{"id":279696,"date":"2016-07-08T23:17:35","date_gmt":"2016-07-08T20:17:35","guid":{"rendered":"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/2543"},"modified":"2016-07-08T23:17:35","modified_gmt":"2016-07-08T20:17:35","slug":"the-role-of-re-appropriation-in-open-design-a-case-study-on-how-openness-in-higher-education-for-industrial-design-engineering-can-trigger-global-discussions-on-the-theme-of-urban-gardening","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=279696","title":{"rendered":"The Role of Re-Appropriation in Open Design: A Case Study on How Openness in Higher Education for Industrial Design Engineering Can Trigger Global Discussions on the Theme of Urban Gardening"},"content":{"rendered":"

This case study explores the opportunities for students of Industrial Design Engineering to engage with direct and indirect stakeholders by making their design process and results into open-ended designed solutions. The reported case study involved 47 students during a two-weeks intensive course on the topic of urban gardening. Observations were collected during three distinctive phases: the co-design phase, the creation of an open design, and the sharing of these design solutions on the online platform Instructables.com.<\/p>\n

The open sharing of local solutions triggered more global discussions, based on several types of feedback: from simple questions to reference to existing works and from suggestions to critiques. Also, some examples of re-appropriation<\/em> of the designed solutions were reported. These feedbacks show the possibilities for students to have a global vision on their local solutions, confronting them with a wider and more diverse audience.<\/p>\n

The case study shows, on the other hand, the difficulty in keeping students engaged in this global<\/em> discussion, considering how after a few weeks the online discussions dropped to an almost complete silence. It is also very difficult with such online platforms to follow the re-appropriation cycles, losing the possibility of exploring the new local context where the replication\/modification of the designed product occurred. The course\u2019s focus on open design is interesting from both the design and educational points of view. It implies a deep change in the teaching approach and learning attitude of students, allowing unknown peers to take part in the design process and fostering a global discussion starting from unique and local solutions.<\/p>\n

\"\"\/<\/p>\n","protected":false},"excerpt":{"rendered":"

This case study explores the opportunities for students of Industrial Design Engineering to engage with direct and indirect stakeholders by making their design process and results into open-ended designed solutions. The reported case study involved 47 students during a two-weeks intensive course on the topic of urban gardening. Observations were collected during three distinctive phases: the co-design phase, the creation of an open design, and the sharing of these design solutions on the online platform Instructables.com.<\/p>\n

The open sharing of local solutions triggered more global discussions, based on several types of feedback: from simple questions to reference to existing works and from suggestions to critiques. Also, some examples of re-appropriation<\/em> of the designed solutions were reported. These feedbacks show the possibilities for students to have a global vision on their local solutions, confronting them with a wider and more diverse audience.<\/p>\n

The case study shows, on the other hand, the difficulty in keeping students engaged in this global<\/em> discussion, considering how after a few weeks the online discussions dropped to an almost complete silence. It is also very difficult with such online platforms to follow the re-appropriation cycles, losing the possibility of exploring the new local context where the replication\/modification of the designed product occurred. The course’s focus on open design is interesting from both the design and educational points of view. It implies a deep change in the teaching approach and learning attitude of students, allowing unknown peers to take part in the design process and fostering a global discussion starting from unique and local solutions.<\/p>\n

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