26TH INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 5-6 SEPTEMBER 2024, ASTON UNIVERSITY, BIRMINGHAM, UNITED KINGDOM
26TH INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 5-6 SEPTEMBER 2024, ASTON UNIVERSITY, BIRMINGHAM, UNITED KINGDOM
Dreamworlds: A Case Study Presenting The Potential Of Text-To-Image Ai In Product Design Education
Abstract:
This paper presents a two-part case study on the "Dreamworlds" project conducted with first-year BA Product Design Students. It explores the integration of Generative AI tools within a five-week design project, focusing on its role in speculative world-building and subsequent toy design. Part One involved collaborative exploration and creation of speculative worlds in teams of 3 – 4 students over two weeks. Leveraging Text-to-Image AI, students produced a 5-minute video presenting their visions, showcasing AI-generated visuals that enhanced artistic direction. Part Two shifted focus to designing toys for children aged 4-5, using the speculative worlds from Part One as inspiration. Unlike Part One, Part Two was carried out individually, emphasizing consideration of materials, safety, and cultural sensitivity. This case study contributes to the discourse on integrating AI in design education, offering insights into its roles in world-building and practical design. The "Dreamworlds" project serves as a practical example of AI application in both speculative and practical design education.
Keywords: Product Design Education, Text-to-Image AI, Worldbuilding, Toy Design, Speculative Exploration
Download: 10.35199/EPDE.2024.30
DRS | LEARN X DESIGN 2023: CONVERSATIONS
DRS | LEARN X DESIGN 2023: CONVERSATIONS
DRS | LEARN X DESIGN 2023: CONVERSATIONS DRS | LEARN X DESIGN 2023: CONVERSATIONS
Decoloniality in Design: Weaving Curriculum & Community Towards Decolonial Futures.
Abstract:
In a panel discussion on Decoloniality in Design, held by Nottingham Trent University Product Design Department, invited experts from design industry and academia to discuss and weave narratives built on the lived experiences from the panellists, creating understanding and inspiration for action and commitment towards a future of decolonial praxis in Design. Transformation of the canon in design education was a focal point, with a call to challenge traditional colonial frameworks and encourage new modes of thinking. The discourse addressed topics: highlighting the underrepresentation of ethnic minorities within academia and its impact on innovation and creativity and the subsequent transition into industry; engaging with the public, fostering an understanding of real people, and questioning societal problems; comfort zones in confronting colonial injustices and the need for inclusivity, diversity, and justice; and a shift away from capital-centric design towards understanding broader social realities. Concluding that decoloniality is a long-term shared process necessitating collective commitment across design curriculums and communities towards inclusive, diverse, and equitable practices, within our institutions
Keywords: Decoloniality; Design Education; Curriculum; Community; Transformation
Download: https://doi.org/10.21606/drslxd.2024.055
