DS 95: Proceedings of the 21st International Conference on Engineering and Product Design Education (E&PDE 2019), University of Strathclyde, Glasgow. 12th -13th September 2019

Year: 2019
Editor: Bohemia, Erik; Kovacevic, Ahmed; Buck, Lyndon; Brisco, Ross; Evans, Dorothy; Grierson, Hilary; Ion, William; Whitfield, Robert Ian
Author: De Vos, Ellen (1,3,5); Xin, Xin (2); De Marez, Lieven (4,5); De Ruyck, Olivia (3,4,5); Emmanouil, Marina (1)
Series: E&PDE
Institution: 1: Research group, Department of Industrial Systems Engineering and Product Design, Ghent University; 2: Beijing Normal University; 3: Research group imec-mict-UGent, Department of Industrial Systems Engineering and Product Design, Ghent University, Belgium; 4: Research group imec-mict-UGent, Department of Communication Sciences, Ghent University, Belgium; 5: imec
Section: Creativity 2
DOI number:
ISBN: 978-1-912254-05-7


ty’s newly founded (2016) master program in User Experience (UX), employs a curriculum that recognizes the role of design pedagogy and the teaching of creative thinking for innovation. The interactive, practice-oriented and project-based workshop is based on a design process structure, and ultimately, on a design thinking methodology. Futures studies methods and storytelling exercises were carefully selected to enrich the workshop procedure. The future of education was defined as the main topic and students were asked to deliver four detailed and distinguishing scenarios about the education of the future. As a final deliverable, students appointed products or services opportunities for one elaborated future scenario.

This paper offers a critical appraisal of the literature on the different directions innovation might take, and outlines how design education can prepare the next generation of designers for the upcoming challenges in both life and practice. It aims to illustrate how exploring potentially problematic technologies can help students develop an awareness of how ethical considerations can generate legitimate ideas for new design solutions. Although the reflections described in this paper are limited to the experience of one workshop, the value of providing a reproducible framework by which design education facilitators may address ethical dilemmas in a creative design workshop can be recognized.

Keywords: Innovation, ethics, design workshop, creativity, design education


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