Understanding Scale in Wicked Problems …
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or life cycle assessment (ISO 14040). They all have their merits but require in depth
learning.
6 Using Scale in Assignments—Examples from Different
Disciplines
Engineers are trained to measure or calculate numbers of all kinds, so should understanding scale come easily for them? To understand if there is a measurable difference between disciplines, results from assigned projects from two different study
programmes are compared. The courses and projects were centred around ill-defined
real-world problems that served as graded learning outcomes. Students were required
to apply appropriate problem solving methods and to involve context and understand
scale for their assignments. In view of the argument, outcomes from two different
elective courses are compared with an external benchmark:
(a) A masters level course on environmental conscious design (ECD) mainly
addressing mechanical engineers (it was however open to other degree
programmes). The learning is arranged around student’s projects, where small
groups do their own design. The aim of the project was to make a new design
for a product or to redesign a product that falls under the scope of the Energy
Related Products Directive (2009/125/EU). Design is understood as a “set of
processes that transforms requirements into specified characteristics or into the
specification of a product, process or system” (ISO 14062).
(b) A masters’ level course addressing sustainable development (H:NE) with a focus
on specific aspect of sustainable development (Linow et al. 2018). This course
consisted of a public lecture, where relevant stakeholders provided input, and
an accompanying seminar. Students deepened their understanding of the input
in the seminar and, as a learning outcome, generated own proposals for the
improvement of specific problems. Some of the student’s outcomes are accessible (https://www.youtube.com/channel/UC3BJ_sw6WFCsRrp8lMYkmTA).
Students were heterogeneous with societal sciences and engineers attending
and teams tended to be interdisciplinary.
(c) The Bundespreis Ecodesign defines itself as the highest ranking governmental
award on eco-design in Germany (https://bundespreis-ecodesign.de/). This
provides a good benchmark for student’s assignments. It provides a different
view with an implicit focus on design as aesthetics-centred (not to be confused
with the generic design concept as defined in ISO 14062).
The relevant question is how scale was included in the projects. Consideration of
scale needed to be part of the projects at different stages:
• The object or issue chosen: Is it a relevant part of technology or infrastructure?
Does it bind relevant resources during its lifetime?
63
or life cycle assessment (ISO 14040). They all have their merits but require in depth
learning.
6 Using Scale in Assignments—Examples from Different
Disciplines
Engineers are trained to measure or calculate numbers of all kinds, so should understanding scale come easily for them? To understand if there is a measurable difference between disciplines, results from assigned projects from two different study
programmes are compared. The courses and projects were centred around ill-defined
real-world problems that served as graded learning outcomes. Students were required
to apply appropriate problem solving methods and to involve context and understand
scale for their assignments. In view of the argument, outcomes from two different
elective courses are compared with an external benchmark:
(a) A masters level course on environmental conscious design (ECD) mainly
addressing mechanical engineers (it was however open to other degree
programmes). The learning is arranged around student’s projects, where small
groups do their own design. The aim of the project was to make a new design
for a product or to redesign a product that falls under the scope of the Energy
Related Products Directive (2009/125/EU). Design is understood as a “set of
processes that transforms requirements into specified characteristics or into the
specification of a product, process or system” (ISO 14062).
(b) A masters’ level course addressing sustainable development (H:NE) with a focus
on specific aspect of sustainable development (Linow et al. 2018). This course
consisted of a public lecture, where relevant stakeholders provided input, and
an accompanying seminar. Students deepened their understanding of the input
in the seminar and, as a learning outcome, generated own proposals for the
improvement of specific problems. Some of the student’s outcomes are accessible (https://www.youtube.com/channel/UC3BJ_sw6WFCsRrp8lMYkmTA).
Students were heterogeneous with societal sciences and engineers attending
and teams tended to be interdisciplinary.
(c) The Bundespreis Ecodesign defines itself as the highest ranking governmental
award on eco-design in Germany (https://bundespreis-ecodesign.de/). This
provides a good benchmark for student’s assignments. It provides a different
view with an implicit focus on design as aesthetics-centred (not to be confused
with the generic design concept as defined in ISO 14062).
The relevant question is how scale was included in the projects. Consideration of
scale needed to be part of the projects at different stages:
• The object or issue chosen: Is it a relevant part of technology or infrastructure?
Does it bind relevant resources during its lifetime?