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2. ENGINEERING AND TECHNOLOGY, 2.3 MECHANICAL ENGINEERING, 5.3 EDUCATIONAL SCIENCES, *pedagogy
Traditional learning and teaching methods for creativity differ from those used in a scientific context. Although the creative process can benefit from a certain level of prescription and structural constraint - with time allocated to research, problem definition, conceptualisation and idea development - flexibility and fluidity are necessary for creative innovation. In contrast, the more linear and rigid pedagogies associated with science and engineering education facilitate efficient learning of subjects such as those based on software packages, manufacturing and materials theory or mechanics. This paper describes the development of a project which aims to establish constructive links between the learning outcomes of a creativity-based module and a virtual modelling module. An action research approach was taken to develop links between the learning activities and outcomes in each module. A timeline is also presented with specific reference to the stage at which the engineering brief is given to the students and the two disciplines are merged. Through this exploratory case-study, a framework for the synthesis of creative and scientific product design modules is demonstrated. In addition, generic recommendations for the development of cross-disciplinary project briefs in product design education are provided.
O'Rourke, P., O'Kane, C., Smith, L. & Ring, M. (2013). Merging creative design and CAD learning activities in a product design programme. E&PDE 2013, the 15th International Conference on Engineering and Product Design Education Dublin, Ireland, 5th. of September. doi:10.21427/z537-kj60