GUJARAT TECHNOLOGICAL UNIVERSITY

General Guidelines for

Design Engineering

Course Initiated by:

Centre for Industrial Design

(OPEN DESIGN SCHOOL)

For any query, please write us at:

design@gtu.edu.in
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Contents:

Sr. No. Topics Page No.

1 Concept Note – Design Engineering 3

2 Design Engineering at a Glance 4

 Detailed Design Thinking Process – with tools &

5, 6
Techniques

3 Semester wise Modules 9 – 12

 Module 1: DE-1A_3rd Semester 9

 Module 2: DE-1B_4th Semester 10

 Module 3: DE-2A_5th Semester 11

 Module 4: DE-2B_6th Semester 12

4 Week-wise modules for each semester (Combined) 13

FAQs 15

References 17

Appendices

Learning Design Thinking at Gujarat Technological University Page 2

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Concept Note for DE

Gujarat Technological University, Ahmedabad, India - is always striving for shaping a better
future for its students by putting astonishing efforts to make its education system excellent
enough so students and ultimately whole society would benefit. In the light of above
context, GTU has established a Centre for Industrial Design (OPEN DESIGN SCHOOL) besides
with other 13 Centres of Excellence to lead and manage the design-oriented learning
processes at all its Colleges. The Centre will also help the industries to improve its
design processes and it may accept consultancy assignments for design. While the
Consultancy projects may help the industry, the objectives during the initial years would be
to build and improve capacities among the faculty members. Secondly such projects would
provide opportunities to the students to work on real-life projects.

On 2nd February, 2012 (The first cohort of 4-year degree engineering students graduated out
in May 2012.), GTU started the process of updating its syllabi. Being the most Innovative and
largest University of India, GTU always tries to cope up with all latest trends in Innovation,
Entrepreneurship and Technological advancement. In this regard, GTU has introduced a
creative and interactive practical approach in its syllabi named “Design Engineering” in AY
2014-15. Design Engineering is very unique and pioneering initiation of GTU based on
globally accepted and implemented techniques by designers and engineers called “Design
Thinking”. One of the key objectives of this initiation is to infuse the Design Thinking mind-
set into engineers of future with pervading the methodology into core subjects also. It is a
first of its kind initiation in the Indian Education System (In process branches such as
Chemical Engineering and IT, one uses the term ‘Project-based Learning’ for a similar idea).
Four modules, in Design Spine, have been introduced from 3rd to 6th semester in every
branch of the engineering curriculum of its all affiliating colleges across the Gujarat State.

To move a step forward in this direction, GTU’s Centre for Industrial Design (OPEN DESIGN
SCHOOL) has conducted a series of Faculty Development Programs (FDPs) to sensitize the
Design Driven Innovation for Faculty Members of various colleges and created different
frameworks/Canvases so that students can better learn the subject. So far, 36 FDPs have
been organized centrally at GTU till date, in which more than 2200 faculty members have
been trained for Design Thinking methodologyfrom around 125 Engineering colleges across
the states from more than 15 branches. Further one International conference and one
National Symposium have been organized by GTU to map the progress of the initiation as
well as to know the ground reality at the colleges by inviting academia, industry and policy
makers oncommonplatform, the very basic idea of these two events was to strengthen the
course by applying global practices in Design Thinking to achieve “Make in India” & “Start-
up India” initiatives of Honourable Prime Minister, Mr. Narendra Modi.

Learning Design Thinking at Gujarat Technological University Page 3

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Design Engineering at a Glance

Design Engineering is based on methodology that is globally accepted and practiced by
designers and engineers called “Design Thinking”. Design thinkingprocessmay be divided
into six simple yet iterative phases as shown below. At every semester students need to
follow this whole process for their projects.

Observation

Test Empathy

Human
Centric
Approach

Prototype Ideation

Product
Development

Figure 1: Design Thinking Process

Learning Design Thinking at Gujarat Technological University Page 4

 Design Thinking Process – Details with Tools & Techniques

Domain Empathy
•Intro to Design Thinking Identification •AEIOU Framework •Define the Problem
methodology •Role Playing Statement based on
•Importance •Select your area of •Identify empathy of User
interest for design •Interview Unarticulated/Unmet
•Design Process •And many more •Right problem leads
project needs of User you to right solution
•Design Elements •Branch specific or methods available •Pleasure and Pain
General domain points
Design Thinking •Story telling Define Design
Observation
- Intro Problem

Mind Mapping

Design Thinking is
Divergent-
SCAMPER tool Convergent process

Product Concept
• Revalidation Development •Very early & rough Finalization •Multiple ideas/solutions
prototype for problem
• Reject • Functions • After combining
•Made up of paper, •Refine the problem
• Redesign • Features cardboard, thermocole and refining, finally statement with possible
• Retain etc. whichever material select the concept solutions
• User Expereince •Opportunity mapping
is available for your problem
• Components
Customer Dirty statement
Feedback Ideation
Mock-ups
Fail fast to
succeed faster
Please refer next page for further process…….

Learning Design Thinking at Gujarat Technological University Page 5

 Pre-Design
CAD Model
• General (LNM) •Design Considerations
consideration for •Including material,
Ergonomics and • System level process, machinery • Branch specific CAD
Aesthetics design/Project Plan requirements tool
• Product Semantics • Identify Learning •Design Calculation • Iterations in models
requirement to with variations
complete project Detailed • Prototypes/Iteration
Ergonomics &
Aesthetics Design

Optional Final Model

•Analysis • Sequential
•Simulation prototyping
•Patent Filing • Final prototype/
•Test your design in real • Iterations with all
•BMC environment and then working model
•Start-up support iterate if required
possible
• With YouTube video modifications
•Design Support link
•CFI
Test/Analysis Prototype

Learning Design Thinking at Gujarat Technological University Page 6

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Asshown above, Design Thinking process is step by step process but iterative in nature.
Based on type/nature of projects, it may slightly vary with the sequence. Design Engineering
subject at GTU is based on below mentioned four modules from 3rd to 6th semester (in final
year for IDP/UDP, students will use their learning from these four modules of DE to
complete their projects). These modules include Design Thinking Process, Design Elements,
Design Methods and various Learning tools for better understanding. In each module at
every semester, student will use above shown Design Thinking process (whole cycle) to
complete their projects, starting from Observation to prototype but with different learning
objectives in every semester as described in each module further.

The objective of using whole Design Thinking process in every semester and repeating it
again and again is to master the process so that irrespective of the problem and domain,
after study in their professional carrier, students would solve the problems easily
irrespective of domain as they would have mastered the process.By saying this, University
wants that the students will learn the process properly and focus on details of every stage.
The final outcome of the project is one of the important and desired evaluation criteria, but
one should also celebrate the failure. So we suggest the students that you should only focus
on the process of Design Thinking and do not worry about the final outcome, you can always
iterate and modify your concept at every stage. If one would follow the process accurately
then outcome would be definitely precise.

During their Bachelor of Engineering, students are learning the various principles and
aspects of engineering, through this Design Engineering course, university wants to
inculcate Design Mind-set/Attitude in the students so that students can use their
engineering/technical knowledge to create better solutions. Students and faculty members
need to relate the core subjects topics of respective semester and branch with their Design
Engineering projects as one of the key objectives of this initiation is to infuse the Design
Thinking mind-set into engineers of future with pervading the methodology into core
subjects also.
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Design Engineering – 1A (2130005) (3rd Semester)

Module 1: Understanding Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 3rd Semester
Duration: Six (6) months
Course category: Core
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Optimistic mind-set, Enthusiasm of learning new things, Unlearn yourself

Relevance

This course is meant for beginners. The course is designed to initiate Design Thinking
understanding for the 3rd semester students.

