June 15, 2014
June 15, 2014
June 18, 2014
Design in Engineering Education
24.1228.1 - 24.1228.14
The Innovation Canvas as a Teaching Tool in Capstone Design: A Reverse-Engineering Case StudyThe design process is often perceived by students as a sequential or structured process eventhough design instructors try to focus attention on the iterative decisions, tradeoffs, andcomplexities associated with successful product, process, or service development. Theinnovation canvas was developed with the intent of more closely representing the process as itoccurs in practice – a complex integration of design and market themes. As an education tool,the innovation canvas provides opportunities for design teams to organize, communicate, refine,and reflect on ideas and decisions in an integrated and linked framework.The innovation canvas was introduced to thirteen biomedical engineering design teams (40students) during a regularly scheduled design lab. Due to the complexity of the innovationcanvas and lack of experience with using the innovation canvas in the classroom, the instructorschose to introduce the canvas in the context of a reverse engineering activity. After completingthe reverse engineering activity, the student teams explored the innovation canvas in terms ofnew product development. This paper will discuss the implementation of the innovation canvasas a teaching tool in design and present preliminary assessment results regarding theeffectiveness of the activity. “Lessons learned” and implementation feedback from the facultywill also be presented.
Rogge, R. D., & Livesay, G. A., & Ahmed, J., & Kline, W. A., & Bunch, R. M., & Wollowski, M. (2014, June), The Innovation Canvas as a Teaching Tool in Capstone Design: A Reverse-Engineering Case Study Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23161
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