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Qiao Chen ,Xiao-ping Hu
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Education Research Frontier June 2016, Volume 6, Issue 2, PP.69-75
Research of Design Disciplines Workshop
Collaborative Innovation Teaching Model ——A Case Study of Elderly Supplies Design Course
Qiao Chen ,Xiao-ping Hu†
School of Design, Guangzhou Higher Education Mega Centre, South China University of Technology, Panyu District,
Guangzhou 510006, People’s Republic of China
†Email: [email protected]
Abstract
This paper has defined the teaching model meaning of design disciplines workshop, and has demonstrated the advantage of
workshop collaborative innovation teaching model. On the basis of this, it has conducted a practice lecture and thought the
specific processes of the workshop teaching design should mainly include the designing of teaching project and teaching
objective, background analysis, program designing, project execution and so on. Besides, based on the mirror theory put forward
in class, the author has conducted design implementation practice on the elderly supplies and involved the designing management
program of positive creativity into table tools (innovative design method oriented desire). Furthermore, in order to perform the
detailed explanation, the author takes the elderly ointment vest as the operating object to design.
Key words: Design Disciplines Workshop; Innovation Teaching Model; Design of Elderly Supplies.
1 INTRODUCTION
Workshop was firstly shown on the research field of pedagogy and psychology. In the 1960s, Lawence HarpLin
introduced the concept of workshop into City Plan and made it become a way of offering people from all kinds of
standpoints and ethnic groups to think, discuss and communicate1. In the design science, workshop means that
school offers the professional experimental studio environment and we could take advantage of teaching resource to
realize deepen professional teaching contents and enhance pertinence by offering courses for the different stage of
students to choose. We select students from different majors and different major orientations in the background of
design and send them into the groups of workshop. The group members cooperate freely to finish the project of
workshop together. Some of the projects refer to engineering projects which teachers actually have and guide
students to finish relative works by teachers from different professional backgrounds. Some of the projects refer to
simulation projects which teachers set for their students based on the study progress of the students and the situation
of practical project. The group combines students from different majors and performs their duties in the project of
workshop and finishes the specific project or one parts of the project. They finish the design of required work by
sharing information, distributing group task and collaborating during the progress of designing. This way of training
is good at improving the enthusiasm and participatory of students and enhancing the ability of them. It can mix
different subjects together and students can achieve other major’s knowledge when they solving the practical
problems in practice. Besides, this way can face the demand of the society which can solve the problem of
disconnection between design teaching and market demanding by the chance of project design.
2 THE ADVANTAGE OF THE TEACHING MODEL ABOUT COLLABORATIVE
INNOVATION OF WORKSHOP
1 Jie Shen, China Gou, Go out of the box - teaching philosophy and practice of open international workshop, ARCHITECTURE (2008)
(7).
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Design as one of branches of education system of colleges and universities plays an important role in the
development of our country’s education, economy, society and culture. Design is the typical interdisciplinary which
contains natural science, social science and humanities in nature. There are many subsidiary disciplines under the
design, that is anthropometry, anatomy, ergonomics, behavioral science, material, structure, technology, value
engineering, systems engineering, environment subject, packaging, advertise, design psychology, design aesthetics
and the philosophy, semiology, anthropology and sociology which around the symbolic function of the design. In our
country, ten years’ development of modern design has made a big progress, but the disciplinary system has not been
perfect. Comparing with designing works of other schools, it is the reason that our colleges and universities’ single
training model of education and limitations of all orientations’ knowledge and markets’ demanding that made our
design lacking of the awareness of innovation and the ability of innovation.
If we want to success and design great works, we should have good ideas to draw on the picture and we should also
let designer master the growing trend of design, identify market’s needs and familiar with the information on
craftsmanship, technology and humanities, which require students to learn the professional knowledge, theoretical
knowledge and to contact outside widely and capture the information. So we need to reform our teaching model and
innovate it by combining theory with practice. Teaching model of workshop of design could quit the original model
which is the single way of teaching and learning and build a collaborative platform to make everyone communicate
with each other. It can also improve the practical ability of the students to transform the knowledge to the practical
experience through teachers’ guiding and students’ groping. We can mine designing potential of students and
produce innovative works which have forward looking by intervening the cross-discipline research thinking and
methods. Meanwhile we proceed from industrial background and social demanding, collaborate with relative
industrial technology and set the workshop as the integrating point so that we can cultivate the collaborative
innovations’ designing talents which contain practical, innovative form and versatile, achieve complementary
research results, enter the new technology area, improve academic research and develop new products.