Objective: Understanding Design Thinking

The course aims to expose the students to the basic process and framework of Design
Thinking and relevant tools & techniques for Creativity & Innovation.

Course Contents

This Course is designed to give very basic understanding of the Design Thinking
methodology. The content is divided into week-wise activities to better understand the
course and give enough time to all the learning parts of it, but depending upon the type and
nature of projects, students and guide may re-schedule the activities. In Design Engineering
– 1A, student will select very basic and small, individual or team project. This project would
be from very general topic/domain like designing something for
yourself/parents/Teacher/Friends. Whole class may select single project topic or similar
topic in different small groupsto have healthy competition among the class. This kind of
basic project would give good understanding of Design Thinking process. In this module
student will use whole Design Thinking process as shown above to complete their projects
but here the learning objective or focus would be on Observation or Empathy process. So
students need to give more time to these phases and then reach up to the rough prototype
phase.

Learning Design Thinking at Gujarat Technological University Page 9

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Design Engineering – 1B (2140002) (4th Semester)

Module 2: Applying Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 4thSemester
Duration: Six (6) months
Course category: Core
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A

Relevance

This is a revision course designed for those who have undergone the fundamentals of design
thinking process in 3rd semester.

Objective: Applying Design Thinking

The course aims to validate the learnings from the understanding design thinking course by
translating the concepts into exercises. Here branch specific topics need to be selected by
students and refine their learning for Design Thinking phases.

Course Contents

In the 3rd semester, students have learnt the basic Design Thinking methodology in DE-1A
and undergone the phases of the same with necessary tools and techniques. In 3rd
semester, if students have worked upon general topic/domain irrespective of their branch,
now in 4th semester they need to select branch specific existing artefact/component for
Reverse Engineering aspect and modify/redesign it as per the User’s needs using Design
Thinking. So that students will work on branch specific design projects and they would relate
all stages/phases of Design Engineering with their regular core subjects of particular branch
in further semester/s as one of the key objectives of Design Engineering subject is to absorb
Design Thinking approach into core engineering subject for practical learning. In this module
also whole Design Thinking process will be used by students, but more emphasis on Ideation
and initial Product Development phase.
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Design Engineering – 2A (2150001) (5th Semester)

Module 3: Applying Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 5thSemester
Duration: Six (6) months
Course category: Core
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A, Design Engineering – 1B

Relevance

This is a mid-level course designed for those who have undergone the fundamentals of
design thinking process in 2nd year.

Objective: Applying Design Thinking

The course aims to validate the learnings from the understanding design thinking course by
translating the concepts into exercises. In this module, students will work upon community
based projects to validate their learning of Design Thinking process.

Course Contents

Students have learnt the fundamentals of Design Thinking methodology in 2nd year and
successfully gone through the process twice while working on general as well as branch
specific topics. Now in 5th and 6th semester students need to work on community/society
based project and need to use whole design thinking process. Here in 5th semester
emphasis will be on Observation, Empathy and Ideation; while in 6 th semester emphasis will
be on product development, detail design, prototyping and validation of the solutions in real
environment. At this stage, it is essential to identify parameters and check five basic design
principles viz. 1) Technical, 2) Ergonomics, 3) Aesthetics, 4) Cost and 5) Environment keeping
System Approach in mind. Designing something new involves several iterations on different
stages/ components/ aspects. Before investing further resources in terms of time/ money/
manpower it is important to strengthen these five principles to advance for novelty. It will
include several rigorous iterative efforts to make final product/process.

Learning Design Thinking at Gujarat Technological University Page 11

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

Design Engineering – 2B (2160001) (6th Semester)

Module 4: Building the Solution
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 6thSemester
Duration: Six (6) months
Course category: Core
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A, Design Engineering – 1B, Design Engineering – 2A

Relevance

This is anadvance level course designed for those who have undergone the fundamentals of
design thinking process.

Objective: Building the Solution

The course aims to validate the learnings from the understanding design thinking course by
translating the concepts into exercises. In this module, student will continue their work from
5th semester on Community based project and complete the Design Thinking cycle with
emphasis onproduct development, detail design, prototyping and validation of the solutions
in real environment.

Course Contents

Students have started community based projects and successfully gone through the process
of Observation, Empathy and Ideation in 5th semester. Now in 6th semester they will
continue their work from Ideation to product development, detail design, prototyping and
validation of the solutions in real environment.All students’ team need to work towards
final prototype and then test it in real environment. Final working model with YouTube
video link is required for this module.

In the 6th semester, student’s team will validate their concept and detailed design part with
reference to (1) Modelling and Analysis of their design (2) Prototyping and sequential
iteration of concepts, (3) Engineering Economics of Design, (4) Design for Use, Reuse and
Sustainability and (5) Test the prototype and additionally students will also learn topic like
(6) Ethics in Design.

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Week-wise modules for each semester:
(Note: This is overall schedule; it may vary depending upon the type of projects)

Week Design Thinking Modules

3rd Semester 4th Semester 5th Semester 6th Semester

(Very basic, General Topic) (Branch Specific
– Reverse Engg. Community/Society based Topic)
Topic)
1 o Overview, objective and o Branch Domain Selection Based on
goal of this course Specific topic (Community/Society revalidation,
o Design Thinking - Intro – Reverse Based Project feedback from
o Its importance, socio- Engineering selection) last semester
economical relevance Topic plan for future
o Design thinking to foster o Team aspects with Pre-
innovation Selection design and LNM
2 o Domain Selection Reverse
o Team Building Engineering –
o Log book Detailed study
3 Learning Tools – Bio- for Branch Empathy – Detailed Design
mimicry, System Approach Specific learning Observation, (including all
Immerse, aspects of
4 Empathy – Observation, Empathy
Interviewing (Using products,
Immerse, Interviewing (Modification Mind map, Empathy material, process,
5
(Using Mind map, Empathy based on User’s map) standards etc.)
map) need)
6 Ideation (with CAD Modelling &
7 Define Problem Statement tools like Ideation (with tools Analysis (Branch
Analogy, like Analogy, specific software
Heuristics, Heuristics, Gestalt) will be used
Gestalt) depending on
projects)
8 Ideation (with tools like Prototyping
9 Analogy, Heuristics, Gestalt) Product (sequential
Development prototyping for
10 iterations) &
(Functions,
11 Product Development Features, Product Revalidation
(Functions, Features, Components, Development
Components) SCAMPER tool) (Functions,
Features,
Components,
SCAMPER tool)
12 Pre-Design, Revalidation with Final Prototype
Rough Prototype user
& Revalidation
13 Rough Prototype Iteration & Project Showcase
(Iterate till Final
Modification
Prototype)
14 Feedback & Report Feedback & Feedback & report Feedback &
Report Report

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OPEN DESIGN SCHOOL

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

FAQs related to Design Engineering

What is Design Thinking?
 Design Thinking is a problem solving methodology with Human Centred approach. It
is cyclic process with various phases but includes lots of iterations at each phase. It is
Human centred, iterative, collaborative and experimental process.

What are the objectives or goals of GTU behind the introduction of this subject? Or Why
Design Engineering subject is introduced in curriculum?
 An Engineer must be a problem solver. Keeping this thought in mind, GTU
introduced this Design Engineering course with ultimate goal of providing innovative
environment so that students can develop the mind-set to identify right problem and
then its solution.
 The other important objective of University is to infuse the Design Thinking
knowledge to various core subjects of the particular branch to have pedagogical
innovation in Education System.
 Also to cease the copy-paste type projects.
 Learn the practical skills that are required in industry now-a-days.

