Teaching and Learning Design Methods: Facing the Related Issues with TRIZ

Abstract

Design methods are claimed to support designers but, although they are largely taught in academia, their industrial uptake is still lacking. Many reasons have been identified about this flaw and some potential suggestions have been proposed and discussed in literature to overcome the problem. However, a further evidence is that although many students learn such methods from years, they partially or totally abandon the learned methods in their professional careers. This could partially explain the gap between academic and industrial diffusion of design methods. Literature provides suggestions for improving the learning experience of students but different didactical contexts may need more tailored solutions. The work shown in this paper exploits the problem solving potentialities of the TRIZ toolset to provide hints for improving a course focused on teaching a systematic conceptual design method. A set of suggestions has been obtained together some guidelines for applying the considered TRIZ tools to other didactical contexts.

Challenging COVID-19 with Creativity: Supporting Design Space Exploration for Emergency Ventilators

“…Additionally, problem-solving and/or design methods claimed to support creativity are available in the literature (e.g., [40][41][42][43][44][45]). Nonetheless, design methods are often considered difficult to learn by industrial practitioners [46][47][48], who usually prefer to follow classical "solution-based" or "trial-and-error" approaches. One of the main reasons behind this skepticism is the need to comprehensively understand the rationale underpinning the method.…”