FIE09 Cardenas

SOCIAL DESIGN IN MULTIDISCIPLINARY

ENGINEERING DESIGN COURSES

César Cárdenas

Mechatronics Department

Tecnológico de Monterrey, Querétaro Campus

México

Global Situation

Global Situation

• The society is facing many challenges.

• Engineering Design Process (EDP) is the way

engineers solve engineering/social problems.

• EDP may also create other engineering/social• EDP may also create other engineering/social

problems.

The EDP

What some Universities are doing?

ReReReRe----engineeringengineeringengineeringengineering thethethethe teachingteachingteachingteaching----learninglearninglearninglearning

processprocessprocessprocess (RTLP)(RTLP)(RTLP)(RTLP)::::

– Basic +

– Collaborative Learning (CL)

– Problem-Based Learning (PBL)

– Project-Oriented Learning (POL)

– Methodology of Cases (MoC)

CombinationsCombinationsCombinationsCombinations

– CL + PBL

– CL + POL

– POL-S

– PBL-S

– RBL-S

– Methodology of Cases (MoC)

– Service-Learning (SL)

– Research-Based Learning (RBL)

– More to come to stay competitive…

•In 2007, the whole Monterrey Tech educational system, there were around

14,000 re-engineered courses under these techniques (70%).

•A strong effort with good numbers but not symmetric results up to now.

•We update our academic programs every 5 years

Is there something missing?

1. To match the RTLP and the EDP?

2. A new pedagogical technique?

– i.e. Entrepreneurship-Based Learning (EBL).

– EBL is one of the main focus for all Tec de Monterrey

educational system (33 campuses around México).

3. More focus on Ethics and Citizenship?

– One of the most important projects for all Tec de Monterrey

educational system (SACS engagement).

4.4.4.4. A paradigm shifts in the A paradigm shifts in the A paradigm shifts in the A paradigm shifts in the EDPEDPEDPEDP

– Humanization of the EDP (socialHumanization of the EDP (socialHumanization of the EDP (socialHumanization of the EDP (social----based EDP)based EDP)based EDP)based EDP)

1st Paradigm Shift:

Develop a Systemic View by means of Creative InterventionsDevelop a Systemic View by means of Creative InterventionsDevelop a Systemic View by means of Creative InterventionsDevelop a Systemic View by means of Creative Interventions

2nd Paradigm Shift:

Create Social CapitalCreate Social CapitalCreate Social CapitalCreate Social Capital

• At Tec de Monterrey students must spend 480

hours before graduation in:

– Social Service– Social Service

– Social Incubators

– Courses designed under the Service-Learning

technique.

Proposal: Collaborative/Multidisciplinary SocialCollaborative/Multidisciplinary SocialCollaborative/Multidisciplinary SocialCollaborative/Multidisciplinary Social----based based based based Product Product Product Product

Design instead of Design instead of Design instead of Design instead of UniUniUniUni----disciplinary disciplinary disciplinary disciplinary Product DesignProduct DesignProduct DesignProduct Design

• Social Design

– Shaping of social products and social services;

– Creation of social reality;

– Design of the social world.

• Social Design Thinking• Social Design Thinking

– Joins developing human and social capital with new products and

processes.

• Social Intelligence Design

– Attempts to understand the link between Design and Social

Intelligence: Some WEB 2.0 applications are a subset of SID

Social Intelligence Design (SID)~1998SID Granularities (from Toyoaki Nishida)SID Granularities (from Toyoaki Nishida)SID Granularities (from Toyoaki Nishida)SID Granularities (from Toyoaki Nishida)

Stages of the Process0. Teambuilding and theme choice.

1. Social problem identification (glocalisation)

– Mindmap

– Questioning technique

– User-Centered Design (IDEO): ethnography

2. SID-based Idea generation

– Storyboard

– Use-case diagram

3. Prototype building: Arduino

– Functional

– Ideal

4. Final Delivery

– Engineering division fair

– Online journal

– Scientific paper– Use-case diagram

– Morphological analysis

– Flow diagram

– Scientific paper

– Scientific and publicity posters

– Video-prorotipe

– Prototype

Themes: The Systemic Start

1. Including design, workspacesworkspacesworkspacesworkspaces, educationeducationeducationeducation, e-commerce,

entertainmententertainmententertainmententertainment, digital democracy, digitaldigitaldigitaldigital citiescitiescitiescities, policy and

business.

2.2.2.2. Employability,Employability,Employability,Employability, Security,Security,Security,Security, Health,Health,Health,Health, SocialSocialSocialSocial emotion,emotion,emotion,emotion,

Sustainability,Sustainability,Sustainability,Sustainability, EducationEducationEducationEducation andandandand TransportTransportTransportTransport....

2.2.2.2. Employability,Employability,Employability,Employability, Security,Security,Security,Security, Health,Health,Health,Health, SocialSocialSocialSocial emotion,emotion,emotion,emotion,

Sustainability,Sustainability,Sustainability,Sustainability, EducationEducationEducationEducation andandandand TransportTransportTransportTransport....

Multidisciplinary Engineering Design Process

Match among several processes

RO RO RO RO RO

Results

• JM08: 44 students (24 IDs, 20 EEs), 10 teams, 6 international

undergraduate student papers (Puerto Rico), 1 team

interested in patent their idea, 1 team interested to

entrepreneur their idea.


undergraduate student papers (Japan), 1 team interested in


undergraduate student papers (Japan), 1 team interested in

patent their idea, 1 team interested to entrepreneur their

idea.