How design thinking is in alignment with the industry need?

 “Learning by doing” is the central idea for this methodology, so students will learn
the industry required skill set along with their projects and gain knowledge that will
be useful to them in industry.
 Also student with Design Thinking mind-set will perceive the Problem as an
Opportunity with all kinds of Possibilities (not with only one solution).

What are the expectations of the industry today from their engineering staff?
 Industries expect to hire an engineer who should have multidisciplinary knowledge,
who is a problem solver not only process manager. They require an engineer who
can work effectively in team, have hands-on experience and who are ready to
change or inculcate new things/knowledge/technology – an open minded personnel.

The objective of the Design Engineering course is to enhance the thinking ability and
change the mind-set of an engineering graduate in positive manner. What kind of
environment inside college should it be?
 Creativity is inherent, but of course it would be enhanced by providing and creating
right environment for the students. For Design Thinking learning an open minded
environment in terms of type of projects, branch, skills, team size should be created
within institutions.

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
 One should appreciate the idea of students and motivate them for making it happen.
 Also failure needs to be start celebrating within colleges to enrich the Creativity
among the students.
 Multidisciplinary projects should be welcomed. No single products can be made by
single discipline.

Learning Design Thinking at Gujarat Technological University Page 16

 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL

References for important documents for Design Engineering

 Concept note for GTU’s - Centre for Industrial Design (OPEN Design School)
http://files.gtu.ac.in/circulars/14SEP/25092014Centre%20for%20Indusrial%20Design.pdf

 Design Engineering Help Manual:

http://gtu.ac.in/circulars/15Apr/04042015_Designmaual_2.pdf

 Stanford manual for various Design Methods: http://dschool.stanford.edu/wp-

content/uploads/2013/10/METHODCARDS-v3-slim.pdf

 Guidelines for AY 2015-16:

o DE-1A (3rd Semester) - http://gtu.ac.in/circulars/15June/19062015_01.pdf
o DE-1B (4th Semester) - http://files.gtu.ac.in/circulars/16JAN/22012016.pdf
o DE-2A (5th Semester) - http://gtu.ac.in/circulars/15June/26062015_12.pdf
o DE-2B (6th Semester) - http://goo.gl/mKr33W

 Report Format for AY 2015-16:

o DE-1A (3rd Semester): http://files.gtu.ac.in/circulars/15Oct/07102015_DE1A.pdf
o DE-1B (4th Semester): http://goo.gl/eiKQ0b
o DE-2A (5th Semester): http://files.gtu.ac.in/circulars/15Oct/07102015_DE2A.pdf
o DE-2B (6th Semester): http://goo.gl/Wt9go2

 Evaluation scheme for AY 2015-16:

o DE-1A (3rd Semester): http://files.gtu.ac.in/circulars/15Oct/07102015_1a.pdf
o DE-1B (4th Semester): http://goo.gl/cT4CYA
o DE-2A (5th Semester): http://files.gtu.ac.in/circulars/15Oct/07102015_2a.pdf
o DE-2B (6th Semester): http://goo.gl/Uvxjic

 Note on AEIOU and LNM theory: http://gtu.ac.in/circulars/15Apr/04042015_AEIOU.pdf

 Report on National Symposium on Role of Design in Make in India and Start up India:
https://goo.gl/610irH

 Report on International Conference on Design Thinking:

http://files.gtu.ac.in/circulars/16Mar/10032016.pdf

 Report on One Day Workshop on “CHANGING CHARACTERISTIC OF ENGINEERING

EDUCATION” by Dr. P V M Rao, IIT-Delhi: https://goo.gl/jIdTsk

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 Report for 3rd FDP on Design Engineering: https://goo.gl/KuGg3m

 Case study on Heritage property by Bhasker Bhatt:

http://files.gtu.ac.in/circulars/14Nov/03112014.pdf

 Statistical analysis report on feedback received during practical examination of Design

Engineering – 1A during Winter 2014:
http://files.gtu.ac.in/circulars/14DEC/31122014.pdf

 Report 33rd FDP: http://goo.gl/ywm0y7

 Report for International Conference on Design Thinking:

http://files.gtu.ac.in/circulars/16Mar/10032016.pdf

 Report of Workshop with Prof. Libby Osgood, UPEI, Canada:

http://files.gtu.ac.in/circulars/15Jul/08072015.pdf

 Report of Workshop with Prof. Bill Oakes, Purdue University, USA:

http://files.gtu.ac.in/circulars/15Jul/28072015_12.pdf

 Report of ISY 2015: http://gtu.ac.in/circulars/15June/16062015_17.pdf

 Report on GIC coordinators for final year framework:

http://old.gtu.ac.in/circulars/15June/22062015_11.pdf

 Report on Innovative Design Thinking workshop for Government officers:

http://files.gtu.ac.in/circulars/15Oct/19102015.pdf

 GTU has represented as Director of India chapter in 5thBoard of Directors Meeting of

APEN on June 6th2015 held at Institut Teknology Bandung, Indonesia, on behalf of GTU,
Centre for Industrial Design presented Deign Based Learning initiation at GTU. A report
on visit of the same: https://goo.gl/3s5uo3

Learning Design Thinking at Gujarat Technological University Page 18

 Course Abstract
Design Engineering – 1A (2130005) (3rd Semester)
Module 1: Understanding Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 3rd Semester
Duration: Six (6) months
Course category: Core - Basic
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Optimistic mind-set, Enthusiasm of learning new things, Un-learning

Relevance

This course is meant for beginners. The course is designed to initiate Design Thinking
understanding for the 3rd semester students.

Objective: Understanding Design Thinking

The course aims to expose students to the basic process and framework of Design Thinking
and relevant tools & techniques for Creativity & Innovation.

Course Contents

This Course is designed to give very basic understanding of the Design Thinking
methodology. The content is divided into week-wise activities to better understand the
course and to give enough time to all the learning aspects, but depending upon the type and
nature of projects, students and guide may re-schedule the activities.

In Design Engineering – 1A, student will select very basic and small, individual or team
project irrespective of their branch. This project would be from very general topic/domain
like designing something for yourself/parents/Teacher/Friends (Whole class may select
single project topic or similar topic in different small groups to have healthy competition
among the class). This kind of basic project would give good understanding of Design
Thinking process. In this module, student will use whole Design Thinking process as shown
in guideline document to complete their projects but here the learning objective or focus
would be more on Observation or Empathy process. So students need to give more time to
these phases and then reach up to the rough prototype phase. Students in 3rd semester
need to follow below week-wise activities to complete the course requirement for 3rd
semester.
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Design Thinking Process – with Tools & Techniques
Module 1: DE-1A Understanding Design Thinking
Broad segment Week Description Operational need

1 o Overview, objective and goal of this o Brief lecture/exercise

course o Hands on exercise to
o What is Design Thinking? - Its understand attributes of
importance, socio-economical Design Thinking
relevance
o Design thinking to foster innovation
o Relevance of design and design
thinking in engineering
o Systematic problem identification &
Design Thinking problem solving approaches
Introduction 2 o Domain Selection (general o Brief lecture/exercise
topic/products) o Hands-on sessions with
o Team Building Exercise cases/examples
o Log book, documentation strategy – o Individual logbook is
introduction, importance, preparation required
3 o Learning tools o Brief lecture/exercise
 Design in nature/Bio-mimicry o Next week Students need
 Design as a System approach to present on the learning
 Design as listening tool for from these topics
mapping users’ unmet needs

