**10. Embodiment design education**

The education product design model shows the condition how an institute may arrange an education program to Industrial Design Engineering on Bachelor and Master Level, see figure 18. The cognition, motivation, inspiration and creativity are main properties of the product design program which should translate into design courses and domain courses which should support the design courses. Embodiment design is covered in divers design courses of many design programs in some design courses lay the accent on different main aspects of embodiment design.

Shape language is such main aspects just as a part of the communication which has to be taught in all product design courses. Cognition is more used by courses which are engineering orientated such as product in motion, technical product optimization, industrial production, technical modeling, etc.

Fig. 19. Cycle :model of creativity and inspiration

Creativity and inspiration are stimulating each other, as shown in the cycle model in figure 19. It is possible that no creativity may lead to less inspiration, what means to stop for a while with designing until the inspiration is coming back. Motivation comes from different areas principally with a lot of energy. This energy is picked up by designing with inspiration and creativity. Motivation or better feeling well is a must for a designer in the embodiment design stage. Education should focus on conditioning of the designer and offer all kind of tools for the embodiment design phase so the motivation stays on right level. The communication should lead to motivation and creativity of the students, because the knowledge they have to learn and to create by their selves.

A product design is the result of communication between a designer and his client, only good communication will lead to error-free product designs. Embodiment design is a part of product design with a new perspective that needs some revision for design projects. The design projects and courses, with the focus on embodiment design, should be further

Obviously modeling in 3D-systems comes up with views, sections, rendering as expression in visual images but e-drawings are also possible. This means walking around the product

Calculation on parts, components and products may inspire the designer to optimizations.

Estimation of costs, market potential, appearance, color, etc., are necessary to become from uncertainty to certainty at the moment that every aspect is detailed and the production may start at this moment. But embodiment design is always searching to a solution that comes closer to certainty in spite of the uncertainty. Estimations help to increase uncertainty until it

The education product design model shows the condition how an institute may arrange an education program to Industrial Design Engineering on Bachelor and Master Level, see figure 18. The cognition, motivation, inspiration and creativity are main properties of the product design program which should translate into design courses and domain courses which should support the design courses. Embodiment design is covered in divers design courses of many design programs in some design courses lay the accent on different main

Shape language is such main aspects just as a part of the communication which has to be taught in all product design courses. Cognition is more used by courses which are engineering orientated such as product in motion, technical product optimization, industrial

Creativity and inspiration are stimulating each other, as shown in the cycle model in figure 19. It is possible that no creativity may lead to less inspiration, what means to stop for a while with designing until the inspiration is coming back. Motivation comes from different areas principally with a lot of energy. This energy is picked up by designing with inspiration and creativity. Motivation or better feeling well is a must for a designer in the embodiment design stage. Education should focus on conditioning of the designer and offer all kind of tools for the embodiment design phase so the motivation stays on right level. The communication should lead to motivation and creativity of the students, because the

A product design is the result of communication between a designer and his client, only good communication will lead to error-free product designs. Embodiment design is a part of product design with a new perspective that needs some revision for design projects. The design projects and courses, with the focus on embodiment design, should be further

This is useful detailed inspiration information that is retrievable in databases.

fits within the bandwidth that gives confidence about the solution area.

and check out or it is visual correct or wrong.

**10. Embodiment design education** 

aspects of embodiment design.

production, technical modeling, etc.

Fig. 19. Cycle :model of creativity and inspiration

knowledge they have to learn and to create by their selves.

improved, because embodiment design should be learned efficiently and also experienced by applying it in the new perspective.

Embodiment design will also be communicate where the technical engineering language plays a connected role in the whole. The shape of a product should be communicated by different designers which may lead to misunderstanding but if they have the same goal then it leads mostly to success.

The communication goes verbal and visual; every designer has his own means to communicate his design work.

Fig. 20. Technical Engineering Language model which contains shape language

Communication is a way in which product designs respectively embodiment design become their gestalt by means of technical engineering language see figure 20. We need a language to transforms ideas into product designs. Within this technical engineering language, we can distinguish four more specific domain languages:


Manufacturing language contains specific manufacturing terms. For instance volume is the number of pieces made in one batch; yearly volume goes about the production in one year.

