Design in the Age of Artificial Intelligence
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PRUEBA DE ACCESO Y ADMISIÓN a LA UNIVERSIDAD LENGUA EXTRANJERA ANDALUCÍA, CEUTA, MELILLA Y CENTROS En MARRUECOS (INGLÉS) CURSO 2019-2020
PRUEBA DE ACCESO Y ADMISIÓN A LA UNIVERSIDAD LENGUA EXTRANJERA ANDALUCÍA, CEUTA, MELILLA y CENTROS en MARRUECOS (INGLÉS) CURSO 2019-2020 Instrucciones: a) Duración: 1 hora y 30 minutos. b) Este examen consta de varios bloques. Debe responder a las preguntas que se indican en cada uno. c) La puntuación está indicada en cada uno de los apartados. d) No se permite el uso de diccionario. El examen consta de 3 Bloques (A, B y C) En cada bloque (Comprehension, Use of English y Writing) se plantean varias preguntas, de las que se deberá responder al número que se indica en cada uno. En caso de responder más cuestiones de las requeridas, serán tenidas en cuenta las respondidas en primer lugar hasta alcanzar dicho número. Las preguntas han de ser respondidas en su totalidad: si la pregunta tiene dos secciones, hay que responder ambas. BLOQUE A (Comprensión lectora) Puntuación máxima: 4 puntos Debe responderse a las 8 preguntas de uno de los 2 textos propuestos. I * COMPREHENSION (4 points). CHOOSE TEXT 1 OR TEXT 2 AND ANSWER ALL THE QUESTIONS FROM THAT TEXT ONLY. TEXT 1: FASHION AND WASTE 1 In 2018, beauty vlogger Samantha Ravndahl announced to her legion of subscribers that she would no longer accept 2 promotional samples because she was concerned about the waste in the packaging of beauty and fashion items. She was trying 3 to combat not just her own waste, but that of all her followers. 4 It’s really a game of chicken or the egg to decide who is to blame for the culture of waste: social media or fashion itself? The 5 answer is a toxic combination of both. -
The Issues and Benefits of an Intelligent Design Observatory
INTERNATIONAL DESIGN CONFERENCE - DESIGN 2008 Dubrovnik - Croatia, May 19 - 22, 2008. THE ISSUES AND BENEFITS OF AN INTELLIGENT DESIGN OBSERVATORY B.J. Hicks, H.C. McAlpine, P. Törlind, M. Štorga, A. Dong and E. Blanco Keywords: design process, design teams, design performance, observational studies, experimental data, experimental methodology 1. Introduction Central to improving and sustaining high levels of innovative design is the fundamental requirement to maximise and effectively manage design performance. Within the context of 21st century design - where the process is largely digital, knowledge-driven and highly distributed - this involves the creation of tailored design processes, the use of best-performing tool sets, technology mixes and complementary team structures. In order to investigate these aspects, there is a need to evaluate the practices and needs of industry; advance understanding and design science; create new tools, methods and processes; and assess the state-of-the-art technology and research output. However, effective investigation of these four areas can only be achieved through a fundamental understanding of today’s complex, dynamic design environments. Such detailed understanding is presently unavailable or at least very difficult to obtain. This is largely because of a lack of capability for holistic investigation of the design process and an inability to perform controlled experiments, using reliable and meaningful metrics that generate complete high quality data. The consequences of this are that many tools, methods or technologies that could benefit industry are not adopted, some are adopted without rigorous assessment and do not perform as anticipated, and many are developed on the basis of incomplete or limited data. -
Effective New Product Ideation: IDEATRIZ Methodology