4,5,6 o Observation: Through AEIOU o Students will be

framework introduced to different
 Orientation to Field Work – Need observation/scouting
for field visit? methods in the theory
 What/How/Where to Observe session in class for all four
 Ethnographic tools and its usage weeks in different sessions
Empathization
 What difference it will make if the o Then during weeks, they
Phase
problem solved - partially or fully? need to visit their selected
 Could solution be worse than the domain/place for getting
problem? insights and define
 Key pain and pleasure points problems.
 Understanding of User Contexts o Minimum 4-5 field trips
 Log book exercise will be required to get

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For any query, kindly write to: design@gtu.edu.in
 Post-graduate Research Centre for Industrial Design
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 Analysis of Data - Mind Mapping better insights on users’
needs.
o Immerse via Role Playing
o Interview:
 Formal and Informal interview
 Students may use Stanford
methods given in below link -
http://dschool.stanford.edu/wp-
content/uploads/2013/10/METHODCAR
DS-v3-slim.pdf
o Summary of AEIOU activity/inputs o Class as well as
o Preparation of Mind Map, Empathy homework/field activity
Map
7 o Secondary research/Prior art search o After rigorous and
Define Phase: (prior art search is continuous activity systematic field exercises,
Problem and can be used in any phase to empathization and
Definition by strengthen the idea) Secondary Research
secondary o Diachronic and Synchronic analysis activities -student teams
research ,group o Group wise presentation followed by need to define their
work and Discussion problem here (it can be
presentation o Verification of problem identified by further validate through
team through users/stakeholders Ideation phase)

8 o Preparation of Ideation canvas o 2 hour – explanation of

 Brainstorming (What, Why, How, Ideation canvas to class
When, For Whom) o Then students will work
 Situation/Context/Location on their Ideation canvas
 Props/non-living (min 3 hours continuous
things/tools/equipment workshop)
 Opportunity mapping
9 o Combination of Ideas from o Student teams need to
Ideation Phase opportunity mapping discuss their Ideation
o Design Thinking is a Convergent- canvas with other teams,
Divergent process faculty guides and users
and take feedbacks
10 o Prioritizing and finalizing Idea (After o Students team need to
group discussion and consulting with validate the final Problem
faculty guide, student teams need to & idea/concept with
select their final problem & idea for Users/Stakeholders after
further development) this activity

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For any query, kindly write to: design@gtu.edu.in
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OPEN DESIGN SCHOOL

11 o Preparation of Product Development o 1.5 hour – explanation of

Canvas (PDC) product development
 Product Experience canvas to class
 Product Functions o Then students will work
 Product Features on their PD canvas (min 3
 Components hour continuous
o Sketching of mock concepts in log workshop)
book o Till 12th week of the
o Discussion on Product Development course, Students team will
Canvas (PDC) discuss on their PDC with
Product
other groups and faculty
Development
guide
Phase
o Refinement of PDC after
discussion
12 o Customer/User Revalidation o Till 13th week of the
(Reject/Redesign/Retain) course, student team will
o Refinement consult the
Users/Stakeholders for
their inputs for concept
finalization after various
stages and incorporate
necessary changes.

13 o Rough Prototype o Very early & rough

o Here strategy is “fail fast to succeed prototype
Proof of faster” o Made up of paper,
Concept cardboard, thermocol etc.
whichever material is
available
14 o Feedback & Final Report o As per the feedback
received from
Users/Stakeholders/other
student groups/guide,
Feedback &
student teams need to
Final Report
modify their design and
further action plan.
o Report writing should be
continuous activity
throughout the semester

Learning Design Thinking at Gujarat Technological University Page 4

For any query, kindly write to: design@gtu.edu.in
 Post-graduate Research Centre for Industrial Design
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Submissions by the end of 3rd semester shall be:
A. Process Report comprising:
a. Introduction (Describe your project in detail including domain – type, place, why and
how team selected this domain and why this domain is important in relation to
Design Thinking/Human-Centered process etc.)
b. Preparation of canvases based on different phase of Design Thinking
c. Feedback analysis with the user shall be clearly included in the report
d. Summary of findings of Prior Art Search on purpose/project theme (2 summary
papers per student)
e. Summary of the learning from Design Thinking
f. Summary on validation process and refinement in the rough prototype
g. Any other important aspects you feel should be included

B. AEIOU framework
C. Mind Map
D. Empathy Map
E. Ideation Canvas
F. Product Development Canvas (PDC)
G. Rough prototype model/Conceptual Plan-Layout for process related branches
H. Individual Log Book (duly signed by faculty guide)

Note: As per the guidelines and evaluation schemes given in this document, students need
to prepare report for their projects. Separate report format will not be provided by
University.

Learning Design Thinking at Gujarat Technological University Page 5

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Appendix 1: The END SEMESTER Evaluation Scheme for

Design Engineering-1A (2130005) (3rd Semester)

BE II year – all branches

To,

The Principals/ Directors of Colleges/ Institutes, the Heads of Departments and

GTU/Design Engineering coordinators:

Students deserve a proper practical/ viva/ project examination of the work that they have
done over the semester (or over the year for a 2-semester project).

It is the responsibility of the University and Colleges that all its examinations are conducted
fairly, sincerely and with due diligence.

So please look into the following:

1. Please make proper arrangements so that all the examinations start in-time. If due to
any reason, the exam should not start at the right time, please inform the examiners
that they should take extra time. But in no case the viva/ practical exam be conducted in
a hurry without giving sufficient time for evaluation of every student. If an exam is
scheduled to be held over two days, please make the necessary arrangements.

2. The University expects the Deans (and or special teams headed by the Dean or his/
her nominee) to visit the Colleges during the practical/ viva examinations.

3. Please see that all the necessary help and information is provided. Please receive
them so that they can do their job properly without wasting their time in searching for
the place and in contacting the concerned examiners and students. If they should
want to visit the laboratories/ workshops, please make the necessary arrangements.

4. Please inform the external examiner that he/ she must note down the best 3 projects
of the department and convey the details of such projects by uploading the details of
the project or/ and the complete project report on the University’s server or send it to
design@gtu.edu.in .

5. In case Internet or the server should not work, please provide the technical help to the
external examiner for preparing a CD of the reports of the best three projects of every
department and please make arrangements to deliver the CD to the examination
department of the University.

Learning Design Thinking at Gujarat Technological University Page 6

For any query, kindly write to: design@gtu.edu.in
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
PROCESS OF EVALUATION: At the ensuing 3rd semester examinations, the work of the students
in Design Engineering – 1A is to be evaluated through VIVA and the evaluation is to be out of
80 marks.

A Viva-Voce examination will be conducted at the end of the semester by a team of two
examiners, one of whom will be an internal Faculty Member, who may have taught the
subject. (Internal examiner must remain the same throughout the entire of examination for
batch). The other will be an external examiner to be appointed by the University. Both
examiners must be trained in Design Thinking through the FDP conducted by University.

(Please note that all the, other than DE subject, practical and viva voce examinations at the
end of the 3rd semester will be conducted internally by the College/ Institute.)

