Industrial Product Design

Objectives of the first year curriculum of industrial design education are to teach learning how to learn, problem identification, and solution finding at the beginning of the industrial design education. The overall curriculum aims at the integration of four sub-disciplinary domains, which are labelled as engineering, management of innovation, form giving, product and systems ergonomics. The problems of teaching industrial design for the first year are put forward in relation to the problems with the high school education. Industrial design education problems in Turkey has been analysed and criticised starting from the preparation stage of the entrance examinations to the university education. The purpose of giving design presentation skills to the students is explained who had no opportunity to get these skills in their secondary education. The ways students are asked to represent their thoughts by using the design languages, in a designerly manner are explained. The industrial design education equips students for a world that places a high value on the quality of human interactions. Two diverse approaches in five years time for industrial design education are criticised. In the first course organisation of the department, the first year education is considered for learning the basic knowledge to start industrial design. It is difficult for the students to identify the concept of industrial design by themselves in this course organisation. In the new course organisation, coordination is established between the theoretical courses and the studio applications. Teaching method of the foundation course bases on to the realisation of gradually increasing individual frames of the real world. This includes the development of the professional concepts. The basic items of the curriculum organisation are explained such as design theory and concept formation, visualisation in design, language of design, industrial design as an applied art, design theories and ways of thinking to design, design cognition, learning design apprenticeship. Teaching approaches of the existing world to how to perceive, investigate, structure, judge, explain and interpret the real world by themselves are explained.

This paper explores carpet, an intergenerational product, that lives and ages with its users. An ethnographic study was conducted through participant observation and in-depth interviews to understand why carpet matters in Turkish homes. Exploring material culture of carpet unfolds its meaning as a signifier of culture in second-order semiological systems. Study finds carpet has socializing traits, is the maker of home, needs maintenance and can be an artwork or object. Examining a product's importance and emotional durability can enable new understandings of product meaning and sustainability.

Tasarlanan nesne kullanıcıyla buluştuktan sonra söz konusu tasarımın kullanım durumları tasarımcının bilgisi ve kontrolü dışına çıkar. Öte yandan söz konusu kullanımlar tasarımcılar için kıymetli veriler sunmaktadır. Çalışma kullanıcıların evlerindeki eşyalarla ilişkisini anlamaya çalışmak ve topladığı veriyle tasarımcıya yol gösterme amacı taşımaktadır. Araştırmayı kullanıcının en özel mekânı olan evde yürütebilmek için altı katılımcı ile günlük çalışması (cultural probes) yapılmış, çalışma ile toplanan veriler yarı yapılandırılmış görüşmelerle desteklenmiş ve katılımcıların ev yaşamlarının yanı sıra evlerindeki eşyalarla ilişkileri keşfedilmiştir. Kullanılmayanı anlamlandırmak için kullanılan nesneyi de anlamak kıymetli olduğundan araştırmanın odağı ev içinde kullanılan ve kullanılmayan nesneleri kapsayacak şekilde geniş tutulmuştur. Araştırma göstermiştir ki kullanıcıların bir eşyayı kullanma durumu ve o eşyayı elden çıkarıp çıkarmaması çok katmanlıdır. Verilerin tematik analizine göre kullanıcıların evlerindeki eşyaları kullanıp kullanmama ve bu eşyaları elde tutma/ elden çıkarma kararlarında etkili dört kategori bulunmuştur: kullanıcıya uygunluk, ortama uygunluk, duygusal bağ ve ekonomik kaygılar. Sonuç olarak kullanıcıların eşyalarını kullanım durumları bu kategoriler içinde dallanan farklı etkenlere göre belirlenmektedir. Aynı şekilde kullanmadıkları eşyaları elden çıkarıp çıkarmayacakları veya nasıl elden çıkaracakları da benzer faktörlerle karara bağlanmaktadır. Bu bağlamda kullanım durumu çeşitlenen nesneleri, dolayısıyla kullanıcıyı anlamak tasarım disiplinine ışık tutması anlamında önemlidir.

