Design and making
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A talk for secondary school students in Hong Kong (in the Hong Kong and Kowloon Kaifong Women's Association Sun Fong Chung College) on 3 Jun 2016
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Design and making
- 3. PolyU Design ā¢ Bachelor programmes ā¢ Advertising Design ā¢ Communication Design ā¢ Environmental and Interior Design ā¢ Product Design ā¢ Interactive Media ā¢ Digital Media ā¢ Art & Design in Education ā¢ Master programmes ā¢ MSc in MET, MDes, Executive Master ā¢ Research programmes ā¢ MPhil, PhD
- 4. What is Design? ā¢ āDesign is the competence to change existing situations in preferred ones. Design then, is the human capacity to serve the needs of people and give meaning to life through objects, communications, environments and systems.ā ā¢ āEveryone designs who devises courses of action aimed at changing existing situations into preferred ones.ā ā¢ āā¦ design ā¦ makes ideas tangible, it [design] takes abstract thoughts and inspirations and makes something concrete.ā ā¢ Designers think through making John Heskett (Mat Hunter, 2014) (Herbert Simon, 1981, as cited by John Hesket, 2009) Heskett, J. (2009). Creating Economic Value by Design. International Journal of Design, v3, n1. Retrieved from: http://www.ijdesign.org/ojs/index.php/IJDesign/article/view/477/243 Hunter, M (2014) What is Design and Why it matters? Retrieved on 5 May 2015 from http://www.thecreativeindustries.co.uk/uk-creative-overview/news-and- views/view-what-is-design-and-why-it-matters
- 10. Youth in Innovation, San Mateo Innovation Week 2016, 19 May 2016
- 11. āmakingā The Experiential Learning Cycle [Kolb and Kolb, 2005] Kolb, A., Kolb, D. (2005, May 15) The Kolb Learning Style Inventory ā Version 3.1 2005 Technical Specifications. Retrieved from http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf
- 13. Analysis-Synthesis Bridge Model (Dubberly and Evenson, 2011) Dubberly, H., Evenson, S. (2011) Design as Learning - or 'Knowledge Creation' - the SECI Model. Interactions. Jan+Feb 2011, pp 75-79. Retrieved from https://interactions.acm.org/archive/view/january-february-2011/design-as-learning-or-knowledge-creation-the-seci-model1 āmakingā
- 15. Making ā¢ Turning ideas into tangible/perceivable form ā¢ Materials, Tools, Processes ā¢ Not merely about production and fabrication, but also involves self-learning, problem-solving, exploration, experimentation and critical thinking ā¢ Learn, create, share ā¢ Do-it-yourself (DIY) with others ā¢ Not just in local communities in old days, but through Internet to collaborate with people around the world ā¢ Do-it-yourself (DIY) with technology ā¢ Not just with hand tools, but with digitally-enabled tools
- 20. Maker Movement ā¢ Growing culture of hands-on making, creating, designing and innovating ā¢ Despite its diversity [in makersā interests], the movement is unified by a shared commitment to open exploration, intrinsic interests and creative ideas ā¢ When I talk about the maker movement, I make an effort to stay away from the word āinventorā ā most people just donāt identify themselves that way. āMakerā, on the other hand, describes each one of us no matter how we live our lives, or what our goals might be. Peppler, K., Bender, S. (2013) Maker movement spreads innovation one project at a time. Kappan, v95, N3, pp22-27. Retrieved from http://www.kyliepeppler.com/Docs/2013_Peppler_Maker_Movement.pdf Dougherty, D. (2012). The Maker Movement. Innovations, v7, n3, pp11-14
- 23. Executive Office of the President,The White House,Washington (2014,June) Building a Nation ofMakers:Universities and Colleges in Pledgeto Expand Opportunities to Make.Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/building_a_nation_of_makers.pdf
- 24. Meaning in Making ā¢ āMakingā should be based on intrinsic interests ā¢ How to make it meaningful to students when making? ā¢ How to develop their abilities to āempathizeā? ā¢ More meaningful if making is associated with people, not just making for the sake of making ā¢ Four Levels of Making: ā¢ Making for self ā¢ Fun, self-use, solve your own problem, ā¦ ā¢ Making for someone you are familiar ā¢ For your best friend, for your parents, ā¦ ā¢ Making for others ā¢ For your classmates, for your neighbors, ā¦ ā¢ Making for social good ā¢ For disadvantaged group, for local community, for sustainability, for change, ā¦.