EVALUATION SCHEME:

Sr. Sub-Head
Particular
No. Weightage
Understanding of Design Thinking methodology/ need
1. 15
 Importance of various Learning tools of Design Thinking

Observation towards Empathy

 Field Activity/observation and outcome
2. 20
 Mind Mapping-Summarization and data analysis
 Observation Technique (AEIOU Summary)

Log book (Individual completed log book, duly signed by guide

3. 10
regularly)
Understanding of Canvases/Framework
 AEIOU, Mind Mapping
4.  Empathy mapping 15
 Ideation Canvas
 Product development

Design Problem Definition

5.  Secondary research/ Prior art search 10
 Diachronic and Synchronic analysis
Compilation of work report (process report), Future action plan,
6. 10
Question and Answer, Communication Skill
80

Learning Design Thinking at Gujarat Technological University Page 7

For any query, kindly write to: design@gtu.edu.in
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Note:

 Total Marks for the subject: 100 (Practical viva – 80 (External – 40 & Internal – 40),
Internal continuous evaluation – 20)
 Minimum passing marks: 40/80
 Ratio of evaluation by internal & external examiner appointed: 50% in each sub-head
 Examiner essentially needs to evaluate the learning process of the student during the
semester, not only the final outcome. As outcome is important for any project but during
the student stage, projects are intended for practical learning and “Learning by doing” is
the Mantra for Design Engineering subject (One should celebrate the failure also and learn
from it to get success). So please evaluate the process properly with giving sufficient time
for each project.
 Students need to explain all canvases prepared in hard copy to the panel of
examiners (internal and external).
 Power point presentation is not mandatory.

Learning Design Thinking at Gujarat Technological University Page 8

For any query, kindly write to: design@gtu.edu.in
 Course Abstract
Design Engineering – 1B (2140002) (4th Semester)
Module 2: Applying Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 4th Semester
Duration: Six (6) months
Course category: Core - Basic
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A

Relevance

This is a revision course designed for those who have undergone the fundamentals of Design
Thinking process in 3rd semester.

Objective: Applying Design Thinking

The course aims to validate the learnings from previous semester of the understanding Design
Thinking, by translating the concepts into exercises. Here branch specific topics need to be
selected by students and refine their learning for Design Thinking phases.

Course Contents

In the 3rd semester, students have learnt the basic Design Thinking methodology in DE-1A and
undergone the phases of the same with necessary tools and techniques using various
framework and canvases. In 3rd semester, students have worked upon general topic/domain
irrespective of their branch, now in 4th semester they need to select branch specific existing
artefact/component for Reverse Engineering and modify/redesign it as per the User’s needs
using Design Thinking. There are two basic objectives of introducing RE: (1) Students will learn
some basic concept from their branch and relate all stages/phases of Design Engineering with
their regular core subjects of particular branch in current or further semester/s as one of the
key objectives of Design Engineering subject is to absorb Design Thinking approach into core
engineering subject for practical learning (2) they will use Design Thinking process again to
refine the learning. In this module also whole Design Thinking process will be used by students,
but more emphasis on Ideation and initial Product Development phase. The content is divided
into week-wise activities to better understand the course and to give enough time to all the
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
learning aspects, but depending upon the type and nature of projects, students and guide may
re-schedule the activities.

Students in 4th semester need to follow below week-wise activities to complete the course
requirement for 4th semester.

Design Thinking Process – with Tools & Techniques

Module 2: DE-1B Applying Design Thinking
Broad segment Week Description Operational need

1 o Branch Specific existing topic o Brief lecture/exercise

selection for Reverse Engineering o In this semester, student
Domain/Topic (This topic must be different from 3 rd will use Design Thinking
Selection sem topic) process learnt in 3rd
o Team Selection (you can change your semester to modify the
team member here) selected RE topic
2, 3 o Reverse Engineering – Detailed study o Brief lecture/exercise
for Branch Specific learning o Hands-on practice
Reverse
o Dissemble the existing selected sessions with cases
Engineering
artefact/product/component/process /examples
(RE)
/system to study technical aspects
and design detail

4, 5 o Observation: Through AEIOU o Students need to visit

framework and other Ethnography their domain/place where
tools available they can interact with user
o Immerse via Role Playing for getting insights.
o Interview: Minimum 3-4 field trips
 Formal and Informal interview will be required to get
 Students may use Stanford better insights on users’
Empathization methods given in below link - needs.
Phase http://dschool.stanford.edu/wp- o Based on User’s need,
content/uploads/2013/10/METHODCAR students need to
DS-v3-slim.pdf redesign/modify the
o Modification for existing selected existing
artefact/product/component/process artefact/product/compon
/system based on User’s need ent/process/system for RE
o Preparation of Mind Map, Empathy
Map

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Note: For details of activities on various phases, students should consider the 3 rd semester week-
wise table, as Design Thinking process will be same with different projects.
6, 7, 8 o Preparation of Ideation canvas based o Students will work on
on modification considered at their Ideation canvas (min
Empathy phase 3 hours continuous
o Learning Tools: workshop)
Ideation Phase  Learning by analogy, artefactual,
heuristic and gestalt model
o Combination of Ideas from
opportunity mapping
o Preparation of Ideation canvas

9, 10 o Preparation of Product Development o Students will work on

Canvas (PDC) to modify existing their PD canvas (min 3
product hour continuous
 Product Experience workshop)
 Product Functions o Students team will discuss
 Product Features on their PDC with other
 Components groups and faculty guide
Product o Sketching of mock concepts in log and get the feedback
Development book o Refinement of PDC after
Phase o Discussion on PDC discussion
o SCAMPER tool
11 o Customer/User Revalidation o Till 12th week of course,
(Reject/Redesign/Retain) student team will consult
o Refinement Users/Stakeholders for
their inputs on concept
and incorporate necessary
changes

Pre-Design & 12, 13 o Pre-Design with LNM o Building the solutions

Rough o Prototype (Here strategy is to fail fast exercises
Prototype to succeed fast) o Iterate, Iterate, Iterate…..
14 o Feedback & Final Report o As per the feedback
received from
Users/Stakeholders/other
student groups/guide,
Feedback &
student teams need to
Final Report
modify their design and
further action plan.
o Report writing should be
continuous activity
throughout the semester

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Description of activities for DE – 1B (4th semester)

1. Selection of Branch specific

existing artefact for RE
2. Study the selected artefact through RE
topic and modify it based on Design Thinking
learnt in 3rd semester

3. Prepare all canvases and framework

for selected RE topic
4. Based on idea developed during
the above process, prepare pre-
design and LNM

5. Rough Prototype

Reverse Engineering (Tear Down Lab approach)

Reverse Engineering, also called as Back Engineering, is the processes of

extracting knowledge or design information from anything man-made and re-producing it or
reproducing anything based on the extracted information. The process often involves
disassembling something (a mechanical device, electronic component, computer program, or
biological/chemical/organic matter) and analysing its components and workings in detail [1].

Activity 01 - Select Branch Specific artefact/component and Disassemble it

Each group has to select one branch specific component/product/artefact/program for reverse
engineering activity for their DE-1B project and modify the same based on extracted
information as per User’s needs. This activity is to learn about some basic technical aspects
involved in designing something related to particular branch.

[1]
https://en.wikipedia.org/wiki/Reverse_engineering

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 Post-graduate Research Centre for Industrial Design
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Steps need to follow for Reverse Engineering (but not limited to, it may vary as per selected
topic/project):

1. Select branch specific artefact/component

2. Disassemble it for learning the technical/engineering aspects involved in it
3. Apply Design Thinking approach to find out the Unmet needs of User related to selected
artefact/component
4. Follow phases of Observation, Empathy, Ideation and Product Development by
preparing related canvases/frameworks
5. Modify/redesign the artefact/component to meet Users unmet needs

After Reverse Engineering study, with extracted information from branch specific
artefact/component, Students’ team need to apply Design Thinking approach learnt in 3 rd
semester (all phases of 3rd semester DE-1A would repeat here) to modify/redesign that selected
artefact/component based on User’s unmet needs. Here one need to make all canvases and
framework again as topic is different than 3 rd semester.

