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Design Process and Perspective Syllabus

The document outlines the course structure for 'Design Processes and Perspectives' for Semester 6, including objectives, teaching strategies, modules, assessment details, and recommended textbooks. Key topics include design processes, user-centered design, creative thinking, design tools, and ethical considerations. The course emphasizes practical learning through various teaching methods and assessments, ensuring students achieve a comprehensive understanding of design principles and applications.

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24 views

Design Process and Perspective Syllabus

The document outlines the course structure for 'Design Processes and Perspectives' for Semester 6, including objectives, teaching strategies, modules, assessment details, and recommended textbooks. Key topics include design processes, user-centered design, creative thinking, design tools, and ethical considerations. The course emphasizes practical learning through various teaching methods and assessments, ensuring students achieve a comprehensive understanding of design principles and applications.

Uploaded by

Aryan chandak :
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Annexure-II 1

DESIGN PROCESSES AND PERSPECTIVES Semester 6


Course Code BCG602 CIE Marks 50
Teaching Hours/Week (L:T:P: S) 4:0:0:0 SEE Marks 50
Total Hours of Pedagogy 50 Total Marks 100
Credits 04 Exam Hours 03
Examination type (SEE) Theory
Course Objectives:
[1] Gain a strong foundation in design processes and methodologies.
[2] Master the principles of user-centered design to create effective solutions.
[3] Foster creative thinking and enhance prototyping skills for innovative design.
[4] Utilize advanced design tools and technologies to develop functional products.
[5] Incorporate ethical, cultural, and sustainability considerations into the design
process.

Teaching-Learning Process
These are sample Strategies, which teachers can use to accelerate the attainment of the various course
outcomes.
1. Lecturer method (L) needs not to be only a traditional lecture method, but alternative effective
teaching methods could be adopted to attain the outcomes.
2. Use of Video/Animation to explain functioning of various concepts.
3. Encourage collaborative (Group Learning) Learning in the class.
4. Ask at least three HOT (Higher order Thinking) questions in the class, which promotes critical
thinking.
5. Adopt Problem Based Learning (PBL), which fosters students’ Analytical skills, develop design
thinking skills such as the ability to design, evaluate, generalize, and analyze information rather than
simply recall it.
6. Introduce Topics in manifold representations.
7. Show the different ways to solve the same problem with different circuits/logic and encourage the
students to come up with their own creative ways to solve them.
8. Discuss how every concept can be applied to the real world - and when that's possible, it helps
improve the students' understanding
9. Use any of these methods: Chalk and board, Active Learning, Case Studies

Module 1: Foundations of Design Processes 10


Hours
Introduction - Design basics, Engineering design process ,Importance of the Engineering Design
Process Types of Designs, A Simplified Iteration Model, Design Method Versus Scientific Method ,
A Problem-Solving Methodology , Considerations of a good design , Societal considerations in
engineering design, Problem definition and need identification.

Text book 1
Chapter 1: 1.1, 1.2.1, 1.2.2, 1.3.1, 1.3.2, 1.3.3, 1.5, 1.9
Chapter 5: 5.1, 5.2

Module 2: User-Centered Design Principles 10


Hours

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Annexure-II 2

Gathering information, data, information, and knowledge, Iinformation literacy and the internet,
Ffinding sources of design information,Llibrary sources. Embodiment design, Product architecture,
Steps in developing product architecture.

Text book 1
Chpater 4: 4.1.1, 4.1.2, 4.2, 4.3
Chapter 8: 8.1, 8.2, 8.3

Module 3: Creative Thinking and Prototyping 10


Hours
Introduction to creative thinking, Creativity and problem solving, Ssupports to creative thinking,
Barriers to creative thinking, Creative thinking methods, Brainstorming, Quick idea generation tools,
Methods for design generation. Generating design concepts, Systematic methods for designing,
Decision making and concept selection, Behavioral aspects of decision making, Evaluation processes,
Design selection based on judgment and experience.

