Online Registration Deadline: March 9, 2017
*The schedule and presentation titles are tentative and subject to change.
A series of IDS Kyoto have been held annually since 2013, and its objective is to facilitate the formation of active collaborations among worldwide well-known institutions to achieve a tangible outcome and to develop a sustainable network of design-related researchers all over the world.
Four years have passed since the Kyoto University Design School (KDnS) started, and based upon our past accomplishments we have in place a plan to monitor and improve the quality of the program towards establishing international standardization of design education.
KDnS graduates will:
It is important to ensure that our programs adopt a broad and interdisciplinary perspective and that courses in the curriculum as well as co-curricular activities support the attainment of learning outcomes as mentioned above.
IDS Kyoto 2017 first introduces our programs to assure that the quality of educational outcomes achieved by students meets international standards wherever the students study. Then, IDS Kyoto 2017 features speakers who are from worldwide renowned institutions on design research education and are implementing their programs aiming at the similar targets to our KDnS to collaboratively achieve the mission of the symposium of "Establishing International Standardization of Design Education" with all of the participants.
In addition to the speakers, International Advisory Board Members of the Kyoto University Design School also join and facilitate the discussions with the participants to collaboratively achieve the mission of the symposium of "Establishing International Standardization of Design Education".
Tetsuo Sawaragi (Graduate School of Engineering, Kyoto University)
Access to Kyoto University: http://www.kyoto-u.ac.jp/en/access/
Yoshida Main Campus Map: http://www.kyoto-u.ac.jp/en/access/yoshida/main.html
Spring Design School 2017: http://www.design.kyoto-u.ac.jp/spring-design-school-2017/
IDS Kyoto 2016: http://www.design.kyoto-u.ac.jp/idskyoto-2016/
IDS Kyoto 2015: http://www.design.kyoto-u.ac.jp/idskyoto-2015/
ISDV 2014: http://www.design.kyoto-u.ac.jp/isdv2014/
IDS Kyoto 2013: http://www.design.kyoto-u.ac.jp/idskyoto-2013/
Fawwaz Habbal is the Executive Dean for Education and Research and Senior Lecturer at Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS). Dr. Habbal Joined Harvard Engineering in 2002 as the Associate Dean for Academic Planning and was instrumental in the development of the intellectual direction for bioengineering and EE at SEAS. In 2007, he became the Executive Dean of SEAS. One major interest of his has been in expanding the curriculum that enables students’ creativity and entrepreneurship. This includes the conception and development of the collaborative Master’s in Design Engineering with the Harvard Graduate School of Design, launched Fall of 2016. He also teaches courses in design engineering, electrical and mechanical engineering, nanofabrication, NMES, photonics devices and microfluidics. He is a member of the Applied Physics research group at SEAS, and is the Director of the Graduate Engineering Studies.
Prior to joining Harvard, Dr. Habbal worked in industry and became Senior Research, Engineering Fellow, and Corporate VP at Polaroid Corporation. At Polaroid, he was responsible for research and product design. He was also tasked to develop the electronic imaging business group. After leaving Polaroid, he established 3 start-ups in electronic imaging for the mobile market.
Dr. Habbal has significant publications in materials science, electronics, imaging and nanophotonics. He did postdoctoral research in Raman spectroscopy at the University of Colorado and was senior research fellow at Harvard before his industrial career. Dr. Habbal earned a BS in Mathematics, PhD in Physics and has several business degrees.
Fostering the ability to effectively “design” systems and artifacts that will contribute to solving complex problems in contemporary global societies is stated as the goal of the Kyoto University Design School. The degree program declares to develop “+ shaped people,” or outstanding experts who are capable of changing society through collaboration with others beyond the boundaries of their expertise.
The concept of “design” is so broad, however, that it is not immediately evident what students can be expected to know, understand, and be able to do upon completion of the degree program. Should the educational program seek to effectively achieve and assess its ambitious goal, it should be of great benefit to first break down the “design” concept into more clearly defined sets of competencies, and second to articulate the competencies into “attainable” and “measurable” sets of learning outcomes. By doing so, clear expectations can be communicated and shared among faculty and students from different disciplinary backgrounds as well as with stakeholders in the wider society.
In the study of assessment of teaching and learning in higher education, a considerable amount of knowledge and experience has been accumulated regarding the assessment of “foundational knowledge.” However, much more work is needed in the domains of “application learning,” consisting of critical thinking, creative thinking, and practical thinking, as well as “integrative learning,” consisting of interdisciplinary learning, and connecting academic work with other areas of life. Hence, the assessment of “design” program learning outcomes, which apparently encompass both application and integrative learning is unmistakably at the cutting edge of assessment studies.
Because the profession and study of engineering is by function applicative and integrative, focusing on the interface between scientific knowledge and human society, it provides rich implications for conceptualization of the “design” competence. Well established engineering competence frameworks such as the International Engineering Alliance (IEA) Graduate Attributes and Professional Competencies and the European Network for the Accreditation of Engineering Education (ENAEE) EUR-ACE provide strong foundations to build upon. From this standpoint, this presentation will introduce pioneering work from the engineering strand of the Organization for Economic Cooperation and Development (OECD) Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study and the Japanese follow-up program “The Global Quality Assurance of Higher Education through the Development of a Tuning Test Item Bank” in the field of mechanical engineering, which have both sought to define and assess how well university students can “think like an engineer.”