Activity 02 – User Feedback based refinement and redesign (Using Design Thinking Process
learnt in 3rd semester, for further refinement of learning)

After Reverse Engineering phase, Students must have to verify their revised concepts of
selected artefact/component with the user before investing their time and efforts further. This
will help students to verify their concepts and help in clarifying the insights that they need for
implementing their idea. Students will again visit the domain/area of their selected
artefact/component for reverse engineering and verify their modification approach taken up in
the PD canvas with the user for functions, features and components. At this stage, one may find
that one has to modify the prepared Canvases on the basis of feedback given by user.

After carrying out the feedback analysis, students are required to verify the important aspects,
in line with the context of five principles, namely:

i. Technological,
ii. Aesthetic,
iii. Ergonomics,
iv. Environment, and
v. Cost.

For the design problem, each of their components, functions and features of the proposed
solution will be checked using the above five principles. This verification may lead to
modification and improving of their concept.

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Activity 03 - Prior art search

Each student will search at least 2 most relevant research and development work through
journals, patent databases, literature of similar products and any other resource, which can
provide information related to their product/ idea/ concept. The students are expected to read
thoroughly these documents and make a summary (2-3 pages) of the work described in the
documents in their own words. This exercise will ensure, to some extent, the novelty of the idea,
as well as enable students to understand on-going works in the field, relevant to their project.

Phase 2: Pre-Design

Now, after getting feedback from Users on the modification requirements and finalization on
which concept the team will work, students need to work on Pre-Design phase. Basic Pre-design
calculations which roughly decide size/shape/material requirements/manufacturing
process/design specifications/applicable standards etc. needs to be identified. Students’ need
to work on identifying the learning needs in Phase 2 that would help to complete the projects
further as well as in their professional career. These needs would be mostly industrial/practical
needs which are not included in the regular BE syllabus and are important for the students’ to
learn the skillsets required by the industry.

Activity 04 - Learning Need Matrix (LNM)

Every group of students, with the guidance of their Faculty Guide, need to identify at this stage,
the needs for the generic learning, required while they develop their idea. The learning
requirements will depend upon and may be specific for the concept/idea for their solution. This
will help students to do the research in a timely manner so that they are able to obtain the
specific learning/ understanding, they would require for designing the product.

With understanding of the basic branch/ project related subjects, (after having discussions with
and the guidance of their Faculty Guide) students will be able to identify tools/ use of software/
applicable standards/ material / design specifications/ theories/ principles/ methods/
experiments related needs to be acquired by them to complete their projects successfully.

After identifying the specific learning that will be required to develop their
idea/product/concept further, the students have to distribute learning requirements among the
members of the group and each member has to learn minimum one component of LNM, in
consultation with the Faculty Guide. Students need to make LNM and include it in their report.
LNM would include four major aspects as below:

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 Post-graduate Research Centre for Industrial Design
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1. Theories/ Methods/ Application Process Involved/ Mathematical Requirement
2. Applicable Standards and Design Specifications/ Principles & Experiments
3. Software/ Tools/ Simulation Methods/ Skill
4. Components Materials’ & strengths criteria (Exploration- varieties/testing requirements)

Basic instructions for LNM:

a) The requirements of the core discipline should be identified, may be in relation with the
topic of projects, to better correlate the learnings. At the same time the group has to
work out the learning needs of the inter-disciplinary domains. The learning
responsibilities shall be distributed equally among the group members. Also all
learnings requirement to be brought on a mutually fixed timeline.
b) Here do not concentrate only the requirements that are useful for current project, but
aim for gaining practical learning/skillset that is required by industry, but try to learn
gradually all the required skills before graduation.
c) Students (along with faculties) shall identify practical limitations due to non-coverage in
syllabus to develop their product and focus on the same from the early stages (i.e. Sem.
4) so that development (manufacturing level detailing) of their project, as desired, can
be finished.
d) Student must learn at-least one component in Sem. 4 which may be learnt in greater
details in the rest of the semesters. The students, with the help of the Faculty Guide, will
need to prioritize the learning needs and the level of understanding required. However,
basis of interest, students may learn more than one components identified in LNM.
e) The students may prepare a comprehensive LNM for the learning needs for their idea/
concept/projects. Also, they may prepare one LNM showing assigned learnings to each
individual. Ideally, students need to prepare timeline for all the stages of LNM by the
end of the 4th semester with aim of learning at least one component by each group
members.

Proof of Concept

This would be the very early stage of prototyping technique where the objective is “To succeed
faster, you need to fail fast” to save on energy, time and money. So failure in projects shall be
welcomed by students and faculty members to learn from it.

Activity 05 – Dirty Mock-ups/ Fast-prototype/ Schematic plan

The students shall be preparing the rough prototype/ schematic plan on the product/ concept
they wish to develop. Here, the students need to show the very basic design calculations/
mathematical aspects (estimated) in the process report, involved in the product development,
Learning Design Thinking at Gujarat Technological University Page 7
 Post-graduate Research Centre for Industrial Design
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based on which the rough prototype/ schematic plan has been prepared. The students s hall be
expressing their concept/ idea in a clear and understandable form through description, figures,
calculations, drawings, model etc. They may also use animations, pictures, drama, skits or
video-clips to explain the idea. By doing this students will learn and understand the technical
and feasibility aspects of their concept.
Upon preparation of the fast-prototype/ schematic plan on the concept they wish to develop, it
needs to be verified by involving some actual users. The students may take their rough
prototype to the user and discuss their conceptual thoughts and verify whether the user’s
expectations are along with the anticipated lines. This inter-action may require the inclusion of
any missing or overlooked functions and/or features. Based on such discussions, students will
further perform refinement in their design.

Submissions by the end of 4 th semester shall be:

A. Process Report comprising:
a. Introduction (Reverse Engineering – Selection and disassembling of
artefact/component)
b. Preparation of canvases using Design Thinking based on reverse engineering exercise
c. Feedback analysis with the user shall be clearly included in the report
d. Summary of findings of Prior Art Search on their purpose/project theme (2 summary
papers per student)
e. Summary of the learning from Reverse Engineering activity
f. Basic Pre-design calculation which roughly decided size/shape/material
requirement/manufacturing process/design specifications/applicable standards
g. Summary on validation process and refinement in the first-prototype
h. Any other important aspects you feel should be included

B. Learning Needs Matrix (LNM)

a. Summary on learning needs by students in the 4 th Semester shall be included in
report with allocation of learning requirements among the members of the group
b. With timeline and semester specific learning by team members

C. Fast-prototype model/Conceptual Plan-Layout for process related branches

Note: As per the guidelines and evaluation schemes given in this document, students need
to prepare report for their projects. Separate report format will not be provided by
University.

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 Post-graduate Research Centre for Industrial Design
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Appendix 1: The END SEMESTER Evaluation Scheme for

Design Engineering – 1B (2140002) (4th Semester)

BE – II year – all branches

To,

The Principals/ Directors of Colleges/ Institutes, the Heads of Departments and

GTU/Design Engineering coordinators:

Students deserve a proper practical/ viva/ project examination of the work that they have
done over the semester (or over the year for a 2-semester project).

It is the responsibility of the University and Colleges that all its examinations are conducted
fairly, sincerely and with due diligence.

So please look into the following:

1. Please make proper arrangements so that all the examinations start in-time. If due to
any reason, the exam should not start at the right time, please inform the examiners
that they should take extra time. But in no case the viva/ practical exam be conducted in
a hurry without giving sufficient time for evaluation of every student. If an exam is
scheduled to be held over two days, please make the necessary arrangements.