Text book 1
Chapter 6: 6.1, 6.2.1, 6.2.2, 6.3.1, 6.3.2, 6.4.1, 6.4.2
Chapter 7: 7.7.1, 7.2, 7.3.1
Module 4: Design Tools and Technologies 10
Hours
Visual Design Basics: The Golden Rules, Place the User in Control, Reduce the User’s Memory
Load, Make the Interface Consistent, User Interface Design Steps, Interface Design Steps, Applying
Interface Design Steps, User Interface Design Patterns, WebApp Interface Design,, WebApp
Interface Design, Interface Design Principles and Guidelines, Interface Design Workflow for
WebApps, Computer Science Design Basics, Design Patterns, Kinds of Patterns, Frameworks,
Pattern-Based Software Design, Pattern-Based Software Design, Pattern-Based Design in Context,
Thinking in Patterns, User Interface Design Patterns, WebApp Design Patterns.
Textbook 2
Cyhapter 11: 11.1.1, 11.1.2, 11.1.3, 11.4.1, 11.4.2, 11.5.1, 11.5.2
Chapter 12: 12.1.1, 12.1.2, 12.2.1, 12.2.2, 12.5. 12.6
Module 5: Ethical, Cultural, and Sustainable Design 10 Hours
The environmental movement, Ecosystems and balance, Dependence on fossil fuels, Behavior
changes started by the u.s. environmental movement, Sustainability, Wced report on sustainability,
Challenges of sustainability for business, End-of-life product transformations.

Text book 1

Chapter 15: 15.1.1, 15.1.4, 15.1.5, 15.2, 15.3, 15.4


COURSE OUTCOME:

[1] Demonstrate a comprehensive understanding of design processes and their applications in


engineering.
[2] Apply user-centered design principles to develop effective and innovative solutions.
[3] Apply creative thinking and problem-solving skills through prototyping and design generation
methods.
[4] Make use of design tools and technologies to create functional and user-friendly interfaces.
[5] Integrate ethical, cultural, and sustainability considerations into design solutions.

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Annexure-II 3

Assessment Details (both CIE and SEE)


The weightage of Continuous Internal Evaluation (CIE) is 50% and for Semester End Exam (SEE) is 50%.
The minimum passing mark for the CIE is 40% of the maximum marks (20 marks out of 50) and for the
SEE minimum passing mark is 35% of the maximum marks (18 out of 50 marks). A student shall be
deemed to have satisfied the academic requirements and earned the credits allotted to each subject/ course
if the student secures a minimum of 40% (40 marks out of 100) in the sum total of the CIE (Continuous
Internal Evaluation) and SEE (Semester End Examination) taken together.
Continuous Internal Evaluation:
● For the Assignment component of the CIE, there are 25 marks and for the Internal Assessment Test
component, there are 25 marks.
● The first test will be administered after 40-50% of the syllabus has been covered, and the second test
will be administered after 85-90% of the syllabus has been covered
● Any two assignment methods mentioned in the 22OB2.4, if an assignment is project-based then only
one assignment for the course shall be planned. The teacher should not conduct two assignments at
the end of the semester if two assignments are planned.
● For the course, CIE marks will be based on a scaled-down sum of two tests and other methods of
assessment.
Internal Assessment Test question paper is designed to attain the different levels of Bloom’s
taxonomy as per the outcome defined for the course.

Semester-End Examination:

Theory SEE will be conducted by University as per the scheduled timetable, with common question papers
for the course (duration 03 hours).
1. The question paper will have ten questions. Each question is set for 20 marks.
2. There will be 2 questions from each module. Each of the two questions under a module (with a
maximum of 3 sub-questions), should have a mix of topics under that module.
3. The students have to answer 5 full questions, selecting one full question from each module.
Marks scored shall be proportionally reduced to 50 marks

Books
Text Books :
1. "Engineering Design: A Systematic Approach (6th Edition)" by Gerhard Pahl and Wolfgang Beitz.
6th edition
2. "Software Engineering: A Practitioner's Approach" by Roger S. Pressman.7th Edition

Reference Books
1. "The Design of Everyday Things" by Don Norman, 2nd Edition (2013).
2. "Design Thinking: Process and Methods" by Robert Curedale, 3rd Edition (2013).

Activity Based Learning (Suggested Activities in Class)/ Practical Based learning

Note: Consider ANY FIVE from the list [ 5 x 5 = 25 Marks]

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