Organizational Unit: Industrial Design
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ArticlePublication Open Access Facebook as a boundary object in industrial design studio. A sotl study(Taylor & Francis, 2017-07-28) İlhan, Işıl Oygür; Ülkebaş, S. D.; Industrial Design; OYGÜR İLHAN, IşilWe introduced Facebook groups as instructional tools in our industrial design studio courses. One of us experienced the effects of Facebook on freshmen while the other examined it with sophomores and juniors. Our analysis of the data focused on the content of students’ posts on Facebook groups, informal student interviews, our experiences in studios, and our reflective cross-evaluation. Our comparative analysis showed that Facebook better serves as a boundary object in the later years of design education. The freshmen, and partly sophomore, were not able to make effective use of this medium for exchanging knowledge. From the perspective of SoTL, this study not only helped us to experiment ways of advancing our pedagogy but also served as a platform for us to discuss and exchange knowledge on teaching and learning that is taking place in studio.
ArticlePublication Metadata only Human-thing relations in design: A framework based on postphenomenology and material engagement theory(Middle East Technical University, 2022) Aktaş, B. M.; Tok, Tuğba; Gürtekin, B.; Kaygan, H.; Dilek, Ö.; Özçelik, A.; Akın, F.; Büyükkeçeci, E.; Industrial Design; TOK, TuğbaStarting with the earlier work of Don Ihde, postphenomenological studies in philosophy of technology have been documenting the many ways in which technologies shape human beings’ relationship to the world. More recently, Material Engagement Theory (MET), originating from cognitive archaeology, ofers descriptions of how human thinking and capacities have been shaped through creative material engagements with the world. Based on a recent collaboration by Ihde and Malafouris (2018), this study applies the joint framework of postphenomenology and MET to design research in light of the rising interest in design literature into relational ontologies and embodied practices. The study is built on data from seven case studies of practices in creative engagement with materials and tools, three out of which are reviewed in depth, namely: felt making, make-up, studio camera operation. The cases are analyzed through the joint theoretical lens to identify and describe the human-thing relations as observed in design. We describe such relations as creative and exploratory, materially and socially relational, reciprocally mediated, situated, embodied, and skilled. Our emphasis is on the first three of these six characteristics, emphasizing relationality, reciprocal mediation, and creativity in engagement, as signifcant contributions of the joint framework to understanding design, making and use in design research. Our conclusion includes a discussion of future research opportunities for studies based on the joint framework.ArticlePublication Metadata only Expertise comparison among product design students: a cross-sectional analysis(Springer, 2022-09) İlhan, Işıl Oygür; Industrial Design; OYGÜR İLHAN, IşilProduct design expertise has mostly been studied in relation to problem-solving and the act of designing. In this paper, we approach the topic from another perspective and explore the differences in product perception of students from different education levels. We conceptualize product perception as a representation of critical thinking towards designed objects and professional assessment/understanding of artifacts. Our aim is to evaluate how students’ product perception change over the years of undergraduate product design education. Data was collected through students’ written product evaluations of a ball-point pen. 41 first-year, 29 second-year, 33 third-year, and 26 fourth-year undergraduate product design students participated in the study. We analyzed students’ product evaluations through initial and focused coding. Our findings indicate a shift from ordinary to professional sense-making between the second- and third-year students. There are three main points that define the professional sense-making of students: a dependence on subjectivity, the significance attributed to users, and better synthetic capabilities that are built around form, material, manufacturing, and detailing relationships.ArticlePublication Metadata only A study on the adoption of virtual reality in industrial design education(IEEE, 2023-12-01) Hamurcu, A.; Timur, Şebnem; Rizvanoglu, K.; Industrial Design; TİMUR, ŞebnemVirtual reality (VR) technology has been commercially and economically accessible to industrial designers for the past seven years, following the introduction of VR glasses and headsets, e.g., the HTC Vive and the Oculus Rift, in 2016. However, despite the growing popularity of VR implementations in education, it remains unclear to what extent industrial design (ID) students and instructors will adopt this technology. Hence, this article discusses the limited adoption of VR technology in ID education based on the analysis of qualitative data obtained from ID students and instructors, specifically their perspectives on integrating VR into the education process. The dataset comprises written and verbal expressions obtained through an online form and a group discussion session. The findings obtained from the analysis conducted through the content analysis approach suggest that both ID students and instructors harbor concerns regarding the incorporation of VR technology in ID education. These reservations primarily revolve around the potential adverse impacts of VR usage on students' skill development in terms of manual dexterity and material knowledge, as well as the effectiveness of its implementation within the context of ID education.ArticlePublication Metadata only Growth of undergraduate education in design in the united states, 1988–2012(IEEE, 2017-10-03) İlhan, Ali Oğulcan; Industrial Design; İLHAN, Ali OğulcanAs part of a larger project that analyzes disciplinary and interdisciplinary growth in the United States, this article quantitatively investigates the expansion of undergraduate education in design at four-year colleges and universities between 1988 and 2012. It utilizes data from the US Integrated Postsecondary Education Data Survey (IPEDS), which is especially suitable for investigating field-level change. Results show that undergraduate design education is growing in both absolute and relative terms, but this growth varies according to different institution types and conditions. Hence, variables such as control type (i.e., public vs. private), Carnegie classification type, institution size, and institutional revenues have differential influences on the diffusion of bachelor's degree-granting programs and the share of bachelor's degrees. This study provides valuable insights to policymakers, administrators, and design educators who seek to make meaningful interventions within the academy, and it will advance our