Product Development Course Research Articles

Identifying design features within a historic costume collection to inspire contemporary inclusively designed adaptive apparel in a product development course

ABSTRACT This study investigated the potential of inclusively designed adaptive apparel discovered within a historic costume and textile collection to inspire contemporary inclusive and adaptive apparel design in a product development course. This study employed object-based learning as the theoretical framework, focusing on the tangible examination and analysis of historical garments as educational tools. A descriptive analysis qualitative methodology was used to identify the key inclusive adaptive apparel design features that could potentially inform inclusively designed adaptive apparel in the present day. By examining a diverse range of historical garments, this study aimed to uncover design elements that transcend time and cultural contexts, providing valuable insights for contemporary product development students seeking to create inclusively designed adaptive apparel collections. The findings from this study suggest that historic costume and textile collections are a compatible and significant source for integrating inclusive design features into the apparel design classroom.

Agro-Health Tourism Management Innovation Based on Local Wisdom to The Creative Economy Mae Sai District, Chiang Rai

This research aims to 1) manage knowledge and wisdom about the use of herbal medicine in the Ban Muang Kham community, Mae Sai District, Chiang Rai Province, 2) develop herbal products and design health agro tourism activities by using the design thinking process, and 3) transfer knowledge of the developing herbal products and designing healthy agro tourism activities. The research was conducted in 3 phases, consisting of Phase 1 managing knowledge and wisdom about the use of herbal medicine in the Ban Muang Kham community, Phase 2 developing herbal products and designing health agro tourism activities by using the design thinking process, and Phase 3 transferring knowledge of herbal products and designing healthy agro tourism activities. The results of the study found that The Ban Muang Kham uses 24 types of local herbs and plants for treatment and health care. They have knowledge in processing 6 products for use in the household and for sale. The researcher has developed 3 prototype herbal products as follows: yellow oil with stretched grass tendon, herbal clay for knees, and foot soak herbs. This prototype product was developed based on the results of a survey of purchasing and demand of users and tourists. Then transfer knowledge on herbal product development through design 6 health agro-tourism courses to the community, contains a course on herbal processing to promote health tourism, product development course, packaging design course, Tong-sen massage course, course of eating according to life elements, and courses on calculating costs and selling prices. There were a total of 135 people participating in the knowledge transfer. The community should continuously drive community tourism development operations. Training in being a local tour guide to develop the potential of community tour leaders or tour guides to welcome tourists. Coordinate and create a network for community tourism development operations with local government organizations and local and provincial tourism partners to enhance community potential and strength. And improve the landscape to impress tourists or people who come to visit.

The Metaverse Design and Evaluation in Product Design and Development

The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students have low motivation for studying and class participation. The concept of a metaverse classroom is introduced, aiming to enhance engagement by exploring the Metaverse's origins, features, and educational benefits. This study delves into integrating metaverse technology into online education, using Suranaree University of Technology's product design and development course as a model. This course merges project-based and problem-based learning. The investigation outlines the gradual creation of a virtual classroom aligned with these traditional approaches, detailing its functions, components, and limitations. The classroom design is evaluated through student feedback gathered from interviews and surveys. Students assess the design's advantages and disadvantages and compare between the Metaverse, physical classes, Zoom, and video-based learning. Results drawn from feedback from 20 students highlight a preference for physical learning, closely followed by the Metaverse, which excels in engagement over Zoom and video. The Metaverse also excels in real-time interactions, with minor differences in self-directed learning. The study emphasizes the potential of integrating the Metaverse as a catalyst to improve online education and immersive learning. It highlights the ability of metaverse integration to increase real-time engagement and support innovative instructional methods. These methods are vital in effective online education, particularly in the ever-evolving educational landscape.

