Raviv, D. (2013, June), User-Based Approach to Teaching and Learning Product Design  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22687

\bibitem{asee_peer_22687}
  Raviv, D. (2013, June), \emph{User-Based Approach to Teaching and Learning Product Design}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22687

Daniel Raviv.  "User-Based Approach to Teaching and Learning Product Design".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22687 Internet.  13 Dec, 2024

\bibitem{asee_peer_22687}
  Daniel Raviv.
  "User-Based Approach to Teaching and Learning Product Design".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22687 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_22687
author = "Daniel Raviv"
title = "User-Based Approach to Teaching and Learning Product Design"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22687}
number = {10.18260/1-2--22687}
}

TY  - CPAPER
AB  -          User-Based Approach to Teaching and Learning Product DesignAbstract          This paper reports on an introductory multidisciplinary course titled Innovative ProductDesign at ______ University aimed at teaching and learning one aspect of innovative thinking:Design of products or services from the user viewpoint, that is, focusing on benefits and ease ofuse, rather than on features.           Specific objectives of the course are:    -   To study well known principles in design interaction, i.e., basic rules that allow design        from the user point of view.    -   To enhance innovative problem solving skills.    -   To explore creative and innovative processes in product design.    -   To practice methodologies in design of products and services.    -   To engage student teams in the design of assistive technologies.         This course introduces students to methodologies in design of products and services.Lectures, discussions, and problem solving exercises are used to explore the creative/innovativeprocess in product design. Student teams design assistive technology products based on theirknowledge and enhanced innovative skills.       This paper describes projects and homework assignments, presentations, teaming andcommunication activities, and hands-on interactive class exercises. Assessment of class topics,material and activities are discussed as well.           Design experts and specialists in assistive technologies visit the class to teach and mentorstudents. Among those who have visited the class are the chief product designer of Motorola, and thedirector of Stand Among Friends, a non-profit organization that helps people with disabilities.        Topics include: (1) Design process (observing, ideating, prototyping & iterating, sharing)and strategies, (2) Design for interaction, (3) Useful and useless designs, (4) Use-based design,(5) Autistic-thinking-based design, (6) Nature-based design and biomimicry, (7) “Un-use-less”designs (the “Chindogu” concept), (8) “Rube Goldberg” designs, (9) Occam’s razor approach,(10) Simplicity and simplification, and (11) Sustainable designs.
AU  - Daniel Raviv
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - User-Based Approach to Teaching and Learning Product Design
UR  - https://peer.asee.org/22687
DO  - 10.18260/1-2--22687
ER  -