- 25. STEM/STEAM ā¢ Knowledge from Science, Technology, Engineering, Art and Mathematics (STEAM) to support making ā¢ Science ā e.g. understanding of properties of materials ā¢ Technology ā e.g. availability of tools (hardware, software, ā¦) and processes ā¢ Engineering ā e.g. programming, electronics, CAD ā¢ Art ā e.g. aesthetics, form, shape, culture ā¢ Mathematics ā e.g. simulations, algorithms ā¢ āMakingā provides an engaging way for individual to learn and apply STEAM knowledge
- 26. How to make? What can be made? What to make? Why to make? Design and Making ā¢ Knowing possibilities with personal and digital fabrication technologies (strength and limitations with each ātechnologyā, what can be done by combining multiple of those) ā¢ Develop tacit knowledge in using different materials, tools, processes ā¢ Understanding āusersā, identifying opportunities ā¢ Evaluate, identify issues and improve STEM/STEAM Design
- 29. How To Be a Better Designer? ā¢ Be curious, look around, play around, experience around ā¢ Try something you havenāt done before ā¢ Learn something you donāt know ā¢ Understand how a product/service works ā¢ Understand how other thinks about a product/service ā¢ Play with different types of materials, tools and processes ā¢ Make something, even if they may be stupid ā¢ Document your failures and successes ā¢ Understand why you failed ā¢ Share your work and get feedbacks ā¢ Work with others ā¢ Read more!!! Learn science!!!
- 31. Maker Faire ā¢ A family-friendly festival of invention, creativity and resourcefulness ā¢ For makers to gather, show what they have made and share what they have learned ā¢ To demonstrate what is possible ā¢ To exchange knowledge and ideas ā¢ To inspire ā¢ Part of science fair, part of fun fair ā¢ You can perform/demonstrate ācrazyā things ā¢ NOT āBook Fairā, āComputer Fairā, āAnimation-Comic and Game Fairā in Hong Kong ā¢ NOT a trade fair dominated by traditional sales and marketing ā¢ NOT an invention show, NOT a technology expo ā¢ NOT a competition
- 32. Maker Faire ā¢ First launch in Bay Area, USA, in 2006 ā¢ In 2014, 119 independently-produced Mini and 14 Featured Maker Faires around the world, including Tokyo, Rome, Detroit, Oslo and Shenzhen ā¢ 215,000 people attended the two flagship Maker Faires in the Bay Area and New York in 2014 ā¢ Promote STEAM (Science, Technology, Engineering, Art, Mathematics) education
- 33. What do you expect in Maker Faire? ā¢ Makers show-and-tell their works/projects ā¢ Presentation ā¢ Demonstration/Performance ā¢ Hands-on activities ā¢ Workshops
- 38. Supports Three Broad Stages of Makers ā¢ Zero to Maker ā¢ Arouse interest of those with no experience in making to become a maker ā¢ In Maker Faire: Through hands-on activities, through workshops, through inspiring talks, through inspiring works from other makers ā¢ Maker to Maker ā¢ Sharing of knowledge between makers ā¢ Collaborate and access to othersā expertise ā¢ Work together on shared platforms ā¢ In Maker Faire: Through show-and-tell their projects, through offering hands-on activities and organizing workshops, through interact with visitors and other makers ā¢ Maker to Market ā¢ Some creations of makers have commercial appeal and get into the market ā¢ In Maker Faire: Through presenting their journey to other makers, through collecting feedbacks from visitors on their creations Hagel, J. Brown, J,, Kulasooriya, D. (2014) A Movement in the Making. Deloitte University Press. Retrieved from http://dupress.com/articles/a-movement-in-the-making/
- 39. Some Facts on Maker Faire Hong Kong 2015 ā¢ www.makerfairehongkong.com ā¢ More than 200 makers participated ā¢ More than 170 exhibits/activities/workshops/talks show-cased/delivered ā¢ Estimated 15,000 per day on average visited ā¢ 4 local primary schools, 8 local secondary schools, and 1 international school participated; more schools are interested and will join next year ā¢ Makers come from HK, Taiwan, mainland China, Japan, France, Barcelona, UK ā¢ From embroidery to robotics, from amateur/hobbyists to professionals
- 41. Questions?