This paper is about the design and development process of a specific board game – named Rengarenk (All-Colors-in-One) that has the aim to implicitly teach some skills relating human rights and democracy as part of a broader project to educate teachers or volunteers and to create an educational material about Human Rights. The project was started as an initiation of TOG (Toplum Gonulluleri Vakfi – Community Volunteers Foundation of Turkey) in 2004. The brief was to develop a board game design for children aged between 12-15 to build an understanding of democracy and human rights. The project team consisted of experts coming from different backgrounds and disciplines such as Business Administration, Political Sciences, Educational Sciences, Sociology and Product Design. 
The project started with reviewing existing board games developed to teach human rights, democracy and citizenship. Most of the existing games had different coloured units that represented different opponent players. The games were structured as a race to reach to an end by answering the questions about human rights. There was a linear succession that is continued by the throwing of dice. It has been argued by the team that this type of game structure with a layout that is familiar to almost all kinds of users/players might help to test the general knowledge about human rights and law (like the articles of Universal Declaration of Human Rights), but the link with the theme of democracy and/or human rights found to be totally thematic in a static and didactic way. 
Unlike classical board game designs, the game the team generated consists of a special type of unit, a square divided into four equal parts with different colors representing all of the players in the game. The main idea is to represent not only one player as an isolated individual with one color, but all the players in the game in a communitarian
understanding, placing all of the colors into one unit. So, before one player makes a move it means that he/she has to regard how or in what respect the others are affected by this move, because every move has consequences to the other players. The individual player-individual unit-individual colour synonimities are destroyed by representing all colours/individuals in one piece. One move in the game affects all players in a reciprocal process with all hidden significations about rights, human relationships, democracy, etc. The scoring system also supports the same mentality about regarding how other players could be affected by the moves of one player. 
“All- Colors-in-One” (Rengarenk) in teaching children the skills relating democracy and human rights is very illustrative in the sense that it shows the importance of the involvement of designers in an interdisciplinary group and how this can change the whole course of the project, introducing “design thinking” in the development process of the game design.  .  All-Colors-in-One is also significant as it incorporates a totally different approach from the classical board games with its role distribution and understanding, regarding “the Self/the Other” dichotomy in a totally different manner. 
Keywords: Board Game Design, Human Rights Education, Interdisciplinarity and Design, Social Responsibility, Design Thinking, Representation of Self and the Other.

This study is based on the projects held in a Design Thinking Graduate class in 2016-2017 and 2017-2018 Fall Semesters, in an ITU industrial design department. Based on the hypothesis that design thinking interventions to entrepreneurship projects will help their development, graduate students were paired with technology start-ups. The aim of the project is to intervene the project development process of technology start-ups with a human centred perspective by the help of the tools of design thinking approach, develop ideas for solving existing problems, also pin out new problems that are not classified as problems by the companies yet. Following this idea, students were required to design and conduct their own process by the help of design thinking approach and related methods. The number of the projects held during the process was 34 and 4 of them will be explained in detail in this paper. This study is significant in terms of investigating how design thinking affects start-up culture as a catalyst, in which phase/s of the projects design thinking is more relevant and effective, how design thinking helps find solutions to missing and premature aspects of entrepreneurship projects.

Endüstriyel tasarım eğitiminde daha çok KOBİ'ler ve büyük ölçekli firmalar ile iş birlikleri gözlenmektedir. Bu araştırma kapsamında, yeni girişimler ile endüstriyel tasarım eğitimi arasında benzer bir ilişkinin ve iş birliğinin kurulmamış olması bir problem alanı ve bir potansiyel olarak görülmüştür. Bu noktadan hareketle araştırmanın amacı; endüstriyel tasarım eğitimi ile yeni girişimler ve girişimcilik ekosistemi arasında kurulabilecek etkileşimlerin ve iş birliklerinin yapısını ortaya koymak ve taraflara potansiyel katkılarını tanımlamak olarak belirlenmiştir. Bu bağlamda, endüstriyel tasarım eğitimi ile yeni girişimler ve girişimcilik ekosistemi arasında deneysel ilişkiler kurulmuştur. Bütüncül bir çerçeve çizebilmek ve veri çeşitlemesinin sağlanması açısından literatür taramasının yanı sıra birden çok veri toplama yöntemi kullanılmıştır. Verilerin analizinde tümevarımcı bir yaklaşımla içerik analizi yöntemine başvurulmuştur. Dört aşamalı bir süreç ile veriler analiz edilerek sonuçlara ulaşılmıştır. İlk aşamada elde edilen veriler kodlanmış; ikinci aşamada kodlar belirli temalar altında toplanarak kategoriler elde edilmiştir. Bu aşamada veriler iç tutarlılık ve dış tutarlılık yönünden gözden geçirilmiş, üçüncü aşamada ise bulguların tanımlanması ve açıklanması gerçekleştirilmiştir. Son olarak bulgular yorumlanmış ve sonuçlara ulaşılmıştır. Verilerin analizi sürecinde bilgisayar destekli nitel veri analizi programı MAXQDA 12'den yararlanılmıştır. Bu araştırma ile işletme ve girişimcilik literatürü ve endüstriyel tasarım literatürü arasında bir bağlantı kurulmuştur. Yeni girişimlerde tasarım ile ilişkili tasarım odaklı düşünmeye yönelik ihtiyaçlar, deneysel çalışmalar yoluyla giderilmeye çalışılmıştır.