Kansei et kansei design

Kansei et kansei design

Lévy, P. (2011). Kansei et kansei design, presented at l'École Nationale Supérieure de la Création Industrielle, Paris, France. March 31st, 2011.

Auparavant, il a été maître de conférence en “Service Product Design” a Chiba University et à la Kansei Information Design de University of Tsukuba, au Japon. Docteur en Science de cette même université, il a un master d’ingénieur mécanique de l’Université de Technologie de Compiègne. En tant que chercheur, il s’est intéressé à tous les aspects de partage (des connaissances, espace, temps, compétences, motivation …), conduisant à la socialisation et à la créativité. Il pense que la recherche kansei et le design sont deux approches d’ouverture d’esprit qui peuvent apporter des idées originales aux mondes universitaires, industriels et sociaux. Une approche phénoménologique peut aider à mieux comprendre et à améliorer leurs relations, souvent complexes, avec les différents aspects du monde en réseau.


Bringing Forth Constructivist Education Assessment: A Frame of Reference to Inspire and to Support Design Education

Bringing Forth Constructivist Education Assessment: A Frame of Reference to Inspire and to Support Design Education

Lévy, P., Hummels, C.C.M., & Vinke, A.A. (2011). Bringing Forth Constructivist Education Assessment: A Frame of Reference to Inspire and to Support Design Education. the Proceedings of Fifth International Conference on Design Principles and Practices ([on CD]). Rome, Italy: CGPublisher.

paper

The Industrial Design Department of Eindhoven University of Technology is continuously developing and putting in practice a holistic and integrative educational approach, focusing on designing intelligent systems, products and related services for societal transformation.
During the semester, each student is supported by a personal coach, by assignors and experts, who eventually provide feedbacks on the student’s learning, achievement, and reflection upon learning. During the end-of-term assessment, students are evaluated on their overall development (taking skills, knowledge, reflection, attitude and identity into account). After describing the rational of the educational system of TU/e and its process in practice, this paper focuses on the introduction of a new educational tool aiming at supporting education, assessment included: the Frame of Reference.
The holistic quality of the educational system allows the personalisation of the entire student career. Therefore, there are as many visions and student paths as the number of students. Each student is different from others in terms of their knowledge, skills and experience. Consequently, no standardized criteria can be properly applied to the evaluation procedure.
The Frame of Reference is structured as an intelligent space, both physical and virtual, and adaptive to the visitors’ expectations and experience. It offers referential works and development of design students (prototypes, reports, showcases…), illustrating stages of and processes for competency development and over-all development as a designer. The Frame of Reference is introduced and described as a place for sharing points of views and experiences, between students, coaches, experts, assessors, and external visitors. It is designed to inspire and to support students as well as staff, by creating a comprehensive and clearer, yet non-homogenous vision of what students throughout the department achieve, of how this is evaluated and how this contributes to students’ overall competence of designing.


The origin of experience

The origin of experience

Lévy, P. (2011). The origin of experience, presented at the the seminar series Catch the Future, the Department of Industrial Design of the Korea Advanced Institute of Science and Technology (KAIST), Daejeon, Korea. March 8th, 2011.