Effective New Product Ideation: IDEATRIZ Methodology Marco A. de Carvalho Universidade Tecnológica Federal do Paraná, Mechanical Engineering Department, Av. Sete de Setembro 3165, 80230-901 Curitiba PR, Brazil [email protected] Abstract. It is widely recognized that innovation is an activity of strategic im- portance. However, organizations seeking to be innovative face many dilem- mas. Perhaps the main one is that, though it is necessary to innovate, innovation is a highly risky activity. In this paper, we explore the origin of product innova- tion, which is new product ideation. We discuss new product ideation ap- proaches and their effectiveness and provide a description of an effective new product ideation methodology. Keywords: Product Development Management, New Product Ideation, TRIZ. 1 Introduction Introducing new products is one of the most important activities of companies. There is a significant correlation between innovative firms and leadership status [1]. On the other hand, evidence shows that most of the new products introduced fail [2]. There are many reasons for market failures of new products. This paper deals with one of the main potential sources for success or failure in new products: the quality of new product ideation. Ideation is at the start of product innovation, as recognized by eminent authors in the field such as Cooper [1], Otto & Wood [3], Crawford & Di Benedetto [4], and Pahl, Beitz et al. [5]. According to the 2005 Arthur D. Little innovation study [6], idea management has a strong impact on the increase in sales associated to new products. This impact is measured as an extra 7.2 percent of sales from new products and makes the case for giving more attention to new product ideation. -
Reverse Metadesign: Pedagogy and Learning Tools for Teaching the Fashion Collection Design Process Online
7th International Conference on Higher Education Advances (HEAd’21) Universitat Politecnica` de Valencia,` Valencia,` 2021 DOI: http://dx.doi.org/10.4995/HEAd21.2021.13181 Reverse Metadesign: Pedagogy and Learning Tools for Teaching The Fashion Collection Design Process Online Daria Casciani, Chiara Colombi, Federica Vacca Design Department, Politecnico di Milano, Italy. Abstract The present article discusses the experience of redesigning the pedagogy and learning tools of a pillar course at the School of Design of Politecnico di Milano, the Metadesign studio course. Metadesign is a design methodology that leads to the concept definition of a new product or service through a research process that synthesizes design goals, technological and productive constraints, market context, and consumption trends for a consumers’ group of reference. It represents a unique methodological approach characterizing a design education as it provides a consolidated research practice able to support the design process. The course structure foresees the reconstruction in phases and the development of all the contextual elements—product, space, service, communication artifact, etc.—that come into relation with the to-be- designed object and influence its characteristics. This process enables creating the "abacus" of components to use in a design activity. Considering the ever- increasing need to reshape the whole education system because of the paradigmatic change pushed by digital transformation and the urgency for on- distance courses posed by the COVID-19 emergency, the article presents a renewed "reversed" course structure. It highlights strengths and opportunities for further improvements representing a solid base for innovating a fashion design education. Keywords: Metadesign; fashion design; learning-by-doing; reflection-in- action; deductive reflection; virtual learning environments. -
Open Inquiry Problem Finding 1 Running Head
Open Inquiry Problem Finding 1 Running Head: OPEN INQUIRY PROBLEM FINDING The Creative Process of Problem Finding Manifested in Open Inquiry Frank LaBanca, EdD Center for 21st Century Skills at EDUCATION CONNECTION Litchfield, CT presented at: The Qualitative Report Third Annual Conference Ft. Lauderdale, FL January, 2012 em: [email protected] web: http://www.labanca.net blog: http://problemfinding.labanca.net ph: 203.947.2850 mail: 355 Goshen Road, PO Box 909, Litchfield, CT 06759-0909 Open Inquiry Problem Finding 2 Abstract Problem finding is a creative process where individuals develop original ideas for study. Secondary science students who successfully participate in authentic open inquiry studies must engage in problem finding to determine viable and suitable topics. A multicase study examined problem finding strategies employed by highly successful students who presented a project at a regional and international science fair. Behaviors are examined through lenses of inquiry, creativity, and situated cognition. Open Inquiry Problem Finding 3 The Creative Process of Problem Finding Manifested in Open Inquiry Frank LaBanca, EdD Introduction Secondary school teachers have long valued developing