3 DESIGN OF PRODUCTS FOR THE AGED WHICH IS BASED ON MIRROR THEORY: A
PRACTICE OF WORKSHOP COOPERATING WITH INNOVATIVE TEACHING MODEL
3.1 The Steps of Workshop Teaching Method
On May 7th-11th, 2015, Professor Lu Dingbang, who is the professor supervisor of School of Architecture and
Design at Taiwan University, was invited to our experimental plot C-Lab--which which is responsible for cultivating
interdisciplinary top creative designers, to offer global lecture of Service Design and Innovation for masters in our
South China University of Technology.
FIG. 1 THE INTERACTIVE TEACHING MODELS
First of all, this course begins with training of thinking and teaching method, explains relationship between modern
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design and industrial models from the perspective of connections between design thinking, design marketing strategy,
design and services combining with theory and practical issues. He explained the original "mirror theory" design
theory to students using successful stories and excellent design works in Taiwan University for further exemplify,
then specific requirements were also put forward to students. In addition, Dr. Lu also spread the theme of this
course- "design of products for the aged"- to further explain the inspiration of design thinking, giving students a
preliminary understand of product quick design, helping them grasp the essential elements and means of product
design, so that they can solve some sensitive issues in a short time when design products, cultivate their ability of
using all kinds of knowledge and then make good preparation for their later graduation design. The 7-days’
workshop is focused on theoretical knowledge, case studies, determine design scheme, market research, survey
summary, self report of students' sketches, final design effects of every groups, PPT and so on. The interactive
teaching models are shown in (Fig. 1).
3.2 The Teaching Design and Operational Process of Workshop Method
1) Design of Teaching Project
The main method of workshop is project-based teaching, so project design is the basis of workshop teaching method,
the projects can come from simulation projects teacher designs, competition events, teachers’ scientific research
projects and the projects of industry-university-research cooperation. In brief, the projects of workshop can be
selected from tasks that tutor was responsible for, and can also be a simulation projects tutor design according to
related theory. When selecting programs, it should consider theory, practice and competition, various of projects
should be included in item database, for example, to improve professional practical ability of students, we should
choose programs which are cater to enterprises’ actual needs. The final products of this kind of programs are
demanded to be submitted to enterprises and test their effects by market, it has vital importance to students’ ability
improving. In order to promote students' mastery of a theory and apply the theory to design, you can use simulation
projects or aim at a product design for an industrial in the past, to test them how to apply the theory in improving the
design. No matter what type of project, you must have a clear subject and can solve specific problems through
designing process of the project.
2) The Design of Teaching Goal
The teaching objectives should be clearly and focus on training of professional capacity. During the process of
specific project teaching, the training of capability will be more targeted, therefore, appropriate teaching objectives
should be set according to different projects, teaching goals must be unequivocal, clear and objective, it should
consider both difficulty and practical so that students can achieve success through hard work. In addition, the design
of teaching goals must be specific, refined, and should use tabulation format to match the tested capability with
expected goals of specific projects for ease of assessing. Furthermore, when reconstruct teaching process, clarify
assessment requirements, the "subjectivity of students" and "work-integrated learning" feature should also be
stressed. Students are guided and divided into teams freely according to interests, they design working tasks and
accomplish them through division of labor. With the main format of panel discussion, classroom communication and
case analysis, the workshop’s teaching method is lightly and lively, students are guided to discover problems and
encouraged to solve problems on their own, so that students' creative thinking and learning enthusiasm can be
stimulated.
3) Contextual Analysis
The tutor introduces background of workshop projects, if it’s from enterprise project, it’s required to clearly
introduce the demand side’s needs to students, if it’s a competition-based project, the requirements and theme should
be clearly explained to students. Under instruction of tutor, students use brainstorming ways to explore deep level
problems, they make good preparation of theories and methods through reading articles and searching references,
then thinking about using what kind of theory and methods to solve the problem. Students are regarded as staff in the
workshop, tasks are distributed to them with specific requirements, so students will clearly know what tasks and
learning objectives they need to achieve in workshop.
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4) Project Design
After project background learning and theory method preparation, students are required to do market research, and to
analyse related information, organize group discussion, develop specific work program, including schedule of work,
assignment of responsibility, and the core of all the work is design project design, first of all, students need to
determine the theme, then formulate detailed layered keeping to the point, the project design should be discussed for
several times after completed and then submit a draft plan to tutor, through several rounds of communication the
final project design will be formed. Moreover, three aspects were especially focused when training students in
reconstructing teaching: First is autonomy, which means "independent learning", stressing students’ subject status in
the teaching process, from task selecting, designing, organizing, implementing to discovering and dealing of
problems, students’ autonomy and consciousness are being stressed all the time. The role of teacher is changing from
spreader and commentator of knowledge to process participants, learning leader, discussion organizer and problem
inquiry. Secondly is cooperation, with special emphasis on cooperation between members, groups, teachers and
students. That means team members complete work tasks together, teams cooperate with each other to mend
working processes, and teachers interact with students to achieve mixed teaching mode. The third one is creativity,
which means breaking traditional teaching mode and arouse the initiative and enthusiasm of students, focusing on
cultivation of innovation consciousness. It encourages creative thinking, generate inspiration, and accomplish
teaching task in a relaxing and pleasant working practice.