2. The University expects the Deans (and or special teams headed by the Dean or his/
her nominee) to visit the Colleges during the practical/ viva examinations.

3. Please see that all the necessary help and information is provided. Please receive
them so that they can do their job properly without wasting their time in searching for
the place and in contacting the concerned examiners and students. If they should
want to visit the laboratories/ workshops, please make the necessary arrangements.

4. Please inform the external examiner that he/ she must note down the best 3 projects
of the department and convey the details of such projects by uploading the details of
the project or/ and the complete project report on the University’s server or send it to
design@gtu.edu.in.

5. In case Internet or the server should not work, please provide the technical help to the
external examiner for preparing a CD of the reports of the best three projects of every
department and please make arrangements to deliver the CD to the examination
department of the University.

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 Post-graduate Research Centre for Industrial Design
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PROCESS OF EVALUATION: At the ensuing 4th semester examinations, the work of the students
in Design Engineering - 1B is to be evaluated by VIVA and the evaluation is to be out of 80
marks.

A Viva-Voce examination will be conducted at the end of the semester by a team of two
examiners, one of whom will be an internal Faculty Member, who may have taught the subject
(Internal examiner must remain the same throughout the entire of examination for batch). The
other will be an external examiner to be appointed by the University. Both examiners must be
trained in Design Thinking through the FDP conducted by University.

(Please note that all the other practical and viva voce examinations at the end of the 4th
semester will be conducted internally by the College/ Institute.)

EVALUATION SCHEME:

Sr. Sub-Head
Particular
no. Weightage
Phase 1: Reverse Engineering (RE)
 Selection of Branch specific component/product/artefact/program 15
1.
 Disassembly/Analysis of the component/product/artefact/program
and learning about the topic
User Feedback based refinement and redesign of the RE topic based on
3rd semester learning
 Understanding of User’s need for Reverse Engineering topic and
2. preparation of canvases/framework for this topic (AEIOU, Mind 15
Mapping, Empathy mapping, ideation, product development)
 Prior art search (Two Papers study and summary reports)
 Summary of the learning from Reverse Engineering activity
Phase 2: Pre-Design
 Learning Need Matrix (LNM) and the skill set learnt in this semester
so far 15
3.
 Basic Pre-design calculation which roughly decide size/shape/material
requirement/manufacturing process/design specifications/applicable
standards
Phase 3: Proof of Concept
4. 15
 Dirty Mock-ups/ Fast-prototype/ Schematic plan

5. Log book (Individual completed log book, duly signed by guide regularly) 10

Report: (Compilation of work, Future action plan, Question and Answer,

6. 10
Communication Skill)

80

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 Post-graduate Research Centre for Industrial Design
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Note:

 Total Marks for the subject: 100 (Practical viva – 80 (External – 40 & Internal – 40),
Internal continuous evaluation – 20)
 Minimum passing marks: 40/80
 Ratio of evaluation by internal & external examiner appointed: 50% in each sub-head
 Examiner essentially needs to evaluate the learning process of the student during the
semester, not only the final outcome. As outcome is important for any project but during
the student stage, projects are intended for practical learning and “Learning by doing” is
the Mantra for Design Engineering subject (One should celebrate the failure also and learn
from it to get success). So please evaluate the process properly with giving sufficient time
for each project.
 Students need to explain all canvases prepared in hard copy to the panel of
examiners (internal and external).
 Power point presentation is not mandatory.

Learning Design Thinking at Gujarat Technological University Page 11

 Course Abstract
Design Engineering – 2A (2150001) (5th Semester)
Module 3: Applying Design Thinking
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 5th Semester
Duration: Six (6) months
Course category: Core - Advance
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A, Design Engineering – 1B

Relevance

This is a mid-level course designed for those who have undergone the fundamentals of Design
Thinking process in 2nd year and understand the importance and process completely.

Objective: Applying Design Thinking

The course aims to validate the learnings from the understanding Design Thinking course, by
translating the concepts into exercises. In this module, students will work upon community
based projects to validate their learning of Design Thinking process.

Course Contents

Students have learnt the fundamentals of Design Thinking methodology in 2nd year and
successfully gone through the process twice while working on general as well as branch specific
topics. Now in 5th and 6th semester, being a socially responsible engineer, students need to
work on community/society based project using Design Thinking process. Here in 5th semester
emphasis would be on Observation, Empathy, Ideation and Product Development; while in 6th
semester emphasis will be on detail design, prototyping and validation of the solutions in real
environment. At this stage, it is essential to identify parameters and check five basic design
principles viz. 1) Technical, 2) Ergonomics, 3) Aesthetics , 4) Cost and 5) Environment keeping
System Approach in mind. Designing something new involves several iterations on different
stages/ components/ aspects. Before investing further resources in terms of time/ money/
manpower it is important to strengthen these five principles to advance for novelty. It will
include several rigorous iterative efforts to make final product/process.
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
It is essential for students to enhance and refine their learning by using Design Thinking
process, keeping System Approach in mind while working on projects.

The content is divided into week-wise activities to better understand the course and to give
enough time to all the learning aspects, but depending upon the type and nature of projects,
students and guide may re-schedule the activities. Students in 5th semester need to follow
below week-wise activities to complete the course requirement for 5 th semester.

Design Thinking Process – with Tools & Techniques

Module 3: DE-2A Applying Design Thinking
Broad segment Week Description Operational need

1, 2 o Domain Selection o Brief lecture/exercise

(Community/Society based topic) o Government, NGO or any
o Students need to decide their Social agencies can be
Orientation
community/society based problem contacted for project
with revision of
(here community people would be o Individual logbook is
Design Thinking main stakeholder for the project) required
o Team Building Exercise
o Log book

3, 4, 5 o Observation: Through AEIOU o Students will use different

framework observation/scouting
o Immerse via Role Playing methods for Observation
o Interview: and Empathy
 Formal and Informal interview o Then, they need to visit
 Students may use Stanford their domain/place of
methods given in below link - interest for getting
Empathization http://dschool.stanford.edu/wp- insights and define
Phase content/uploads/2013/10/METHODCAR problems.
DS-v3-slim.pdf o Several field trips will be
required to get better
insights on users’ needs.
o Summary of AEIOU activity/inputs o Class as well as
o Preparation of Mind Map, Empathy homework/field activity
Map
Problem 6 o Secondary research/Prior art search o After rigorous and
Definition by o Diachronic and Synchronic analysis systematic field exercises,
secondary o Group wise presentation followed by empathization and

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research, group Discussion Secondary Research
work and o Verification of problem identified by activities -student teams
presentation team through users/stakeholders need to define their
problem here (it can be
further validate through
Ideation phase)

7, 8, 9 o Preparation of Ideation canvas o students will work on their

 Brainstorming (What, Why, How, Ideation canvas
When, For Whom) o Student teams need to
 Situation/Context/Location discuss their combination
 Props/non-living of ideas from Ideation
things/tools/equipment canvas with other teams,
 Opportunity mapping faculty guides and users
o Combination of Ideas from and take feedbacks.
Ideation Phase opportunity mapping
o Design Thinking is a Convergent-
Divergent process
10 o Prioritizing and finalizing Idea (After o Students team need to
group discussion and consulting with validate the final Problem
faculty guide, student teams need to & idea/concept with
select their final problem & idea for Users/Stakeholders after
further development) this activity

11 o Preparation of Product Development o students will work on their

Canvas (PDC) PD canvas
 Product Experience o Till 12th week of the
 Product Functions course, Students team will
 Product Features discuss on their PDC with
 Components other groups and faculty
o Sketching of mock concepts in log guide
Product
book o Refinement of PDC after
Development
o SCAMPER tool discussion
Phase
12 o Customer/User Revalidation o Till 13th week of the
(Reject/Redesign/Retain) course, student team will
o Refinement consult the
Users/Stakeholders for
their inputs on concept
and incorporate necessary
changes

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13 o Pre-Design o Design Thinking is iterative
o Iteration & Modification based on and experimental in
feedbacks nature, so before investing
Proof of
o Rough Prototype in material, money,
concept
o Iterate, Iterate, Iterate….. resources and time, one
should have all possible
iterations
14 o Feedback & Final Report o As per the feedback
received from
Users/Stakeholders/other
student groups/guide,
Feedback &
student teams need to
Final Report
modify their design and
further action plan.
o Report writing should be
continuous activity
throughout the semester

By the end of 5th semester, student’s team will be ready with their well-defined Design Problem
and probable solutions to that problem as shown in above table.

