| Abstrakt: |
The design process is often perceived by students as a sequential or structured process even though design instructors try to focus attention on the iterative decisions, tradeoffs, and complexities associated with successful product, process, or service development. The Innovation Canvas was developed with the intent of more closely representing the process as it occurs in practice -- a complex integration of design, business, and market themes. As an educational tool, the Innovation Canvas provides opportunities for design teams to organize, communicate, refine, and reflect on ideas and decisions in an integrated and linked framework. A prototype version of the Innovation Canvas was introduced to thirteen biomedical engineering design teams (40 students) during a regularly scheduled capstone design lab to observe and evaluate novice student interactions with the material. Due to the complexity of the Innovation Canvas and lack of experience with using it in the classroom, the instructors chose to introduce it in the context of a reverse engineering activity. After completing the reverse engineering activity, the student teams explored the Innovation Canvas in terms of new product development. This paper will introduce the Innovation Canvas, discuss its implementation as a teaching tool in design, and present formative assessment results for the activity. [ABSTRACT FROM AUTHOR] |