• IDs 5th of 7th Workshops, EEs 2nd of 5th Workshops

Some Statistics (Self Perception)

Some Statistics (Self Perception)

Some Statistics (External Evaluators)

Experiences• Teambuilding

• Listening students’ emotions.

• Social design theme keeps students highly motivated.

• Engineers become anxious in the first stages

– Generations of products

• Industrial Designers are systematically creative

– Engineers help them to keep realist– Engineers help them to keep realist

• When social design is a goal, projects with social impact emerge naturally.

• Professors from different schools participate

• External evaluators (entrepreneurs and academic leaders participate: MIT Mobile

Experience Lab, Lorraine Justice).

• We are two professors from different backgrounds teaching at the same time.

Projects1. URBAN REFLECTOR: Social Integration of Homeless

Children.

2. MaCaCo: social intelligence for children.

3. We.Share: Give a Ride against Global Warming.

4. RUEDAS: Social-based Energy Transformation System for

the Daily Shopping.

5. JIT-Eat: Social and Technological Approach to Reduce

Waiting Time Perception in Malls.

6. Wireless solution for pedestrian education and social

dynamics.

1. TAI: A Social-Aided Transport System for the Blind and

Visually Disabled.

2. A Social Approach to Increasing Energy Consumption

Awareness in Families.

3. YUNIT: Family Emotional Communication Wireless

System.

4. Plug-It: A Social-based Health Monitoring System for

Sports.

5. The Shopping Game: A Social Interactive Ecological

Experience.

6. Energy Container: A Social-based Energy Generation

dynamics.

7. RAUSID: Social-based Radio Frequency Assistant in Urban

Zones.

8. eco: Conociendo el gasto de recursos en tu hogar.

9. Pulsera Don’t Solución E*E* para problemas alimenticios.

10. ICNELIA: EL DESARROLLO DE LA INTELIGENCIA

SOCIAL EN EL TURISMO.

6. Energy Container: A Social-based Energy Generation

System.

7. PETRO: A Community Based Recycling System.

8. Safe Access: protecting your kids.

9. Joby: Social- based employability module for workers who

don’t have access to technology.

10. LIVING CITIES: NATURAL INTEGRATION IN URBAN

SPACES.

11. RIC: Recycle Intelligent Contaminant.

The proposal helps to cope withLimited resourcesLimited resourcesLimited resourcesLimited resources

• Under-developed countries have

many challenges.

• Intervention time in engineering

education is limited for such big

challenges

RTLP-B QEP

S-L

Teach Research

Consult

Entrepreneur Training

challenges

– from 4 to 4.5 years.

• Professors capacity is limited

– 5 courses is normal charge, 4

(-1) if you belong to a

research chair.

RBLABET

SACS

Promoting

Academics

Self-mngmt

Future Work• Assessment (CDL, CDTL, Systemic Thinking)

– CDL at two levels: students and professors, SID-based product

evaluation.

• Focus on:

– Patent the concepts

– Research-oriented Service-Learning– Research-oriented Service-Learning

– Social entrepreneurship (e.g. mHealth, mWork)

• Invite Computer Science students

– Currently testing in a SID-based PAN/BAN multidisciplinary course.

• Match the process with the entrepreneurial initiatives on campus

One semester course, one year project

References1. Cárdenas, Sosa, Moysen, Martínez, “Sustaining Sustainable Design Through Systemic Thinking,” International Journal of Engineering

Education. Special Issue on MUDD Design Workshop. (Accepted – In Press)..

2. Cárdenas, C.; Moysen, R., Palma, D., Loya, E.,; Signoret, C., “A Multidisciplinary Course based on Social Intelligence Design and

Collaborative Learning,” International Journal AI & Society, Special Issue on SID 2008, Springer Verlag. (Accepted – In Press).

3. Cárdenas, C., “Social-based Games Development to Promote Creativity in Multidisciplinary Engineering Design Courses,” International

Journal of Engineering Education. Special Issue on Learning through Play. (Submitted – In Progress).

4. Cárdenas, C., “Social Design Based Service Learning in Computing related Multidisciplinary Courses,” International Journal of

Engineering Education. Special Issue on Methods and Cases in Computing Education. (Submitted – In Progress).

5. C. Cárdenas, R. Moysen “ABI2-S: El Diseño Social como Experiencia Académica para Innovar, Investigar y Practicar la Ciudadanía

Activa en Programas de Ingeniería,” 7º Congreso de Formación Social: Hacia una Ciudadanía Solidaria. Monterrey, Septiembre 2009.Activa en Programas de Ingeniería,” 7º Congreso de Formación Social: Hacia una Ciudadanía Solidaria. Monterrey, Septiembre 2009.

(Published).

6. C. Cárdenas, R. Moysen, R. Sosa, “Promoting Creativity in Engineering Design through Multidisciplinary Courses and Social-based

Product Design,” Creativity and Cognition in Engineering Design Workshop 2009, Berkeley Art Museum & UC Berkeley (Accepted).

7. Moysen, Cárdenas, Ruchter, “Cross Disciplinary Learning as a tool for students’ evaluation on a Multidisciplinary Course based on

Social Intelligence Design and Collaborative Learning,” 8th International Workshop in Social Intelligence Design, Kyoto, Japan,

November, 2009 (Accepted).

8. Cárdenas, C.; Moysen, R., Palma, D., Loya, E.,; Signoret, C., “SID-based Education in Multidisciplinary Courses with Collaborative

Learning,” 7th International Workshop on Social Intelligence Design. Internacional. Puerto Rico. Diciembre. 2008.(Publicado).

Thanks!!!Thanks!!!