FIE09 Cardenas


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FIE09 Cardenas

  1. 1. SOCIAL DESIGN IN MULTIDISCIPLINARY ENGINEERING DESIGN COURSES César Cárdenas Mechatronics Department Tecnológico de Monterrey, Querétaro Campus México
  2. 2. Global Situation
  3. 3. Global Situation • The society is facing many challenges. • Engineering Design Process (EDP) is the way engineers solve engineering/social problems. • EDP may also create other engineering/social problems.
  4. 4. The EDP
  5. 5. What some Universities are doing? Re- Re-engineering the teaching- teaching-learning Combinations (RTLP): process (RTLP): – CL + PBL – Basic + – CL + POL – Collaborative Learning (CL) – POL-S – Problem-Based Learning (PBL) – PBL-S – Project-Oriented Learning (POL) – RBL-S – Methodology of Cases (MoC) – Service-Learning (SL) – Research-Based Learning (RBL) – More to come to stay competitive… •In 2007, the whole Monterrey Tech educational system, there were around 14,000 re-engineered courses under these techniques (70%). •A strong effort with good numbers but not symmetric results up to now. •We update our academic programs every 5 years
  6. 6. Is there something missing? 1. To match the RTLP and the EDP? 2. A new pedagogical technique? – i.e. Entrepreneurship-Based Learning (EBL). – EBL is one of the main focus for all Tec de Monterrey educational system (33 campuses around México). 3. More focus on Ethics and Citizenship? – One of the most important projects for all Tec de Monterrey educational system (SACS engagement). 4. A paradigm shifts in the EDP – Humanization of the EDP (social-based EDP) (social-
  7. 7. 1st Paradigm Shift: Develop a Systemic View by means of Creative Interventions
  8. 8. 2nd Paradigm Shift: Create Social Capital • At Tec de Monterrey students must spend 480 hours before graduation in: – Social Service – Social Incubators – Courses designed under the Service-Learning technique.
  9. 9. Proposal: Collaborative/Multidisciplinary Social-based Product Social- Design instead of Uni-disciplinary Product Design Uni- • Social Design – Shaping of social products and social services; – Creation of social reality; – Design of the social world. • Social Design Thinking – Joins developing human and social capital with new products and processes. • Social Intelligence Design – Attempts to understand the link between Design and Social Intelligence: Some WEB 2.0 applications are a subset of SID
  10. 10. Social Intelligence Design (SID)~1998 SID Granularities (from Toyoaki Nishida)
  11. 11. Stages of the Process 0. Teambuilding and theme choice. 3. Prototype building: Arduino 1. Social problem identification (glocalisation) – Functional – Mindmap – Ideal – Questioning technique 4. Final Delivery – User-Centered Design (IDEO): ethnography – Engineering division fair 2. SID-based Idea generation – Online journal – Storyboard – Scientific paper – Use-case diagram – Scientific and publicity posters – Morphological analysis – Video-prorotipe – Flow diagram – Prototype
  12. 12. Themes: The Systemic Start 1. Including design, workspaces, education e-commerce, workspaces education, entertainment, entertainment digital democracy, digital cities policy and cities, business. 2. Employability, Security, Health, Social emotion, Transport. Sustainability, Education and Transport.
  13. 13. Multidisciplinary Engineering Design Process
  14. 14. Match among several processes RO RO RO RO RO
  15. 15. Results • JM08: 44 students (24 IDs, 20 EEs), 10 teams, 6 international undergraduate student papers (Puerto Rico), 1 team interested in patent their idea, 1 team interested to entrepreneur their idea. • JM09: 46 students (22 IDs, 24 EEs), 11 teams, 6 international undergraduate student papers (Japan), 1 team interested in patent their idea, 1 team interested to entrepreneur their idea. • IDs 5th of 7th Workshops, EEs 2nd of 5th Workshops
  16. 16. Some Statistics (Self Perception)
  17. 17. Some Statistics (Self Perception)
  18. 18. Some Statistics (External Evaluators)
  19. 19. Experiences • Teambuilding • Listening students’ emotions. • Social design theme keeps students highly motivated. • Engineers become anxious in the first stages – Generations of products • Industrial Designers are systematically creative – Engineers help them to keep realist • When social design is a goal, projects with social impact emerge naturally. • Professors from different schools participate • External evaluators (entrepreneurs and academic leaders participate: MIT Mobile Experience Lab, Lorraine Justice). • We are two professors from different backgrounds teaching at the same time.