5) The Outcome Evaluation
Outcome evaluation is the last and most important sector, the implementation of project should be in accordance
with the design scheme, students are supposed to complete all the project design work at this stage then report and
exhibit the final design. The evaluation includes students’ self-assessment and tutor assessment. After students’ self
assessment, tutor evaluates the overall process of students and gives modification opinion. If the project is designed
well enough to be advised to apply for a patent by professors, or if it passed the evaluation of enterprises, the project
is worth working and going into production. The aim of the teaching model is to motivate students’ initiative and
develop their capacity of self-directed learning in the students-oriented pattern. In this pattern, compared with
leading role, professors are inclined to play a support role through imparting knowledge and supporting students to
fulfill their own projects. Here, students gain practical experience which is a basic preparation for their future career
through this pattern.
3.3 Design of Elderly Supplies Based on Mirror Theory
1) The Concept of Positive Creativity
Professor Lu explained its unique mirror theory thoroughly in class. Positive Creativity is an innovative design
management thinking and has been defined by Barron (1969) and Sanderlin (1971) -- the creativity is the ability of
imparting some new things to exist or you can say it’s an unfounded capabilities, and the creativity can develop into
a new design management theory. The purpose of this research is to explore three basic concepts at the core of
positive creativity, the first is to point out there is a positive creativity, the second is to put forward a concept tool to
show the positive creativity, the third is to propose the design methods to manage positive creativity2. Mirror theory
is a paradigm shift approach of design. Professor Lu also explained the concept tools which can show the positive
creativity, most management of negative creativity drawn the design goals from questions or complaints, most
people can easily point out where the complaints or troubles lie, but it is difficult to point out the vision of the future.
Basically, desire is a relative concept, it’s the highest or furthest expectation for the status, it will be adjusted with
the growth of knowledge and the progress of society. To put it simply, based on the relativity of desire, the research
presents mirror theory according to the general projection psychology of "lower your expectations, and you'll lower
your disappointments" or "expect nothing that is nothing to complain about," the designers can stand in the position
of negative issues so that he or she can catch sight of the furthest desires with the respect to current situation through
2 Ding-ang Lu. Positive Creativity and Its Approach in Design Management. [J]. Journal of university of Taiwan. The creative and
Design. NO.34. 2014.05.
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the "mirror". The formula of mirror theory, which designed by Professor Lu, has been successfully proved in a large
number of case studies in the real project design work. Finally, it’s a link for students to design and to verify. The
topic of this project is about aging care design, the project team need to develop a sustainable research topic from the
four groups. And it’s conducted in the form of combining positive creativity design methods based on mirror theory
with the innovative design study of the elderly supplies. Students from different disciplines are combined into a
discussion group, each group members are from different professional backgrounds including industrial design,
visual communication, product design, clothing, software, information institute and so on. This teaching model not
only enhances students’ personal ability and active their mind, but also enhances students' awareness of the team and
exploring spirit, it’s a purposing way to guide student to studying initiatively, enthusiastically and efficiently. Mirror
theory stressing "positive create" so as to help designers to enter the creative process that create from scratch.
Positive creative design thinking is the transformation from the perspective of the problem to meet the potential
creative producers and customers. The mirror theory transforms the questions and complaints into expectations, and
further studies the key words of a series of questions, which transforms the question into a solution to the design.
Here, we take the elderly ointment vest which is group B’s work as the sample to explain.
2) The Application Model of Positive Creativity
This part of the content is intended to explain how to involve the designing management program of positive
creativity into table tools (innovative design method oriented desire). The elderly ointment vest (experience design)
is the object of the operation and the author will describe the key operation and important results. In the aspects of
elderly sticking ointment, what we can do firstly is to collect the elderly’s maximum complaints and questions, such
as the analysis of customer dissatisfaction process (Table 1).
The author found that the elderly often complains that is so difficult to separately and easily paste back to the site
that it’s hard to achieve the best conditions through understanding the elderly overall feeling, such as stating
experiencing program of elderly ointment vest by the way of dualism (Table 2).
TABLE 1 THE ANALYSIS OF CUSTOMER DISSATISFACTION PROCESS
Steps Activities Motivations Questions Complaints
1 Remove the plaster Pain relief To be used immediately after revealing 1. Can not find the exact
parts which need to plaster.
2. The viscosity is reducing
and it’s uneasy to preserve
when bathing, the potency is
easy to dissipate.
3. The edge of the plaster is
not easy to remove.