Product Design with Embodiment Design as a New Perspective 143

A design staff must recognize the innovative product concepts which are elaborated into a product that has an innovative character, also in the embodiment phase. Here you need the use of embodiment design in the new perspective. The academic Industrial Design programs, at the moment, have a bachelor and master structure. At the end of the bachelor the design knowledge including embodiment design should be on a sufficient level for a bachelor to look for a job or do the master, see figure 21. The design bachelors should have the capacity to develop their own identity from junior designer to senior designer. The design knowledge has to be the foundation for the independent identity development. It is only one pillar of the successful Industrial Designer, because creativity and social skills are also essential elements to build on the designer to be as a personality. All this could be trained with embodiment design. The design schools have to offer design programs that give the possibility to be conspicuous in industrial design. This does not mean that the other regular design programs are not good enough. Attention should be paid to embodiment design in the new perspective just for opening perspectives for creating of the design

The master program should not be more of the same, but provoke design knowledge that motivates and stimulates to do excellent design projects and courses. This design knowledge is gained from the results of design projects with predominantly industry design problems. This offers new perspectives for embodiment design, but also for product design. The real knowledge generator should be identified and developed to an education development system. Valuable knowledge should not be thrown away, even if it is not directly science

Product design includes embodiment design, but this is the strength and at the same moment the weakness of it. Embodiment design is included in the design process which is from assignment to the final product design. In the embodiment design phase the ideas get the physical form by the transition of ideas into concepts by the industrial designers. However the emotional contribution should be also transformed into the physical form. The physical form is an extension from material, geometry and manufacturing. Design with X is useful for many design processes with the goal of a product design. To promote a new material, first an amount of mechanical, electrical, thermal properties have to known or tested before you used the method successfully. The design process can take place on so many manners: sequential, cycles, spherical, random, etc. So the designer chooses the design process that fits the best for solving the design problem. All the processes have a moment that ideas have to transform into preliminary design, the first stage of embodiment design and after that detailing takes place. The new perspective brings embodiment design to the conceptual phase of the design process. When the designer wants to do the design effectively then a concentration on one of the main design aspects may be applied with design with X. It may happen that design with coffee making, could be solved with an innovative solution for example the Senseo coffee maker

With design with X conservative and irrelevant designs solutions can be avoided, they do not show up in number of possible solutions. If the designer looks for innovative design

identity.

knowledge.

**11. Discussion** 

from Philips, a design with X solution.

Functional language indicates with specific terms how a product can fulfill its physical principle. The specific term contains always an activity which fulfills the product function or sub function, for example, coffee making.

Aesthetic language expresses with specific terms how one experiences the form and what the form does with you. For instance, a natural form may please you quite well, because of recognizing the beauty in nature.

Material language is giving specific terms about the physical properties of the material and how you can make and assemble the parts into a product.

Shape language has the specific terms to express the shape in a general way of material, function, manufacturing and aesthetics in the engineering way.

Realization of functions is always engineered by physical appearance; however, emotion can play a role, too.

During the embodiment design stage should be practiced the technical engineering language to come to a successful design solution. Every kind of education is lagging behind the facts in industry, including academic education. When education does not introduce innovation in their design projects and courses, the students will get far behind the reality when they get graduated. About embodiment design is it the same. Poor education does not have the capability to develop any education program with a focus on embodiment design, design projects that stimulate the student to realize an innovative product design.

Fig. 21. Design knowledge during educations programs

A design staff must recognize the innovative product concepts which are elaborated into a product that has an innovative character, also in the embodiment phase. Here you need the use of embodiment design in the new perspective. The academic Industrial Design programs, at the moment, have a bachelor and master structure. At the end of the bachelor the design knowledge including embodiment design should be on a sufficient level for a bachelor to look for a job or do the master, see figure 21. The design bachelors should have the capacity to develop their own identity from junior designer to senior designer. The design knowledge has to be the foundation for the independent identity development. It is only one pillar of the successful Industrial Designer, because creativity and social skills are also essential elements to build on the designer to be as a personality. All this could be trained with embodiment design. The design schools have to offer design programs that give the possibility to be conspicuous in industrial design. This does not mean that the other regular design programs are not good enough. Attention should be paid to embodiment design in the new perspective just for opening perspectives for creating of the design identity.

The master program should not be more of the same, but provoke design knowledge that motivates and stimulates to do excellent design projects and courses. This design knowledge is gained from the results of design projects with predominantly industry design problems. This offers new perspectives for embodiment design, but also for product design. The real knowledge generator should be identified and developed to an education development system. Valuable knowledge should not be thrown away, even if it is not directly science knowledge.