understanding of the changing institutional organization of design education and the future of design disciplines in the United States.ArticlePublication Open Access Characterizing industrial design education in Turkey: a current synthesis for future directions(Dokuz Eylül Üniversitesi, 2015-06-26) Doğu, D. I.; Öğüt, Ş. T.; Er, Hamit Alpay; Industrial Design; ER, Hamit AlpayIn recent years, we see an expansion of schools offering degrees at different levels in the field of industrial design in Turkey. Reasons for this expansion can well be found outside the design field itself as well as the national education reforms. This shift towards corporatization of universities is a business model usually adapted from foreign models. This adoption in education models also lead to the expansion of industrial design programs especially in private universities. Despite the rapid growth of industrial design education in Turkey, there is relatively little knowledge about the features or qualities that serve to identify these design departments. The main aim of this article is to discuss characteristics of industrial design departments in Turkey as a case regarding programs' profiles in geographical distribution, housing universities and faculties, academic members, student selection criteria and student numbers. Final remarks are recommendations for a prospective state of design education in Turkey.ArticlePublication Open Access Kamusal tuvaletlerde kullanıcı deneyimini anlamak: bir araştırma yöntemi olarak kültür sondaları(Mimar Sinan Güzel Sanatlar Üniversitesi, 2015) Köylü, Z. S.; Er, Hamit Alpay; Industrial Design; ER, Hamit AlpayGündelik yaşamın önemli bir parçası olan kamusal tuvaletlerin koşulları bu tesisleri sürekli kullananların yaşam kalitelerini belirgin ölçüde etkilemektedir. Kullanıcılar kamusal tuvaletlerde yer alan ürünlere konut tuvaletlerindeki ürünlerden farklı yaklaşmakta ve kir ile başa çıkmak adına farklı kullanım biçimleri geliştirmektedir. Çalışmanın amacı kullanıcının kamusal tuvaletlerde temiz-kirli algısı ve ürün kullanımı arasındaki bu ilişkiyi incelerken, kültür sondalarının bu mahrem ve hassas ortamda araştırma yöntemi olarak kullanılabilirliğini de ortaya koymaktır. Tuvaleti gündelik yaşam pratiğinin gerçekleştirilmesinde vazgeçilmez rolü olan kültürel bir nesne olarak değerlendiren çalışmanın, kullandığı yöntem ve benimsediği yaklaşım ile tasarım araştırmalarına ve pratiğine de katkıda bulunması beklenmektedir.ArticlePublication Open Access Designing on the spot: Learning from the social design projects in Gökçeada/Imbros island(Taylor & Francis, 2017-07-28) Erözçeli̇k, Meram Alayça; Taşdizen, Burak; Industrial Design; TAŞDİZEN, BurakDesign for social innovation is the emerging movement of the 21st century. Nonetheless, the socioeconomic impact of social design projects is conditional upon their multifaceted conception and upon their array of influence. In Turkey as elsewhere, sustainability is one of the main issues of social design projects in urban/rural territories. Generating innovation at the local level and for individual people also rely on design teams’ persistency on penetrating on local communities’ lives. This paper will focus on the design workshop series implemented on Gökçeada/ Imbros Island between 2014 and 2016. By expanding the problematics of sustainability in social design projects, the paper will propose a three years’ experience with academic purposes, based on benevolent participation and unfunded co-design. Finally, this paper will aim to contribute to the social design literature by illustrating a model of “designing on the spot” concept, for the sake of sustainable, long run design projects.ArticlePublication Metadata only Transdisciplinarity as a learning challenge: Student experiences and outcomes in an innovative course on wearable and collaborative robotics(IEEE) Kılıç-Bebek, Ebru; Nizamis, K.; Vlutters, M.; Bebek, Özkan; Karapars, Gülhis Zeynep; Ünal, Ramazan; Yılmaz, Deniz; Uğurlu, Regaip Barkan; Industrial Design; Sectoral Education and Professional Development; Mechanical Engineering; Mitchell, J.; BEBEK, Ebru Kılıç; KARAPARS, Gülhis Zeynep; BEBEK, Özkan; ÜNAL, Ramazan; UĞURLU, Regaip Barkan; Yılmaz, DenizContribution: This study provides evidence for the benefit of short online courses for transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students’ learning quality and professionalism. Background: Developing wearable and collaborative robots requires industry collaboration and transdisciplinary competence. Industry’s involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices. Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students’ learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course. Application Design: 31 graduate students of engineering, industrial design, and health fields from 4 countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students’ experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations. Findings: Students’ knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students’ high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within 5 days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates’ readiness and establishing university-industry collaborations in education.ArticlePublication Metadata only The occidentalist imaginary of Istanbul Modern: a case for social imaginaries in the age of global contemporary(Taylor & Francis, 2019-07) Köksal, Ayşe Hazar; Industrial Design; BİNGÖL, Ayşe Hazar KöksalThis article discusses the ways in which Occidentalism, as a dialogical making of Turkish modernity associated with a non-Western context, extends to the contemporary era as the social imaginary of the artistic field. The social imaginary, as defined by Charles Taylor, is the shared structure of meanings, and provides a basis for generating common practices while, at the same time, granting a sense of legitimacy for a group of people. In this respect, the article claims that Occidentalism, which ultimately refers to the boundary management of what is imagined as West and East, underlines the myth of the artistic social imaginary. The Occidentalist imaginary sanctions artists as the competent performers of the boundary management between the West and the East, past and present, local and global, with its shifting associations. As Taylor notes, the ways in which people imagine their social existence are carried in images, stories and legends. This article investigates the narratives of art museum exhibitions to grasp both factual and normative understandings. To understand the interplay between change and continuity in the Occidentalist imaginary, the article focuses on Istanbul Modern, the museum of modern and contemporary art in Istanbul founded in 2004. The analysis of narratives produced through exhibitions and the interpretation of the museum's collections not only reveals the patterns and shifts in the ways of producing the Occidentalist imaginary, but also illustrates the logic that sustains its extension to the global contemporary era.