Delft Science In Design 2

The mission of the publication Delft Science in Design is to promote and advance the exchange of lessons learned on design between university and industry. Also, it aims to amplify the visibility of the results of academic effort in design at Delft University. The questions “What is design?”, “What is engineering?”, “What is science?” can be fiercely debated. Between the extremes of artistic design and pure science, the transitions are like in fluid: they are smooth and gradual. An approach focusing on how the university deals with knowledge may provide a better entry to the debate. The mutual understanding between scientists from different disciplines may get lost. It is one of the two major objectives of the Delft Science in Design congress to offer a kaleidoscope of the activities of the various faculties to all university colleagues and students, so that staff and students can be made aware of activities in other laboratories, and have the opportunity to be informed on details. Being informed is the first step to understanding.

The mission of the publication Delft Science in Designis to promote and advance the exchange of lessons learned on designbetween university and industry. Also, it aims to amplify thevisibility of the results of academic effort in design at DelftUniversity. The questions "What is design?", "What is engineering?", "What is science?" can be fiercely debated. Between the extremes ofartistic design and pure science, the transitions are like in fluid:they are smooth and gradual. An approach focusing on how the universitydeals with knowledge may provide a better entry to the debate. Themutual u.

The Prototype Laboratory initiated and maintained by the Chair of Product Development at the Faculty of Architecture, TU Delft, has set an example in architectural education for hands-on ‘learning-by-making’ for students. According to the authors of this book, in the current curriculums time spent on practical work is not rewarded and students are educated in an abstract concept of architecture, not getting a proper feeling for materialization. A semester of designing, engineering, producing and building a prototype with their own hands after their own design often gives students a boost in their education. The Delft Prototype laboratory was the base of around 1,000 students, now professionals. Some architect’s offices make prototypes regularly as their designs are quite experimental and require more insight for the designing architect, before the realization of his building. Prototypes of technical components are often developed parallel to the building process. The Prototype Laboratory at the Faculty of Architecture was supervised for almost 18 years by Peter van Swieten. He describes his experiences in this book, in collaboration with the initiator, professor Mick Eekhout. Marcel Bilow took over the Bucky Lab, as it is called, from 2012 onwards.

Current systems design and decision management methodologies can be single-sided, ignoring or failing to capture the dynamic interplay between multi-stakeholder preferences (‘what they want’) and system performances (‘what they can’). In addition, these methodologies often contain fundamental modelling errors and do not provide single best-fit solutions. This leaves designers or decision-makers without unique answers to their problems. Above all, mainstream higher education primarily applies instructivist and research-based learning methods, and therefore does not adequately prepare students for designing solutions to future complex problems. This book introduces both a state-of-the-art participatory design methodology (Odesys), and a design-based learning concept (ODL), which together overcome the aforementioned issues. Odesys is a pure act of open design integration to confront conflicting socio-technical interests and is the key to unlocking these complexities to deliver socially responsible systems. Odesys’ design engine, the Preferendus, enables stakeholders to cooperatively identify their best-fit design synthesis. It employs a novel optimisation method that maximises the aggregated preferences, integrating sound mathematical and extended U-modelling via open technical-, social-, and purpose cycles. The art of ODL is a constructivist design-based and well-proven learning concept fostering students’ design capabilities to become open and persistent problem solvers. It is a reflective, creative, and engaged learning approach that opens human development and unlocks new knowledge and solutions. The author also introduces new management features such as the corporate social identifier (CSI), the ‘socio-eco’ threefold organization model and U-model based open loop management. Finally, the author places Odesys & ODL within the integrative context of empiricism, rationalism, spiritualism, and constructivism to unite the open design impulse. This book will be of interest to both academics and practitioners working in the field of complex systems design and managerial decision-making, and functions as a textbook on systems design and management for master students from diverse backgrounds. Prof.dr.ir. A.R.M. (Rogier) Wolfert has worked with R&D groups at various (inter)national universities and research institutes for the past 30 years. Since 2013, he has been professor of engineering asset management at Delft University of Technology. Over the past 20 years, he has also established a proven industrial track-record in which he has been involved in the design and management of various types of infrastructure. He considers both the ‘outer’ observation and the ‘inner’ experience as companions on his journey into the emerging future.