A BIM-based collaborative design platform for variegated specialty design

With the increase in complexity of engineering projects and design quality in the construction industry, the traditional two-dimensional "Information Island" approach to design is becoming less able to meet current design needs due to its lack of coordination and information sharing. Collaborative design using a Build Information Modeling (BIM) technology platform promises to provide an effective means of designing and communicating through networking and real-time data sharing. This paper first analyzes the shortcomings of the two-dimensional design process and the potential application of collaborative design. By combining the attributes of BIM, a preliminary BIM-based building design collaborative platform is developed to improve the design approach and support a more collaborative design process. A real-life case is presented to demonstrate the feasibility and validity of the platform and its use in practice. From this, it is shown that BIM has the potential to realize effective information sharing and reduce errors, thereby improving design quality. The BIM-based building design collaborative platform presented is expected to provide the support needed for the extensive application of BIM in collaborative design and promote a new attitude to project management.

Environmental colour and well-being

Significance of colour schemes in appraisal of the urban aesthetic has been traditionally recognised by design professionals. However, the proven psychological and emotional impacts of urban colour remain overlooked in design thinking. This paper argues that health-conscious approach to environmental colour design requires consideration of phenomenological human needs in addition to aesthetic and stylistic preferences of a designer. A body of knowledge accumulated in environmental colour psychology provides a foundation for a shift in the environmental colour design. Though, some architectural critics suggest that design professionals have little understanding of how different aspects of colour psychology can be integrated in design process. Lack of an explicit design methodology has been described as a main constraint to applicability of the related knowledge in design process. Understanding the notion of environmental colour is essential in developing health-conscious approach to environmental colour design. Therefore, this paper is primarily focused on conceptualisation of environmental colour and experiential environmental colour design. Additionally, a role of environmental colour design in the delivery of health-enhancing environments and balanced sensorial experiences is briefly discussed.

Improving the teaching and learning of steel structural design

Engineering students are best able to understand theory when one explains it in relation to realistic problems and its practical applications. Teaching theory in isolation has led to lower levels of comprehension and motivation and a correspondingly higher rate of failure. At Queensland University of Technology, a number of new methods have been introduced recently to improve the teaching and learning of steel structural design at undergradt1ate level. In the basic steel structures subject a project-based teaching method was introduced in which the students were required to analyse, design and build the lightest I most efficient steel columns for a given target capacity. A design assignment involving simple, but real structures was also introduced in the basic steel structures subject. Both these exercises simulated realistic engineering problems from the early years of the course and produced a range of benefits. Improvements to the teaching and learning was also made through integration of a number of related structural engineering subjects and by the introduction of animated computer models and laboratory models. This paper presents the details of all these innovative methods which improved greatly the students' understanding of the steel structures design process.

Evolution of the docklands food hub : a design-led innovation approach to food sovereignty through local food systems

Access to nutritious, safe and culturally appropriate food is a basic human right (Mechlem, 2004). Food sovereignty defines this right through the empowerment of the people to redefine food and agricultural systems, and through ecologically sustainable production methods. At the heart of the food sovereignty movement are the interests of producers, distributors and consumers, rather than the interests of markets and corporations, which dominate the current globalized food system (Hinrichs, 2003). Food sovereignty challenges designers to enable people to innovate the food system. We are yet to develop economically viable solutions for scaling projects and providing citizens, governments and business with tools to develop and promote projects to innovate food systems and promote food sovereignty (Meroni, 2011; Murray, Caulier-Grice and Mulgan, 2010). This article examines how a design-led approach to innovation can assist in the development of new business models and ventures for local food systems: this is presented through an emerging field of research ‘Design-Led Food Communities’. Design-Led Food Communities enables citizens, governments and business to innovate local food projects through the application of design. This article reports on the case study of the Docklands Food Hub Project in Melbourne, Australia. Preliminary findings demonstrate valued outcomes, but also a deficiency in the design process to generate food solutions collaboratively between government, business and citizens.

