the end of the school year, after completing one full academic year. However, only after completing a study cycle (3 years) will it be conceivable to draw quantitative data from this change. With concrete data on the skills acquired by students and on the ability to face the labor market.

Compared with a previous analysis of the plans of the curricular units of projects in other institutions, we verified that each teachers can change the subjects of the projects every year, without concern of the competences administered to the students. The presented plan should help the course avoid such deviations and focus students' learning on what is important rather than on themes based on trends.

Therefore, it will be fundamental to understand how the course intends to offer a more complete training to the student. With

what period of update of the themes of each level will be necessary. The interpretation and analysis of these elements should be carried out at the end of each study cycle.

References

[1] C. Urbano, “O ensino politécnico em Portugal: a construção de uma identidade perante os desafios de mudança.,” Ph.D., Faculdade de ciências sociais e humanas da Universidade Nova de Lisboa, Lisboa, 2011.

[2] M. Heitor, “Pensar o Ensino Superior em Portugal para 2030 : desafios e oportunidades,” pp. 1–8, 2019.

[3] DGES, “Portuguese higher education system,” 2019. [Online]. Available:

https://www.dges.gov.pt/pt/pagina/sistema-de-ensino-superior-portugues.

[Accessed: 13-Feb-2019].

[4] D. Raposo, J. Neves, “Análise da implementação do ensino de Bolonha na área do design”. Convergências - Revista de Investigação e Ensino das Artes , VOL II (4), 2009. Retrieved from journal URL:

http://convergencias.ipcb.pt

[5] B. Lawson, How designers think: the design process demystified, 3rd ed.

Oxford: Elsevier, 2006.

[6] T. Markham, J. Larmer, and J. Ravit, Project based learning handbook: A guide to standards focused project based learning for middle and high school teachers., 2nd ed. California: Buck Institute of Education, 2003.

[7] E. Barbosa and D. Moura, “Metodologias ativas de aprendizagem no ensino de engenharia.,” in Anais International Conference on Engineering and Technology Education, 2014, pp. 110–116.