Abstract
Design education utilising digital fabrication is characterised by a dynamic project-based learning environment in which ideas are embodied in prototypes. This environment affects the way design and fabrication activities are taught, including sustainability considerations in the process and the outcomes. With the objectives of refining the sustainability indicators in the context of digital fabrication design education and identifying educational interventions for improving sustainability, we analyse the processes and outcomes of a digital fabrication course. We further develop a conceptual framework for sustainable prototyping based on the prototyping and testing stages in the design thinking model. The sustainability considerations in the prototyping process and outcomes in the design education context in FabLab are exemplified. The findings will help enhance sustainability and develop interventions in the context of design education.
Subject
Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction
Reference71 articles.
1. Tschimmel, K. (2012). Proceedings of the ISPIM Conference Proceedings, The International Society for Professional Innovation Management (ISPIM).
2. Tu, J.-C., Liu, L.-X., and Wu, K.-Y. (2018). Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education. Sustainability, 10.
3. Beaudouin-Lafon, M., and Mackay, W.E. (2009). Human-Computer Interaction, CRC Press.
4. Soomro, S.A., Casakin, H., and Georgiev, G.V. (2021). Sustainable Design and Prototyping Using Digital Fabrication Tools for Education. Sustainability, 13.
5. Villanueva Alarcón, I., Downey, R.J., Nadelson, L., Choi, Y.H., Bouwma-Gearhart, J., and Tanoue, C. (2021). Understanding Equity of Access in Engineering Education Making Spaces. Soc. Sci., 10.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献