As part of the running Design for DIY project I’m conducting, I will attend the MCPC (mass customization and personalization and co-creation conference) 2015. The paper I’m presenting concerns implementing the area of ‘DIY’, more specifically ‘Design for DIY’, in design curricula. The paper builds on previous publications and recent developments and conclusions, partly based on a small range of experiments concerning Design for DIY projects and approaches.
Presentation displayed at MCPC 2015
slide of presentation at MCPC 2015
Abstract of: ‘Implementing ‘Design for Do-It-Yourself’ in design education’
The technological changes that concern the tools for making have an effect on the type of profession designers will have in the near future. The traditional ‘industrial’ relationships between suppliers, manufacturers, designers and users alter rapidly, causing business models to change as a consequence [1, 2], as many economic principles seem to be no longer valid . While many education programs prepare students for a future in a traditional user-supplier relationship context, anticipating the recent changes should probably be considered .
The extended process of ‘design for DIY’, that is facilitating non-designers to design and make an object or tool for themselves, by creating a suitable platform and design environment, includes a range of extra design steps, compared to traditional product design: 1. The pre-design stage, including setting the objectives, anticipating the audience, and the initial product design that is to be adapted, 2. Establishing the design environment (including platform, inspiration, etc.), 3. Designing the interaction between facilitator and amateur with the help of the design kit, and 4. The final ‘translation phase’, in which the amateur design result is to be prepared for fabrication. The order in which these steps can be taken varies.
As part of a running research project, a small series of ‘design for DIY’ experiments has been executed, that helped testing specific approaches of how to facilitate amateurs. These test runs resulted in some very interesting insights regarding the exchange of information between facilitator and amateur, and regarding preferences and skills amateurs revealed to have. Conclusions from these experiments help to define the area of expertise that should preferably be integrated into (university) design curricula, and will help to further establish a framework for ‘Design for DIY’ (DfDIY). These experiments help indicate the changing of the design profession caused by technological and societal changes and, most importantly, how to anticipate.
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Refer to: Hoftijzer, J.W. (2015). ‘Implementing Design for Do-It-Yourself in Design Education’, Abstract , MCPC 2015 Montreal (Canada), October 20th-22th, 2015