  20. 20. Projects 1. URBAN REFLECTOR: Social Integration of Homeless 1. TAI: A Social-Aided Transport System for the Blind and Children. Visually Disabled. 2. MaCaCo: social intelligence for children. 2. A Social Approach to Increasing Energy Consumption 3. We.Share: Give a Ride against Global Warming. Awareness in Families. 4. RUEDAS: Social-based Energy Transformation System for 3. YUNIT: Family Emotional Communication Wireless the Daily Shopping. System. 5. JIT-Eat: Social and Technological Approach to Reduce 4. Plug-It: A Social-based Health Monitoring System for Waiting Time Perception in Malls. Sports. 6. Wireless solution for pedestrian education and social 5. The Shopping Game: A Social Interactive Ecological dynamics. Experience. 7. RAUSID: Social-based Radio Frequency Assistant in Urban 6. Energy Container: A Social-based Energy Generation Zones. System. 8. eco: Conociendo el gasto de recursos en tu hogar. 7. PETRO: A Community Based Recycling System. 9. Pulsera Don’t Solución E*E* para problemas alimenticios. 8. Safe Access: protecting your kids. 10. ICNELIA: EL DESARROLLO DE LA INTELIGENCIA 9. Joby: Social- based employability module for workers who SOCIAL EN EL TURISMO. don’t have access to technology. 10. LIVING CITIES: NATURAL INTEGRATION IN URBAN SPACES. 11. RIC: Recycle Intelligent Contaminant.
  21. 21. The proposal helps to cope with Limited resources Entrepreneur Training • Under-developed countries have Teach Research many challenges. • Intervention time in engineering RTLP-B QEP education is limited for such big S-L Consult challenges – from 4 to 4.5 years. RBL ABET • Professors capacity is limited SACS Academics – 5 courses is normal charge, 4 Promoting Self-mngmt (-1) if you belong to a research chair.
  22. 22. Future Work • Assessment (CDL, CDTL, Systemic Thinking) – CDL at two levels: students and professors, SID-based product evaluation. • Focus on: – Patent the concepts – Research-oriented Service-Learning – Social entrepreneurship (e.g. mHealth, mWork) • Invite Computer Science students – Currently testing in a SID-based PAN/BAN multidisciplinary course. • Match the process with the entrepreneurial initiatives on campus
  23. 23. One semester course, one year project
  24. 24. References 1. Cárdenas, Sosa, Moysen, Martínez, “Sustaining Sustainable Design Through Systemic Thinking,” International Journal of Engineering Education. Special Issue on MUDD Design Workshop. (Accepted – In Press).. 2. Cárdenas, C.; Moysen, R., Palma, D., Loya, E.,; Signoret, C., “A Multidisciplinary Course based on Social Intelligence Design and Collaborative Learning,” International Journal AI & Society, Special Issue on SID 2008, Springer Verlag. (Accepted – In Press). 3. Cárdenas, C., “Social-based Games Development to Promote Creativity in Multidisciplinary Engineering Design Courses,” International Journal of Engineering Education. Special Issue on Learning through Play. (Submitted – In Progress). 4. Cárdenas, C., “Social Design Based Service Learning in Computing related Multidisciplinary Courses,” International Journal of Engineering Education. Special Issue on Methods and Cases in Computing Education. (Submitted – In Progress). 5. C. Cárdenas, R. Moysen “ABI2-S: El Diseño Social como Experiencia Académica para Innovar, Investigar y Practicar la Ciudadanía Activa en Programas de Ingeniería,” 7º Congreso de Formación Social: Hacia una Ciudadanía Solidaria. Monterrey, Septiembre 2009. (Published). 6. C. Cárdenas, R. Moysen, R. Sosa, “Promoting Creativity in Engineering Design through Multidisciplinary Courses and Social-based Product Design,” Creativity and Cognition in Engineering Design Workshop 2009, Berkeley Art Museum & UC Berkeley (Accepted). 7. Moysen, Cárdenas, Ruchter, “Cross Disciplinary Learning as a tool for students’ evaluation on a Multidisciplinary Course based on Social Intelligence Design and Collaborative Learning,” 8th International Workshop in Social Intelligence Design, Kyoto, Japan, November, 2009 (Accepted). 8. Cárdenas, C.; Moysen, R., Palma, D., Loya, E.,; Signoret, C., “SID-based Education in Multidisciplinary Courses with Collaborative Learning,” 7th International Workshop on Social Intelligence Design. Internacional. Puerto Rico. Diciembre. 2008.(Publicado).
  25. 25. Thanks!!!