000133209 001__ 133209
000133209 005__ 20240410085328.0
000133209 0247_ $$2doi$$a10.1007/s10798-015-9347-7
000133209 0248_ $$2sideral$$a93964
000133209 037__ $$aART-2017-93964
000133209 041__ $$aeng
000133209 100__ $$0(orcid)0000-0002-1831-3342$$aBlanco Bascuas, Teresa$$uUniversidad de Zaragoza
000133209 245__ $$aFrom the islands of knowledge to a shared understanding: interdisciplinarity and technology literacy for innovation in smart electronic product design
000133209 260__ $$c2017
000133209 5060_ $$aAccess copy available to the general public$$fUnrestricted
000133209 5203_ $$aIn the context of the evolving Internet, a balance between technological advances and meaning change is crucial to develop innovative and breakthrough “connected electronics” that enable the Internet of Things. Designers and technologists are key enablers of this process respectively, ensuring adequate users’ needs and technology development, inside the evolving context of social environment and human relations. Smart electronic product design must be a truly interdisciplinary process, in which technologists are aware of how much their decisions impact the user-product relationship and designers understand the full potential and associated limitations of technology involved. Shared knowledge and communication are essential in this scenario, but, due to their technological limitations, designers are often excluded from high-level decision processes. In this paper, we address the design of constructivist tools and associated strategy to enhance the technological literacy of designers, as a strong foundation for knowledge-based dialogue between these realms. We demonstrate its effectiveness in a long-term multidisciplinary Project-Based Learning application with Design and Electronics students. We present the cases from 2 years’ experimentation (with the first year as control group) that demonstrate improvement in the quality of teamwork; in learning results; improved performance of the students reflected in the quality of the projects developed; and positive teachers’ and students’ evaluations. We conclude that the use of the proposed tool not only provides the designer an active voice in the process of designing smart electronics, but also promotes an effective common language between these two worlds.
000133209 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000133209 590__ $$a1.339$$b2017
000133209 591__ $$aENGINEERING, MULTIDISCIPLINARY$$b41 / 86 = 0.477$$c2017$$dQ2$$eT2
000133209 591__ $$aEDUCATION, SCIENTIFIC DISCIPLINES$$b26 / 41 = 0.634$$c2017$$dQ3$$eT2
000133209 592__ $$a0.702$$b2017
000133209 593__ $$aEngineering (miscellaneous)$$c2017$$dQ1
000133209 593__ $$aEducation$$c2017$$dQ1
000133209 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000133209 700__ $$0(orcid)0000-0001-5316-8171$$aCasas Nebra, Roberto$$uUniversidad de Zaragoza
000133209 700__ $$0(orcid)0000-0003-1042-7924$$aManchado Pérez, Eduardo$$uUniversidad de Zaragoza
000133209 700__ $$0(orcid)0000-0002-6377-5319$$aAsensio, Ángel
000133209 700__ $$0(orcid)0000-0001-9895-9671$$aLópez-Pérez, Jose M.$$uUniversidad de Zaragoza
000133209 7102_ $$15008$$2785$$aUniversidad de Zaragoza$$bDpto. Ingeniería Electrón.Com.$$cÁrea Tecnología Electrónica
000133209 7102_ $$15002$$2305$$aUniversidad de Zaragoza$$bDpto. Ingeniería Diseño Fabri.$$cÁrea Expresión Gráfica en Ing.
000133209 773__ $$g27, 2 (2017), 329-362$$pInt. j. technol. des. educ.$$tInternational Journal of Technology and Design Education$$x0957-7572
000133209 8564_ $$s691830$$uhttps://zaguan.unizar.es/record/133209/files/texto_completo.pdf$$yPostprint
000133209 8564_ $$s1808658$$uhttps://zaguan.unizar.es/record/133209/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000133209 909CO $$ooai:zaguan.unizar.es:133209$$particulos$$pdriver
000133209 951__ $$a2024-04-10-08:35:16
000133209 980__ $$aARTICLE