Abstract

This paper argues there is a need to take a different view when educating designers in relation to technology-based disciplines. Designers need to have a wider perspective on the implications of using technology, alongside the ‘how to’ information. Design, Engineering and technology teaching can provide more of a ‘why’ approach; by developing student awareness of the impacts of technologies; as well as the detailed knowledge and fundamental technological practices. As a team of researchers we try to ensure that there is a meaning and purpose to our actions when correlating a creative focus with multidisciplinary research activities and the process of design; which traverses the various disciplines. The primary characteristics of our design related research is combining thought and action linked to the challenging of pre-conceptions and the nurturing of a positivist approach to multidisciplinary design. As a design team who maintain the precarious balance with practise and theory we also adhere to a common and grounded set of principles in our understanding and application to design. Design focus is centred about Smart Design and includes technical textiles, wearable technologies, clinical, medical products, plus Artificial Intelligence and personal robotics. Teaching design engineering alongside developing key design knowledge is proposed, by using current research projects to demonstrate and explain. The diversity of multidisciplinary research projects requires designers to amalgamate good design principles, integrate and develop awareness of emerging technologies. The teaching methodology and practical assessment is particularly relevant to the expanding personal technology market and the need for developers and designers to have a wider perspective on technology. This paper highlights the knowledge and associated methodology for design pedagogy whilst building on current practices, to enhance the learning experience alongside the knowledge of technological issues.