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Rds6 detand ostuzzi

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  1. 1. Open-ended Design as Second-order Design AcasestudyofteachingCyberneticsandSystem ThinkingtoIndustrialDesignstudents. RDS6 - Relating SystemsThinking and Design 6 - Oslo Francesca Ostuzzi,Walter Dejonghe, Prof. Jan Detand
  2. 2. Contents – Introduction – Open-ended Design as Second order design – Case study: A case study of teaching Cybernetics and System Thinking to Industrial Design students. – Bigger picture: (collaborative) change as educational line 2
  3. 3. Contents – Introduction – Open-ended Design as Second order design – Case study: A case study of teaching Cybernetics and System Thinking to Industrial Design students. – Bigger picture: (collaborative) change as educational line 3
  4. 4. Design as process 4
  5. 5. Products as emergent 5
  6. 6. Products as ultimate particulars 6
  7. 7. Daily observation 7
  8. 8. The value of imperfection 8
  9. 9. The need for systems thinking 9
  10. 10. First order and second order systems 10 William Ross Ashby – When a whole system is composed of a numbers of subsystems, the one that tends to dominate is the least stable. Heinz von Foerster – First order cybernetics is the science of observed systems; Second-order cybernetics is the science of observing systems
  11. 11. Second order change by imperfection 11
  12. 12. Contents – Introduction – Open-ended Design as Second order design – Case study: A case study of teaching Cybernetics and System Thinking to Industrial Design students. – Bigger picture: (collaborative) change as educational line 12
  13. 13. Definition of Open-ended Design 13
  14. 14. A suggested pathway to Open-ended Design 14
  15. 15. Observation 15
  16. 16. Spontaneous processes 16
  17. 17. The ten lenses 17
  18. 18. Open-ended Hypothesis 18
  19. 19. Anticipation 19
  20. 20. Creativity as synthesis of multi-criteria // multi- perspectives approach 20
  21. 21. Iterate through prototyping 21
  22. 22. Iterate through prototyping 22
  23. 23. Contents – Introduction – Open-ended Design as Second order design – Case study: A case study of teaching Cybernetics and System Thinking to Industrial Design students. – Bigger picture: (collaborative) change as educational line 23
  24. 24. Case study overview ThirdYear bachelor students 16 students in total with 16 case study 24
  25. 25. Method for each case 25
  26. 26. Case study Verderame by Rik Maes 26
  27. 27. Spontaneous process Behavior: people cannot walk over a floor without damaging it 27
  28. 28. System insight 28
  29. 29. Controllable solution: fixes that fail 29
  30. 30. Open-ended solution of Verderame 30
  31. 31. Mechanism and strategy 31
  32. 32. Overall conclusion of 16 case-studies 32
  33. 33. Contents – Introduction – Open-ended Design as Second order design – Case study: A case study of teaching Cybernetics and System Thinking to Industrial Design students. – Bigger picture: design for (collaborative) change as educational line 33
  34. 34. “Change” as paradigm and education line Course Theory Practice Methodology (3rd Ba) How to observe and model complexity in simple problems and tackle that in a methodological way User – technology Cocreation (3rd Ba) university wide elective course How to learn that unexpected always occur, how these events can be either positive and negative, how to observe them in reality User – designer Cybernetics (3rd Ba) Second order cybernetics, balance between control and out-of-control. Open-endedness as systems thinking.Time limit. User – Users Entrepreneurship (1st Ma) Implement in a real environment the out-of- control instances with the use of archetypes System thinking Design for changing production (1st Ma) Design and production as mutually influences to each other Multiple Systems thinking 34
  35. 35. Open-ended Design as Second-order Design. Francesca.ostuzzi@ugent.be (corresponding author) Walter.dejonghe@ugent.be Jan.detand@ugent.be (presenter)

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