Technological change: Educating for extreme collaboration

Kokotovich, V; Barker, T

Technological change: Educating for extreme collaboration

Kokotovich, V Barker, T

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Publication Type:: Conference Proceeding
Citation:: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2010, 6240 LNCS pp. 161 - 169
Issue Date:: 2010-11-08

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Field	Value	Language
dc.contributor.author	Kokotovich, V	en_US
dc.contributor.author	Barker, T	en_US
dc.date.issued	2010-11-08	en_US
dc.identifier.citation	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2010, 6240 LNCS pp. 161 - 169	en_US
dc.identifier.isbn	3642160654	en_US
dc.identifier.isbn	9783642160653	en_US
dc.identifier.issn	0302-9743	en_US
dc.identifier.uri	http://hdl.handle.net/10453/16553
dc.description.abstract	This paper considers pedagogical strategies and techniques in design for attaining sustained innovation collaboratively, in order to assist in the New Product Design process and enhance opportunities for creating truly innovative products. The authors argue that the New Product Design process demands a multidisciplinary collaborative approach in order for designers to be able to have a pro-active capacity for innovation. The central theme of this paper relates to evidence for the hypothesis that it is the design teams who should act as change agents, and that one catalyst for this is an Extreme Collaborative Working model. This requires a further re-evaluation of the benefits of teaching and working across the different disciplines of Industrial design, Design Engineering and areas outside these domains. To cope with operating in an increasing technologically turbulent context, future teaching programs need to make creative connections between diverse design issues and diverse resources. © 2010 Springer-Verlag Berlin Heidelberg.	en_US
dc.relation.ispartof	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)	en_US
dc.relation.isbasedon	10.1007/978-3-642-16066-0_25	en_US
dc.subject.classification	Artificial Intelligence & Image Processing	en_US
dc.title	Technological change: Educating for extreme collaboration	en_US
dc.type	Conference Proceeding
utslib.citation.volume	6240 LNCS	en_US
utslib.for	1203 Design Practice and Management	en_US
dc.location.activity	Mallorca, Spain	en_US
dc.location.activity	Calvia, SPAIN
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	6240 LNCS	en_US

Abstract:

This paper considers pedagogical strategies and techniques in design for attaining sustained innovation collaboratively, in order to assist in the New Product Design process and enhance opportunities for creating truly innovative products. The authors argue that the New Product Design process demands a multidisciplinary collaborative approach in order for designers to be able to have a pro-active capacity for innovation. The central theme of this paper relates to evidence for the hypothesis that it is the design teams who should act as change agents, and that one catalyst for this is an Extreme Collaborative Working model. This requires a further re-evaluation of the benefits of teaching and working across the different disciplines of Industrial design, Design Engineering and areas outside these domains. To cope with operating in an increasing technologically turbulent context, future teaching programs need to make creative connections between diverse design issues and diverse resources. © 2010 Springer-Verlag Berlin Heidelberg.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/16553