Developing ‘Islam and Religious Moderation’ Course Based on Kampus Merdeka in Islamic Higher Education

<p>The focus of the research is the development of the subject "Islam and Religious Moderation" in Islamic Education study program at IAIN Kerinci and learning tools, namely <em>Rencana Pembelajaran Semester</em> (RPS, Semester Learning Plan) and course syllabus. In conducting the research, the research and development (R&D) approach is used as a basic reference for developing lecture programs through observation or survey methods, trials and classroom actions. From the results and research analysis, it can be concluded that in the development of a course there are several things that must become the product of development including the course structure, RPS, syllabus, and course-teaching materials of course. In terms of the development of the Islamic and Religious Moderation course based on the <em>Merdeka Belajar – Kampus Merdeka</em> (MBKM, Independent learning – Independent campus) program, theoretical and practical analysis of the guidelines, instructions, and implementation of religious moderation and MBKM is needed. The product development courses are further refined through validation by curriculum and religious education experts and theoretical validation through journal articles of international repute as comparisons.</p>

Development and implementation of a new product development course combining experiential learning, simulation, and a flipped classroom in remote learning

New product development (NPD) learning is considered essential for business students. Recent research emphasizes the need to design NPD courses that meet practical demands. Our study aims at creating a bridge between NPD learning and practice. We developed a new learning approach for teaching NPD courses, which combines remote learning, traditional and flipped classrooms, collaboration with startups, teamwork, and simulation-based training. This new approach was implemented in two classes of international business school students from universities that are members of the Global Network for Advanced Management (GNAM). The study found that the new learning approach helped business students understand NPD methodologies, tools, and techniques discussed during the course. This research also found that the collaboration helped some startups in their initial development phase. The results of this study shed light on how experiential learning and university-industry collaboration contributes to NPD courses and startups.

Toward Sustainable Fashion Product Development: The use of 3D Virtual Prototyping Technologies in the Synchronous Remote Learning Classroom

This study examined the use of 3D garment prototyping technology as a remote learning facilitator to create new instructional designs for a product development course. The new instructional designs in a flipped learning approach for the remote, synchronous computer-aided fashion product development course was created, implemented, and evaluated within the Addie framework at one of the largest fashion colleges in the U.S. The students’ submitted final semester projects demonstrated that the new instructional designs were effective for the students’ synchronous remote learning achievement at a high level. The students had an enormous experiential learning experience from the instructor-student collaborative 3D avatar fashion show promoted on the college website and social media. The outcomes of this research can be used as a toolkit to create a new instructional design using a 3D prototyping technology as a learning facilitation tool in a synchronous remote classroom. More research must be conducted to focus on challenges in helping all students adapt to novel online learning environments. The current study must be further expanded to determine the use of other 3D prototyping technologies in different remote courses across disciplines.

Storyboards as an Engineering Tool for Extraction of Functional Requirements

AbstractIn new product development courses, engineering students are introduced to the tools for addressing the functional or technical issues of the product. Problems arise when they need to empathise with the user to better understand how the product can be used in different contexts. To address this problem, we propose the use of storyboards as a tool to explore user behaviour and to clarify functions of the future product. The study results confirmed that storyboards are a suitable tool for understanding user-product interaction, however, the several problems encountered by the participants were outlined.

Exploration of Online and Offline Blended Teaching Reform Based on SPOC+Mu Classroom--Taking Product Innovation Design and Development Course as an Example

Blended teaching is based on Internet technology and online open courses, which combine online learning as well as offline lectures. SPOC is a small-scale restricted online course that is widely promoted and used in schools, and Mu Classroom is a blended teaching tool that seamlessly connects to the school cloud. The combination of the two can bring into play the "student-centred" teaching concept and cultivate students' ability of independent learning and active thinking.This paper takes the exploration and practice of blended teaching in the Product Innovation Design and Development course as an example, making the teaching effect digital by citing the online resources of China University's MOOC platform as well as offline with the use of MU classroom teaching tools. This not only improves the efficiency of the classroom, but also enhances the teaching effect. It also explores new teaching mode ideas for the product design course.

