Computer aided design in education and its interpretation through design thinking

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Published: Feb 19, 2016
Updated: 2016-02-19
DOI: https://doi.org/10.18844/prosoc.v2i1.315

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Abdullah Togay
Gazi University, Department of Industrial Design, Ankara, 0650, Turkey
Merve Coşkun
Gazi University, Department of Industrial Design, Ankara, 0650, Turkey
Serkan Güneş
Gazi University, Department of Industrial Design, Ankara, 0650, Turkey
Çiğdem Güneş
TAI, Turkish Aerospace Industries, Ankara, 06520, Turkey

Abstract

The notion of “design thinking†can be regarded as a way of thinking that consists of both divergent and convergent phases. As a creative problem solving methodology, it first defines the problem with a human-centered perspective and then analyzes all the aspects of the problem as a part of a whole. This approach can be applied in all fields, including design education. With the emerging technology, computer-aided design tools and techniques have become an indispensable part of design professions, and therefore education. However, the way how computer-aided design tools and techniques should be integrated into current design education has not been discussed adequately. This study aims to frame the problems related to the current content, structure and timing of CAD courses. The alternative solutions regarding the integration of CAD courses to product design education will be proposed by using design thinking method.

Keywords: design thinking, computer aided design (CAD), design education

 

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How to Cite
Togay, A., Coşkun, M., Güneş, S., & Güneş, Çiğdem. (2016). Computer aided design in education and its interpretation through design thinking. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(1), 328–337. https://doi.org/10.18844/prosoc.v2i1.315
Issue
Vol. 2 No. 1 (2016): Selected Papers of 4th International Conference on Design and Arts (WCDA-2015)
Section
Articles
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