2 Find the painful area Easy to plaster Difficult to find the painful area in the
back
3 Stick the plaster Play potency Maybe sticking in the wrong place
4 Bathing Bathing The plaster will get wet with water
5 Peeled the plaster off Bathing
conveniently Some people will feel pain
6 Clear medicine India Clean skin How to remove residue
TABLE 2 THE PRIOR EXPERIENCE OF THE ELDERLY OINTMENT VEST AND THE IDEAL PROCEDURE OF MIRROR INNOVATION
The experience procedure of the elderly ointment vest
Steps Present way Innovative ways Ideal model
1 Uncover the plasters for immediate use Uncover plasters are not necessarily
use immediately 1. The ointment vest can
cover some main points of
human body and paste
accurately.
2. Easy to wear and fit the
skin.
3. Avoiding water, easy to
tear off and easy to remove
residue.
4. Easy to wear and use.
2 Do it yourself to paste the ointment is not
necessarily aligned with the required parts
Don't need to find parts can be easily
attached
3 Unable to stick to the right position at once Sticking to the correct position at once
4 The plaster will be lost it’s effect when bathing Avoiding failure when water ointment
5 Feel the pain when pill the plaster off Easy to wear and fit the skin
6 Leaving a residue after removing the plaster No residue after removed
7 The ointment is repeated over and over again Getting dressed easily
It can access to all innovative solutions at once after turning. If taking the entire turnover of innovative ideas as an
example, we can draw some ideal operation processes corresponding to some current methods by using the dualism
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to mirror the model of ideal desire, such as opening the ointment for immediate use, no need to find parts can be
easily attached, sticking to the correct position at once, avoiding failure when water ointment, easy to wear and fit
the skin, no residue after removed, getting dressed easily and so on. Studying from the deep philosophy,
transforming the complaints into wish by putting forward Mirror Theory, that is projecting the customer complain to
future expectations and provide navigation guidance, the experts can focus on the ideal goal, if so it can become a
high innovation behavior of positive creation. Positive creation interacts with the Mirror Theory, both of them
specifically appear as desire -oriented innovation model, and it can be available to innovate products, services,
systems, strategies, business models and to improve the quality of mind and thinking. There are some feasible design
technology resources (Table 3): shaped materials, auxiliary pole, set mark of human body acupuncture point within
the vest, waterproof and breathable PU, close to the human body vertebra, wear vest conveniently, plaster paste to
back closely, drugs play a role through the hole and so on.
TABLE 3 LISTS OF THE AVAILABLE DESIGN TECHNICAL RESOURCES
FIG.2 THE PRODUCT RENDERING OF ELDERLY OINTMENTS VEST
Finally, the work is to solve the plaster paste problem that people could not see the back parts when they are
Ideal model Available technology and resources
(existing)
Uncover plasters are not
necessarily use Using stereotypes material, not easy to
bend
Sticking to the correct
position at once Using auxiliary pole to have back
projection, and to find the correct points
Avoiding failure after
watering PU plaster cloth is not only waterproof
and breathable but lightweight
When tearing plaster off,
people feel relaxed and ease Don’t sticking to skin closely
No residue after removing
the plaster Resin adhesive as the matrix
Aggregate technology
resources
1.shaped materials,
auxiliary pole, mark
human body acupuncture
point within the vest,
waterproof and
breathable PU, close to
the human body vertebra,
resin adhesive as the
matrix.
2.wear vest conveniently,
plaster paste to back
closely, drugs play a role
through the hole.
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complete it independently and help them understand points of human body so as to paste accurately, fit it to the body,
avoid contacting with water and easy to tear off (Fig. 2).
The application for the design of the elderly ointment vest has been authorized by the state patent office. In addition
to the technical force, it has opened the door of the value of art, and the positive design thinking reflected by the
design is a necessary quality for modern creative workers.
4 CONCLUSION
Under the pressure of the contradiction between the demand and supply of social talent is getting prominent, the
personnel training mode of the universities should closely fit the needs of the community and keep up with the
development trend of the times. Besides, under the background of the compound talents training has becoming an
important responsibility of the university, it is very necessary to widely adopt the workshop collaborative innovation
teaching model in the design class, the construction of art and design workshop provides a platform for students and
teachers to exchange practice from school to society. Specific processes of the workshop teaching design should
mainly include the designing of teaching project and teaching objective, background analysis, program designing,
project execution and so on. The professor put forward the theory of the mirror design thinking in class to guide
students to design elderly supplies. It takes the student as the center and through working in groups to complete an
independent project tasks, collaborative learning and classroom discussions and other sectors to encourage students
to absorb knowledge, to improve students' sense of participation, and to cultivate students’ team spirit. This kind of
approach has great benefits in enhancing students’ overall quality and design capabilities.
ACKNOWLEDGMENT
The paper was supported by the Guangdong Province Department Of Education,Guangdong Province Higher
Education Teaching research and Reform Project NO: GDJG20142058
REFERENCES
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Design. NO.34. 2014.05.
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