Discovering Curriculum Components for a New Product Development Course

Presently, new product development is deemed the core activity of an organization's competitive strategy, but there is a surprising dearth of research on what curriculum components should be embedded in the new product development course. This study aims to introduce a methodology that can carry out curriculum design with limited prior knowledge. First, latent semantic analysis is applied to extract the main research themes from the subject matter literature, which are considered as potential curriculum components. Next, the revised Bloom's taxonomy is applied to develop a questionnaire for establishing the learning objectives. Finally, the study uses the modified Delphi method to verify the eligibility of these curriculum components, concluding that the most effective approach for imparting knowledge and skills regarding new product development is to adopt a capstone course and equip students with creativity and advanced technology and design for sustainability through a project-based learning approach.

Transferring an Interdisciplinary Student Product Development Project to Full Online Conduction

"Product Innovation" is a 7-month product development course, conducted at the Institute of Innovation and Industrial Management with international and interdisciplinary student teams. A close connection and interaction between industry, students and research has been an important part of this project-based learning course. Due to the COVID19 pandemic and the worldwide occurring lockdowns, students were not able anymore to interact and conduct their projects in the proven manner. Being in a critical phase of the project, the course concept had to be reorganized and transferred to online conduction by using computer supported collaboration work within a few days. Both observations and surveys were used to compare changes in student´s behaviour and results of the project. This paper will describe 1) the original situation and course concept, 2) show how the course was transformed to online conduction, 3) describe the observations made and 4) analyse how the students experienced the transformation.

Product development and project-based learning in Mechatronics, in the context of digitization and sustainability

Engineering projects affect many of the UN’s sustainability goals. The development and design of new products and systems using a circular economy perspective is an important challenge towards a more sustainable society. Product development projects have common process characteristics, but methodologies, tools and methods differ for developing hardware (mechanical and electrical) or developing software. In Mechatronics such methods need to be combined, and product development and project-based learning is well suited for teaching and learning within Mechatronics, in addition to technical specialization subjects within both mechanical, electrical and software engineering. It is also suited for developing consciousness for sustainability. At UiA project-based learning is a part of several courses. This article draw out some experiences from teaching two different project-based product development courses the last two years, one at Bachelor and one at Master level. The courses are viewed as products, and product development is used as methodology for developing teaching and learning as well. The aim is continuous improvement of the learning outcome of these courses. This is in accordance with the SoTL-approach, Scholarship of teaching and learning.

Case study: Employing Agile Tools in Teaching Product Development to Mechatronics Students

Agile tools such as Git are widely used in the industry for source control, collaboration and documentation. Such tools have been implemented in a mechatronic product development course to allow for easier collaboration between students. The course content is mainly provided using a GitLab Pages webpage which hosts software documentation and scripts. This course was first changed in 2019 to include the development of an autonomous strawberry picker. However, the use of standard learning management system and lecture slides provided a cumbersome experience for the students. Therefore, these agile tools were presented in 2020 version to improve the course. In this paper, the course content is detailed, and student feedback from both years are discussed to reveal the outcome of the changes.

Training responsible engineers. Phronesis and the role of virtues in teaching engineering ethics

ABSTRACT Engineering ethics courses aim to improve students’ ethical competence by developing skills such as ethical sensitivity, awareness, analysis and judgement. We present a type of virtue engineering ethics that bridges the gap between academic knowledge (in both ethics and engineering) and its application in engineering practice (particularly design). To clarify why learning about virtues can enrich students’ ethical thinking and competences, we specifically consider the virtue of practical wisdom, phronesis. At the core of the paper, we put forward a theoretical argument for including phronesis in teaching ethics within innovation courses. Training this virtue will help engineering students in dealing with the various uncertainties that will emerge from their future engineering practices. With regard to implementing our proposal, we suggest to integrate practical wisdom in ‘semi-technical’ courses that combine theoretical in-class learning and practical design experiences. We discuss the structure, aims and assessment methods of an integrated product development course that we deem preferable to and potentially more effective than stand-alone engineering ethics classes. An engineering virtue ethics can help engineering students develop a personal reflective way of thinking about concrete courses of action in engineering practice, and may have beneficial ripple effects on their lives, society and the environment.