Interpretation of morphological data to inform design Bridge to Bridge: Ridge to Ridge urban design workshop

The importance of design practice informed by urban morphology has led to intensification in interest, signalled by the formation of the ISUF Research and Practice Task Force and voiced through several recent academic publications cognisant of this current debate, this paper reports on a recent urban design workshop at which morphology was set as one of the key themes. Initially planned to be programmed as a augmented concurrent event to the 2013 20th ISUF conference held in Brisbane, the two day Bridge to Bridge: Ridge to Ridge urban design workshop nevertheless took place the following month, and involved over one hundred design professionals and academics. The workshop sought to develop several key urban design principles and recommendations addressing a major government development proposal sited in the most important heritage precinct of the city. The paper will focus specifically on one of the nine groups, in which the design proposal was purposefully guided by morphological input. The discussion will examine the design outcomes and illicit review and feedback from participants, shedding critical light on the issues that arise from such a design approach.

Transforming pedagogy: Building the new ‘old school’

Global shifts in design practice, design education and in higher education in general have radically changed teaching practices over the past decade. In a time of tightening budgets and other factors, various paradigm shifts and challenges are continually evolving and rapidly changing the higher education landscape. Rising to these challenges and responding to them is a complex task, requiring creative approaches applied to traditional methods and tools in interior architecture and interior design courses. The focus of this paper is a discussion of the adaptation of an ‘old school’ traditional tutorial approach within the context of online interior design education, which was applied in an endeavour to increase student engagement with current relevant literature pertinent to interior design theory and practice. The adaptation and application of this tutorial approach, the O-tutorial, creates a necessary link to critical thinking and meta-cognition connecting theoretical concepts to interior design process and practice. Initial data reveals that the O-tutorial allows students to engage and critically analyse issues surrounding theory and practice, thus equipping them with the skills as future design professionals. The paper concludes with reflections and recommendations for interior design education and future potential use and application of the O-tutorial.

Design of a tangible data visualization (extended)

In this paper we describe the design of DNA Jewelry, which is a wearable tangible data representation of personal DNA profile data. An iterative design process was followed to develop a 3D form-language that could be mapped to standard DNA profile data, with the aim of retaining readability of data while also producing an aesthetically pleasing and unique result in the area of personalised design. The work explores design issues with the production of data tangibles, contributes to a growing body of research exploring tangible representations of data and highlights the importance of approaches that move between technology, art and design.

Zombies on the road: A holistic design approach to balancing gamification and safe driving

This paper explores novel driving experiences that make use of gamification and augmented reality in the car. We discuss our design considerations, which are grounded in road safety psychology and video game design theory. We aim to address the tension between safe driving practices and player engagement. Specifically, we propose a holistic, iterative thinking process inspired by game design cognition and share our insights generated through the application of this process. We present preliminary game concepts that blend digital components with physical elements from the driving environment. We further highlight how this design process helped us to iteratively evolve these concepts towards being safer while maintaining fun. These insights and game design cognition itself will be useful to the AutomotiveUI community investigating similar novel driving experiences.

Design of a lightweight, modular robotic vehicle for the sustainable intensification of broadacre agriculture

This thesis presents the design process and the prototyping of a lightweight, modular robotic vehicle for the sustainable intensification of broadacre agriculture. Achieved by the joint operation of multiple autonomous vehicles to improve energy consumption, reduce labour, and increase efficiency in the application of inputs for the management of crops. The Small Robotic Farm Vehicle (SRFV) is a lightweight and energy efficient robotic vehicle with a configurable, modular design. It is capable of undertaking a range of agricultural tasks, including fertilising and weed management through mechanical intervention and precision spraying, whilst being more than an order of magnitude lower in weight than existing broadacre agricultural equipment.