The aim of this presentation is to contribute to the discussion of “the Assessment of Learning Outcomes of Design Studies” by providing concrete examples for critical examination and creative and constructive re-design.
Dr. Satoko Fukahori is the Research Director of the Department for Higher Education Research, National Institute for Educational Policy Research (NIER), the research arm of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Her research topics include quality assurance of higher education, program design and evaluation, assessment of higher education learning outcomes, etc. She was the principal national coordinator for the 2008-2012 design and implementation of the Organization for Economic Cooperation and Development (OECD) Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study, to which Japan participated in the engineering strand. From 2014, Dr. Fukahori has been leading the Japanese follow-up program “The Global Quality Assurance of Higher Education through the Development of a Tuning Test Item Bank,” working with a team of engineers seeking to develop a shared understanding of expected learning outcomes in the field of mechanical engineering. She is also the Director of the Tuning Japan National Center, the Japanese contact point for Tuning activities, an EU supported and university-based global initiative aiming to develop disciplinary points of references based on agreed competencies and learning outcomes. From this capacity, she has been coordinating Tuning Philosophy and Tuning History projects in Japan since 2016.
Dr. Fukahori completed her B.A. (1991) and M.A. (1993) in Comparative Education at Kyoto University, and received her Ph.D. (2000) at Columbia University Graduate School of Arts and Sciences in Sociology of Education.
The global society is seeking solutions for complex problems regarding global warming, disasters, energy, food, and population. In 2013, we started five year PhD course, Collaborative Graduate Program in Design (so called Design School) to develop specialists capable of designing systems and architectures for societies in collaboration with experts from various fields.
To achieve this goal, we educate experts in Cyber (such as informatics) and Physical (such as engineering) fields to develop their problem finding / solving skills in collaboration with experts in management, psychology, and arts. In short, we are trying to create a new circle of science, engineering and design. The strength of this program is that Kyoto University Graduate Schools of Informatics, Engineering, Education, Management and Kyoto City University of Arts has been collaborated to establish design as an academic discipline.
In this talk, we introduce our interdisciplinary courses on design theory and design methods, two types of training courses will be conducted: field-based learning (FBL) and problem-based learning (PBL), leadership training courses named overseas internships (individually) and field internships (in a group), as well as various academia-industry education activities in order to develop talent with a broad view and creativity.
Toru Ishida has been a professor of Kyoto University since 1993. His academic background includes visiting scientist/professor positions at Columbia University, Technische Universitaet Muenchen, Université Pierre et Marie Curie, University of Maryland, Shanghai Jiao Tong University, Tsinghua University, Xinjiang University and Hong Kong Baptist University. He is a fellow of IEEE and a member of the Science Council of Japan.
He contributed to start the Department of Social Informatics, Kyoto University, and the Kyoto University Design School. His research interest lies with Autonomous Agents and Multi-Agent Systems and modeling collaboration within human societies. He contributed to create AAMAS/ICMAS/PRIMA conferences on Autonomous Agents and Multi-Agent Systems. His projects include Community Computing, Digital City Kyoto, Intercultural Collaboration Experiments, and the Language Grid.
The Field Internship is a course that exploits the power of field education. Students participate in an interdisciplinary group organized by a host organization and spend one or more weeks in tackling an international/social problem addressed by the host organization. Unlike traditional internships in which interns operate individually, this course emphasizes group work for fostering leadership skills. The aims of this course are to: (1) observe and analyze local situations in order to understand their structure and identify root problems that need solving; (2) apply the design theories/methods already learned from lectures to the local project; and (3) define a realistically solvable problem within the local situation and create a feasible solution. This talk introduces how we implement this internship in Bali and explains assessment results.
Yohei Murakami has been an associate professor of Unit of Design at Kyoto University since 2014. He received his Ph.D. degree in informatics from Kyoto University in 2006. He is in charge of internship programs in Kyoto University Design School, such as Field Internship and Research Internship. His research interests lie in services computing and multi agent systems. He founded the Technical Committee on Services Computing in the Institute of Electronics, Information and Communication Engineers in 2009. Since 2006, he has been working on the Language Grid to support intercultural collaboration in multilingual field activities for almost ten years, and established NPO Language Grid Association.
Rachel Horn is the Faculty of Engineering Director of Learning and Teaching at the University of Sheffield, UK, where she also teaches in Civil Engineering design, construction and project management to undergraduate students. In her teaching, she draws on 10 years working in industry as a Civil Engineer and project manager to encourage students to understand the context and impact of their engineering decisions and to think differently about the engineering challenges they face. In much of her teaching, Rachel uses project-based learning, enquiry and collaboration to develop students’ ability to combine open and imaginative thinking with rigorous understanding and analysis. Two significant project developments (for which she was awarded a University Senate Award for Excellence in Learning and Teaching) are faculty-wide project weeks: the “Global Engineering Challenge” for first year undergraduates and “Engineering: You’re Hired!” for second year undergraduates. These project weeks involve >1000 students working in small interdisciplinary teams to develop solutions to a given challenge. These project weeks have influenced curriculum change on a wider scale with similar faculty-based interdisciplinary projects in each of the five faculties at Sheffield.