Culturally informed approaches to food product development

ABSTRACTI was honored to receive the 2017 Association for the Study of Food and Society’s Pedagogy Award for my FDSC 350 Experimental Foods: Product Development course and further honored to be asked to submit an abridged version of the application materials for publication in Food, Culture, and Society. The course uses a culturally informed approach to food product development. The basis and motivation for the course and an abridged syllabus are shared.

Solution-Based Learning Implementation in Design Course

Student participation is a key success in almost every learning process. It is believed that concept-level of understanding could be achieved only if students are actively involved in the learning activities. The concept of student centered and active learning is usually adopted in order to improve student participation. Problem Based Learning is one of popular methods used in this paradigm, in which students learn both thinking strategies and domain knowledge of a subject through the experience of problem solving. In addition to this current well-known learning method, this paper introduces a new approach so called Solution Based Learning in which students learn about a subject by analyzing solutions that has been given by some experts. Basically, the concept urges students to analyze the way of thinking of the experts on why they could give the solution like this and that. Students then may adopt the thought or criticize it in a positive manner. In order to see its viability and applicability, this new concept has been implemented in Product Design and Development Course as a case study. Based on the process performance analysis, it is shown that the proposed approach is able to improve student participation, to make class more active and to improve the overall student understanding of the subject of study

디자인 경영의 새로운 틀과 한국 기업에 디자인 경영을 적용하기위한 3 가지 추가 요구 사항 : 경험 디자인, 협업, 시행 착오

The present research has two objectives. First, we introduce a new framework of design management proposed by Heather Fraser, the Director of Rotman Designworks. It comprises three gears: (1) user understanding, (2) concept visualization, and (3) strategic business design. Second, we investigate the key requirements that are necessary to apply the new framework to Korean companies. We collected fifty reports about the five special lectures from a new product development course at a university in Korea. These lectures were given by three designers and two product managers. We used interpretative analysis and followed three process of qualitative analysis of transcription, coding, and theme discovery. We derived specific requirements for applying design management to Korean companies: (1) experience design, (2) collaboration, and (3) trial and error. We introduced a novel design management framework and clarified the requirements how to successfully apply it to Korean companies. These findings imply that, firstly, executives and practitioners need to improve mutual communication and, secondly, corporations and agencies respect each other in their partner relationships.

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

AbstractThis research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.

Application of Service Design Tools in Product Development Process

The basic concept of service design tools, principles and system composition elements thereof are introduced in order to explore the application value of service design tools in the product development process. The application of service design tools in product development courses is deeply analyzed through the case of postcard service design in the course, thereby promoting the communication between users and working staff, and providing users with satisfactory services. Service design tool is a systematic innovation approach, which is beneficial for outputting a set of practical and feasible comprehensive service strategies efficiently and accurately during product development by students, improving product development model, optimizing service efficiency, and improving user satisfaction.

An innovative teaching approach to product development: creating tennis wear for female baby boomers

To approach innovative teaching, prototype development of tennis wear for female baby boomers was incorporated into the product development course. This semesterlong project, fully funded by Cotton Incorporated, guided students in identifying the needs of female baby boomers who play tennis and then designing appropriate tennis wear. Twelve female tennis participants aged between 55 and 66 were interviewed in a focus group. To mirror fashion industry practice, students worked in teams including with real-world clients. The functional, expressive, and aesthetic consumer needs model (Lamb and Kallal in Cloth Text Res J 10:42–47, 1992) provided the conceptual framework for the project, and the students took the FEA design criteria into account when developing tennis wear prototypes that met the needs of the baby boomers. At the end of the semester, a panel of faculty judges who fall within the age group of baby boomers and who play tennis regularly evaluated the student groups’ work and selected the three winning teams using the following criteria: creativity, quality (i.e., construction, tech pack [garment measurements], and fit), presentation (i.e., storyboard and oral presentation), and readiness for production.

Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach

AbstractSuccess skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.