student problem solving skills. Students are often challenged to use a variety of strategies to identify problems and their implications, develop action plans, utilize a variety of relevant sources, information, and data to address the problems, and formulate solutions. Problem solving techniques can be highly idiosyncratic. However, in perhaps too many educational settings involving problem solving, teachers provide students with the problem or question, and sometimes even the methodology for determining the solution. This approach may be due to curricular requirements, time factors, the limited scope and goals of particular learning modules or the inability of teachers to effectively employ inquiry-oriented instructional techniques. -
3 Visual Analogies: Static and Dynamic
Developing and Evaluating Visual Analogies to Support Insight and Creative Problem Solving Eric Luchian, BFA, MFA School of Computing and Communications Lancaster University A thesis submitted for the degree of Doctor of Philosophy 31st March 2019 Reviewer: Reviewer: Day of the defence: Head of PhD committee: ii Declaration This written thesis, including the portfolio of created visual analogies in static and multimedia formats (i.e., www.luchian.info), results entirely from my own work except where jointly authored (see Appendix 14-18) in publications as follows: 1. Luchian, E., & Sas, C. (2019). Erroneous Features in Freehand Sketching: Opportunities to Generate Visual Analogies. Proceedings of the 23rd World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2019. 1, pp. 86-92. Orlando, USA: IIIS. 2. Luchian, E., & Sas, C. (2011). Image Schemata in Animated Metaphors for Insight Problem Solving. C&C ’11 Proceedings of the 8th ACM conference on Creativity and Cognition (pp. 369-370). Atlanta, USA: ACM. 3. Luchian, E. (2011). Develop and Evaluate Visual Analogies to Support Insight and Creative Problem Solving. Proceedings of the DESIRE'11 Conference on Creativity and Innovation in Design (pp. 433-434). Eindhoven, The Netherlands: ACM. 4. Sas, C., Luchian, E., & Ball, L. (2010). Investigating Visual Analogies for Visual Insight Problems. Proceedings of the 1st DESIRE Network Conference on Creativity and Innovation in Design (pp. 90-100). Aarhus, Denmark: ACM. I hereby declare that work from this thesis has not been offered previously for any other degree or diploma to this or any other university, and to the best of my knowledge and belief, contains no material written or published by another person, except where due reference has been made in the text. -
Designing Your Life How to Build a Well- Lived, Joyful Life Bill Burnett and Dave Evans
Designing Your Life How to Build a Well- Lived, Joyful Life Bill Burnett and Dave Evans ALFREDSUPPLEMENTAL A. KNOPF GRAPHICSNEW YORK 2016 COPYRIGHT © 2016 BY WILLIAM BURNETT AND DAVID J. EVAN Burn_9781101875322_3p_all_r1.j.indd 3 6/14/16 2:20 PM Contents 1. Try Stuff: Health/Work/Play/Love Dashboard 1 2. Try Stuff: Workview and Lifeview 6 3. Try Stuff: Good Time Journal 9 4. Try Stuff: Mind Mapping 13 5. Try Stuff: Odyssey Plan 20 6. Try Stuff: Prototyping 29 7. Try Stuff: Reframing Failure 37 8. Try Stuff: Building a Team 41 Try Stuff Health/Work/Play/Love Dashboard 1. Write a few sentences about how it’s going in each of the four areas. 2. Mark where you Tryare (0Stuff to Full) on each gauge. 3. Ask yourself if there’s a design problem you’d Health/Work/Play/LoveTry Stuff Dashboard like to tackle in any of these areas. Health/Work/Play/Love Dashboard 4. Now ask yourself if your “problem” is a gravity 1. Write a few sentences about how it’s going in problem. 1. Weachrite ofa fewthe foursentences areas. about how it’s going in 2. eachMark ofwher thee four you areas.are (0 to Full) on each gauge. 2.3. MarkAsk yourself where youif ther aree’s (0 a to design Full) on problem each gauge. you’d 3. Asklike toyourself tackle ifin ther anye’s of athese design areas. problem you’d 4. likeNow to ask tackle yourself in any if yourof these “problem” areas. is a gravity 4. Nowproblem. -
Brainstagram: Presenting Diverse Visually Inspiring Stimuli for Creative Design
