Enhancing Innovation Through Biologically Inspired Design
Enhancing Innovation Through Biologically Inspired Design
复制标题
通过仿生设计增强创新
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Jeannette Yen
中科院分区：
文献类型：
--
作者：
M. Weissburg;C. Tovey;Jeannette Yen
混合高层次的本科生主修工程与那些主修生物学，我们已经设计了一门课程生物启发设计（BID），提供方法和技术，促进生物学原理的识别和翻译成人类挑战的解决方案的实践培训。跨学科课程的挑战，以及促进生物学家和工程师之间交流的具体挑战，使我们确定这些学习目标：（1）BID成功范例的基本知识，（2）跨学科沟通技能，（3）核心培训之外的领域知识，（4）独特的跨学科设计过程，（5）如何将现有的技术知识应用于新的学科。我们开发了以下课程组成部分，以满足关键的学习目标：BID讲座;设计讲座;发现对象练习;定量评估;类比练习;研究任务;跨学科合作，导师制;理念期刊和反思。我们将提供这些元素的广泛描述，我们选择根据我们自己的跨学科交流经验，以及认知科学关于学生实际学习方式的发现来整合这些元素。这个为期15周的课程是使用越来越复杂的作业组织的，让学生学习和应用BID方法和实践的基本技能。早期的练习，结合联合收割机讲座，小组讨论和个人作业，有这些目标：1）让学生发展必要的跨学科的沟通和研究技能，以促进他们的设计项目工作; 2）让学生接触到构思和设计技能，这将鼓励他们的工作走出自己的舒适区; 3）练习类比推理技能，促进成功地搜索和应用相关的生物学概念。这门课程的初始部分强调，BID发生在设计过程的早期阶段，从生物学领域确定解决方案需要学生有足够的分解他们的问题与足够的生物学知识相结合，提出问题和解决方案之间的适当映射。两个主要障碍是缺乏对进化“设计”过程与人类设计的区别的理解，以及使用不同的术语来描述生物学与工程学中的类似过程。我们描述了一些教学实践和活动，让学生克服这些困难。本课程的高潮是一个小组项目，这是一个详细的概念设计，包括对预期性能，价值和可行性的初步分析。该课程的一个独特之处在于，它不仅代表了生物学家和工程师的努力，也代表了认知科学家在理解人类认知和创造力方面的贡献。我们的课程策略深受该领域研究结果的影响。我们研究了过去三年课堂参与者的活动，检查他们使用的过程，以及中间和最终的设计表示。对此的分析已经产生了一些关于生物灵感设计的认知过程的观察结果，这些观察结果可以提供关于如何加强BID教育的见解，并为设计领域的专业人士提供有用的见解。关键词：生物启发设计;跨学科交流
Mixing upper level undergraduates majoring in engineering with those majoring in biology, we have devised a course on biologically-inspired design (BID) that provides practical training in methods and techniques that facilitate the identification and translation of biological principles into solutions for human challenges. The challenges of interdisciplinary courses generally, and the specific challenges of fostering exchange among biologists and engineers lead us to define these learning goals: (1) basic knowledge of successful examples of BID, (2) interdisciplinary communication skills, (3) knowledge about domains outside of their core training, (4) a uniquely interdisciplinary design process, and (5) how to apply existing technical knowledge to a new discipline. We developed the following course components to meet the key learning objectives: BID Lectures; Design Lectures; Found object exercises; Quantitative assessments; Analogy exercises; Research assignments; Interdisciplinary Collaboration, Mentorship; Idea Journals and Reflections. We will provide an extensive description of these elements, which we have chosen to incorporate based on our own experience with interdisciplinary communication, as well as findings from cognitive science regarding how students actually learn. This 15 week course is organized using assignments of increasing complexity that allow students to learn and apply essential skills of BID methodology and practice. Early exercises, which combine lectures, group discussions and individual assignments, have these objectives: 1) allow students to develop the necessary inter-disciplinary communication and research skills to facilitate their design project work; 2) expose students to ideation and design skills that will encourage them to work outside of their comfort zone; 3) practice the analogical reasoning skills that facilitate the successful search for and application of relevant biological concepts. This initial portion of the course stresses that BID occurs at the early phase of a design process and that identifying solutions from the biological domain requires that students have a sufficient breakdown of their problem combined with sufficient biological knowledge to suggest appropriate mappings between problem and solution. Two primary barriers are a lack of appreciation for how the evolutionary “design” process differs from human design, and the use of different terminology for describing similar processes in biology vs. engineering. We describe some teaching practices and activities that allow students to overcome these difficulties. The course culminates in a group project, which is a detailed conceptual design including a preliminary analysis of expected performance, value, and feasibility. A unique feature of the course is that it represents the efforts of not only biologists and engineers, but also contributions from cognitive scientists engaged in understanding human cognition and creativity. Our course strategy has been deeply influenced by findings in that field. We have studied the activity of classroom participants for the last three years, examining the processes they use, and intermediate and final design representations. Analysis of this has yielded a number of observations about the cognitive process of biologically inspired design that may provide insights regarding how to enhance BID education, as well as provide useful insight for professionals in the design field. Key words: biologically-inspired design (BID); interdisciplinary communication