No abstract

The rapid rise in technologies for data collection has created an unmatched opportunity to advance the use of data-rich tools for lifecycle decision-making. However, the usefulness of these technologies is limited by the ability to translate lifecycle data into actionable insights for human decision-makers. This is especially true in the case of sustainable lifecycle design (SLD), as the assessment of environmental impacts, and the feasibility of making corresponding design changes, often relies on human expertise and intuition. Supporting human sense-making in SLD requires the use of both data-driven and user-driven methods while exploring lifecycle data. A promising approach for combining the two is through the use of visual analytics (VA) tools. Such tools can leverage the ability of computer-based tools to gather, process, and summarize data along with the ability of human-experts to guide analyses through domain knowledge or data-driven insight. In this paper, we review previous research that has created VA tools in SLD. We also highlight existing challenges and future opportunities for such tools in different lifecycle stages—design, manufacturing, distribution & supply chain, use-phase, end-of-life, as well as life cycle assessment. Our review shows that while the number of VA tools in SLD is relatively small, researchers are increasingly focusing on the subject matter. Our review also suggests that VA tools can address existing challenges in SLD and that significant future opportunities exist.

Engineering graduates in advancing economies are not only expected to have engineering knowledge, but also use them in creative and innovative ways. The importance of visual thinking has been critical for creativity and innovation in design. However, today’s engineering students are proficient in detailed design tools but lacking in conceptual design and ideation, and engineering curricula needs to develop a more effective framework for teaching visual thinking. In this paper, we report our efforts to embed principles of design thinking and visual thinking practices, like McKim’s “seeing, imagining and drawing” cycle [1]. We use a toy design course in mechanical engineering for our pilot study as a scaffold for introducing these principles in an engaging, creative, and fun environment. We introduced free-hand sketching as a tool for visual thinking during the design and communication of concepts. We also report the impact of these changes through information gleaned from student feedback surveys and analysis of design notebooks. We use our findings to propose ways to provide the students with a set of balanced techniques that help them in visual thinking, communication, and design. An improved implementation of this experience is discussed and future work is proposed to overcome barriers to thinking and communication.

No abstract

No abstract