Contextual constraining of student design practices

Background Engineering design is of significant interest to engineering educators. As yet, how the higher education context shapes student outcomes in engineering design courses remains underexplored. Since design courses are the primary way students are taught the critical topic of design, it is important to understand how the institutional and organizational contexts shape student outcomes and how we could improve design projects, given the context. Purpose We sought to answer two questions: What aspects of the design education process are salient, or important, for students? How do these salient aspects affect their design practices? Design/Method We used a qualitative case study approach to address the research questions because of our emphasis on understanding process-related aspects of design work and developing an interpretive understanding from the students’ perspective. Results Using a nested structuration framework, we show that the context of design practices shaped students’ outcomes by constraining their approach to the project and by providing a framework for their design process. We provide recommendations for design educators to help students overcome impediments to achieving learning objectives for design activities. Our research questions the efficacy of teaching engineering design when a design problem lacks a context beyond the classroom. Conclusions The institutional and organizational contexts influence student design practices. Engineering educators should carefully consider the potential effects of the design projects they implement within a higher education context.

Introducing Design History Lectures 2015

This compilation of slides from eleven lectures spans the core content themes about design history including: what, when, how, where, who, why, heritage and future history. Examples are drawn for these design disciplines: architecture, fashion, industrial design, interactive & visual design, interior design, and landscape architecture.

Envisaging change: Supporting grassroots efforts in Colombia with agonistic design processes

Design has become increasingly engaged with bringing about social change. Shifting domains and perspectives to conflict stricken contexts yield opportunities to explore emerging forms of design that enable the expression and articulation of difference in productive ways, which can contribute positively to efforts related to civic issues and struggles in urban settings from developing countries. We explore the recently developed notion of Adversarial Design to support the integration of diverging perspectives and grassroots voices in the design process. This paper presents the findings and design insights from our study with two grassroots organisations in Bogota, Colombia. We present three themes that expose ways in which conflict motivates bringing about change, the importance of the social and physical features of the urban landscape, and the way in which social change acts as catalyst for acquiring new knowledge. To finalise, we discuss two design areas and how design could be used to integrate dissimilar worldviews.

Caught in the act of collaboration: Students’ experiences of collective learning within a real-world design studio context

This study is an evaluation of design students’ perceptions of the benefits of collective learning in a real-world collaborative design studio. Third year students worked in inter-disciplinary teams representing architecture, interior design, landscape architecture, and industrial design. Responding to a real-world brief and in consultation with an industry partner client and early childhood education pre-service teachers, the teams were required to collectively propose a design response for a community-based child and family centre, on an iconic koala sanctuary site. Data were collected using several methods including a participatory action research method, through the form of a large analogue, collaborative jigsaw puzzle. Using a grounded theory methodology, qualitative data were thematically analysed to reveal six distinct aspects of collaboration, which positively impacted the students’ learning experience. The results of this study include recommendations for improving real world collaboration in the design studio in preparation for students’ transition into professional practice.

Bouncing back : Students learning through real-world experiences

The Bouncing Back research study, which began after the Queensland flooding in January 2011, has organically expanded through a number of architectural student design projects and exhibitions, which have sought to respond to catastrophic flooding events. In September 2011, 10 Queensland University of Technology architecture students travelled to Sydney to help construct a 1:1 true-to-life scale shelter, for the Emergency Shelter Exhibition at Customs House in Circular Quay. During the construction of the shelter, data were collected in situ, through dynamic interviews with the students. Using a grounded theory methodology, data were coded and then thematically analysed, to reveal three influential factors that positively impacted the students’ learning in this informal context. These were the student experience, the process of learning through physical making/fabrication, and development of empathy with the community. Analysis of these three factors demonstrated how this informal situated learning activity promoted vitally important learning in a real-world context, which is difficult to replicate in a physical on-campus environment.

Zombies on the road: A holistic design approach to balancing gamification and safe driving [poster]

This paper explores novel driving experiences that make use of gamification and augmented reality in the car. We discuss our design considerations, which are grounded in road safety psychology and video game design theory. We aim to address the tension between safe driving practices and player engagement. Specifically, we propose a holistic, iterative thinking process inspired by game design cognition and share our insights generated through the application of this process. We present preliminary game concepts that blend digital components with physical elements from the driving environment. We further highlight how this design process helped us to iteratively evolve these concepts towards being safer while maintaining fun. These insights and game design cognition itself will be useful to the AutomotiveUI community investigating similar novel driving experiences.