Brainstagram: Presenting Diverse Visually Inspiring Stimuli For Creative Design Grace Yu-Chun Yen Wei-Tze Tsai Abstract Computer Science Computer Science This paper presents Brainstagram, a web-based tool University of Illinois University of Illinois leveraging the structure of social networks to assist 201 N. Goodwin Avenue 201 N. Goodwin Avenue designers in finding inspiration. One challenge Urbana, IL 61801 Urbana, IL 61801 designers face when brainstorming is knowing how to [email protected] [email protected] search for unlikely sources of inspiration. In our study we present designers with Brainstagram, which Jessica L. Mullins Ranjitha Kumar organizes visual stimuli through tag co-occurrence to Computer Science Computer Science display related concepts. This allows users to easily University of Illinois University of Illinois navigate from relevant to unexpected images. In this 201 N. Goodwin Avenue 201 N. Goodwin Avenue pilot study, 6 participants generated 29 different Urbana, IL 61801 Urbana, IL 61801 designs which were evaluated on creativity and [email protected] [email protected] diversity. Our study demonstrates Brainstagram as a potentially effective tool in the brainstorming process. Author Keywords Copyright is held by the author/owner(s). Creativity; Inspiration; Brainstorming; Design; Social CHI 2015, April 18 – 23, 2015, Seoul, Korea. Media ACM ACM Classification Keywords H.3.3 [Information Storage and Retrieval]: Information Search and Retrieval --- Search process, Selection process; H.5.2 [User Interfaces]: Information and Presentation --- User-centered design. Introduction related to the user’s specific design task. These stimuli Ideation is one of the crucial stages in design process. are intended to help the designer discover new sources Previous work has shown that the originality of a design of inspiration. -
Effective Brainstorming for Designers Overview
EFFECTIVE BRAINSTORMING FOR DESIGNERS OVERVIEW FOCUS THE METHOD + TIMEBOXES x PEOPLE = SYNTHESIZE PROBLEM VOLUME OF IDEAS IDEAS PREPARE BRAINSTORM DISTILL 1. Agree on the business 1. Determine how many people will be in your brainstorm, 1. Post all of your ideas problem you’re trying to solve and the space you’ll be able to hold your meeting. for the team to see— (ideally in a design brief). even those that weren’t 2. Select the design methods that you feel will yield in the meeting. 2. Work with your team to the most appropriate ideas, based on the required final focus your approach to output for the project and the different personalities 2. With your team or in a the problem by creating that will be involved. future meeting, cluster your ideation questions from your design ideas into concept agreed-upon area of focus. 3. Plan out a clear agenda that sets out how the time will maps as a timeboxed be used—down to the minute, with stated idea generation exercise. Move from an goals for everyone involved (a.k.a. timeboxing). overwhelming number of ideas to systematic 4. Reserve the final minutes of your meeting to establish solutions. criteria for evaluating your ideas and outline next steps. ©2012 DAVID SHERWIN | [email protected] | CHANGEORDERBLOG.COM | @CHANGEORDER | ALL RIGHTS RESERVED PREPARING FOR A BRAINSTORM: IDEATION QUESTIONS Let’s start coming up with all sorts of amazing ideas! Wait—where do we even start? First, jot down some ideation questions. They are restatements of issues that form the basis of a design problem. -
Problem Discovery As a Collaborative, Creative, and Method-Guided Search for The
No. 14-0003 Problem Discovery as a Collaborative, Creative, and Method- Guided Search for the “Real Problems” as Raw Diamonds of Innovation by Gerald Steiner, Visiting Scholar, Program on Transatlantic Relations Associate Professor, Institute of Systems Sciences, Innovation and Sustainability Research, University of Graz Working Paper Series 1737 CAMBRIDGE STREET • CAMBRIDGE, MA 02138 • TEL 617.495.4420 • FAX 617.495.8292 [email protected] • http://www.wcfia.harvard.edu Problem Discovery as a Collaborative, Creative, and Method-Guided Search for the “Real Problems” as Raw Diamonds of Innovation Gerald Steiner Visiting Scholar, Program on Transatlantic Relations, Weatherhead Center for International Affairs, Harvard University Associate Professor for Systemic and Sustainability Management, Institute of Systems Sciences, Innovation, and Sustainability Research, University of Graz, Austria Acknowledgements: This work was conducted as part of Visiting Scholarship at the Weatherhead Center for International Affairs (WCFIA) at Harvard University. I would like to thank my colleagues from the WCFIA for their generous support and for helpful discussions and comments on various aspects of this research. Abstract This paper poses that the creative search for frequently hidden “real” problems is critical if innovation aims at comprehensive system improvements and changes in thinking paradigms, rather than simple, incremental changes. These hidden real problems can perhaps best be symbolized by raw diamonds, which one strives to find in order to then grind them into sparkling diamonds, i.e. innovation. Currently, problem solving-related research focuses on the analysis and solution of predefined problems, with little emphasis on problem reframing and systemic discovery; moreover, inter- and transdisciplinary collaborations for problem finding and the application of convoluted methods receive little attention. -
Problem Finding and Its Impact on Problem Solving. a Dissertation Su
UNIVERSITY OF CALIFORNIA, MERCED What am I supposed to do? Problem Finding and its impact on Problem Solving. A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Cognitive and Information Sciences by Daniel Matthew Holman Committee in charge: Professor Jeffrey Yoshimi, Chair Professor David C. Noelle Professor Michael Spivey 2018 Copyright © Daniel Holman, 2018 All rights reserved The Dissertation of Daniel Matthew Holman is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Co-Chair (if applicable) Chair University of California, Merced 2018 iii Dedicated to my mom, dad and sister, without whom I would not have been able to reach this point, and whose love, support and belief in me have been invaluable. I also dedicate this work to the many friends, family members, colleagues and communities that have supported and encouraged me to succeed. I am immensely grateful to you all, and fully aware of how I fortunate I am to have more names to list than I possibly could. iv Chapter 1 : Problem Finding and Problem Solving .......................................... 1 1.1 Definition of Problems .............................................................................................. 3 1.2 The Problem Cycle .................................................................................................... 6 1.3 Prior Experimental Work ........................................................................................ 13 Chapter 2 -
Using Creativity Techniques in the Product-Innovation Process
61-03-83 USING CREATIVITY TECHNIQUES IN THE PRODUCT-INNOVATION PROCESS Horst Geschka uring the process of product innovation, numerous problems that require creative solutions are encountered. These problems include D recognizing of customer needs, generating ideas for new products or product applications, developing new product concepts, finding solutions for technical problems, adjusting the production process, and developing a marketing concept for the market launch. A number of solutions may be developed for each of these problems. Through screening and evaluation, the best solutions serve as a point of departure for the next step in the product-innovation process (see Exhibit 1). Solutions can be found by means of technical know-how and experience. However, solutions can also be developed systematically by applying creativity techniques. New product ideas often result from the efforts of a few highly creative individuals whose brilliant ideas are turned into new products. Although this method of developing new product ideas is often successful, an organization cannot merely depend on a few highly creative individuals. The reasons for this are: Only a limited number of people within an organization can be labelled “highly creative.” Experience shows that within certain professions less than 10% of the people can be indicated as highly creative. This means that when these people are the only ones that an organization can depend on, the production of useful ideas is rather limited. New products are now being developed systematically. Because the process of product development has a fixed sequence, creative input is required at certain fixed moments in the process. Therefore, a company must be able HORST GESCHKA is the founder of Geschka & Partner Management Consultants and professor at the Technical University of Darmstadt, Germany.