Submissions by the end of 5th semester shall be:

A. Process Report comprising:
a. Introduction (Describe your project in detail including domain – type, place, why and
how team selected this domain and why this domain is important in relation to
Design Thinking/Human-Centered process etc.)
b. Preparation of canvases based on different phase of Design Thinking
c. Feedback analysis with the user shall be clearly included in the report
d. Summary of findings of Prior Art Search on purpose/project theme (2 summary
papers per student)
e. Summary of the learning from Design Thinking
f. Summary on validation process and refinement in the rough prototype
g. Any other important aspects you feel should be included

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B. AEIOU framework
C. Mind Map
D. Empathy Map
E. Ideation Canvas
F. Product Development Canvas (PDC)
G. Rough prototype model/Conceptual Plan-Layout for process related branches
H. Individual Log Book (duly signed by faculty guide)

Note: As per the guidelines and evaluation schemes given in this document, students need
to prepare report for their projects. Separate report format will not be provided by
University.

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 Post-graduate Research Centre for Industrial Design
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Appendix 1: The END SEMESTER Evaluation Scheme for

Design Engineering – 2A (2150001) (5 th Semester)

BE III year – all branches

To,

The Principals/ Directors of Colleges/ Institutes, the Heads of Departments and

GTU/Design Engineering coordinators:

Students deserve a proper practical/ viva/ project examination of the work that they have
done over the semester (or over the year for a 2-semester project).

It is the responsibility of the University and Colleges that all its examinations are conducted
fairly, sincerely and with due diligence.

So please look into the following:

1. Please make proper arrangements so that all the examinations start in-time. If due to
any reason, the exam should not start at the right time, please inform the examiners
that they should take extra time. But in no case the viva/ practical exam be conducted in
a hurry without giving sufficient time for evaluation of every student. If an exam is
scheduled to be held over two days, please make the necessary arrangements.

2. The University expects the Deans (and or special teams headed by the Dean or his/
her nominee) to visit the Colleges during the practical/ viva examinations.

3. Please see that all the necessary help and information is provided. Please receive
them so that they can do their job properly without wasting their time in searching for
the place and in contacting the concerned examiners and students. If they should
want to visit the laboratories/ workshops, please make the necessary arrangements.

4. Please inform the external examiner that he/ she must note down the best 3 projects
of the department and convey the details of such projects by uploading the details of
the project or/ and the complete project report on the University’s server or send it to
design@gtu.edu.in .

5. In case Internet or the server should not work, please provide the technical help to the
external examiner for preparing a CD of the reports of the best three projects of every
department and please make arrangements to deliver the CD to the examination
department of the University.

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PROCESS OF EVALUATION: At the ensuing 5th semester examinations, the work of the students
in Design Engineering – 2A is to be evaluated by VIVA and the evaluation is to be out of 80
marks.

A Viva-Voce examination will be conducted at the end of the semester by a team of two
examiners, one of whom will be an internal Faculty Member, who may have taught the
subject. (Internal examiner must remain the same throughout the entire of examination for
batch). The other will be an external examiner to be appointed by the University. Both
examiners must be trained in Design Thinking through the FDP conducted by University.

(Please note that all the other practical and viva voce examinations at the end of the 5th
semester will be conducted internally by the College/Institute.)

EVALUATION SCHEME:

Sr. Sub-Head
Particular
No. Weightage
Observation towards Empathy
 Field Activity/observation and outcome
1. 20
 Mind Mapping-Summarization and data analysis
 Observation Technique (AEIOU Summary)
Log book (Individual completed log book, duly signed by guide
2. 10
regularly)
Design Problem Definition
3.  Secondary research/ Prior art search 10
 Diachronic and Synchronic analysis
Canvases/Frameworks
 AEIOU, Mind Mapping
4.  Empathy mapping 15
 Ideation Canvas
 Product development

5. Pre-Design Calculations 15

Compilation of work report (process report), Future action plan,

6. 10
Question and Answer, Communication Skill
80

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Note:

 Total Marks for the subject: 100 (Practical viva – 80 (External – 40 & Internal – 40),
Internal continuous evaluation – 20)
 Minimum passing marks: 40/80
 Ratio of evaluation by internal & external examiner appointed: 50% in each sub-head
 Examiner essentially needs to evaluate the learning process of the student during the
semester, not only the final outcome. As outcome is important for any project but during
the student stage, projects are intended for practical learning and “Learning by doing” is
the Mantra for Design Engineering subject (One should celebrate the failure also and learn
from it to get success). So please evaluate the process properly with giving sufficient time
for each project.
 Students need to explain all canvases prepared in hard copy to the panel of
examiners (internal and external).
 Power point presentation is not mandatory.

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 Course Abstract
Design Engineering – 2B (2160001) (6th Semester)
Module 4: Building the Solution
Name of the Discipline & the Programme: Every discipline of the Engineering
Usual time of occurrence: 6th Semester
Duration: Six (6) months
Course category: Core - Advance
Credits: 03
Examination Pattern: Only Practical/Viva exam at end of semester
Prerequisites: Design Engineering – 1A, Design Engineering – 1B, Design Engineering – 2A

Relevance

This is an advance level course designed for those who have undergone the fundamentals of
Design Thinking process and understand the importance and process completely.

Objective: Building the Solution

The course aims to validate the learnings from the understanding Design Thinking course by
translating the concepts into exercises. In this module, student will continue their work from 5 th
semester on Community based project and complete the Design Thinking cycle with emphasis
on product development, detail design, prototyping and validation of the solutions in real
environment.

Course Contents

Students have started community based projects and successfully gone through the process of
Observation, Empathy, Ideation and initial stages of Product Development in 5th semester. Now
in 6th semester, they will continue their work from concept to product development, detail
design, prototyping and validation of the solutions in real environment. All students’ team need
to work towards final prototype and then test it in real environment. Final working model with
YouTube video link is required for this module.

In 6th semester, students will consider various design considerations as described further in this
document for detail design and then first prepare their models in software if required and then
use prototyping techniques to further build the concepts. The content is divided into week-wise
activities to better understand the course and to give enough time to all the learning aspects,
but depending upon the type and nature of projects, students and guide may re-schedule the
 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
activities. Students in 6th semester need to follow below week-wise activities to complete the
course requirement for 6th semester.

Design Thinking Process – with Tools & Techniques

Module 4: DE-2B Building the Solutions
Broad segment Week Description Operational need

1 o Plan of Action in 6th semester o Discussion with faculty

System level  Based on revalidation, feedback guide and modification
Design from last semester (5th semester) based on feedbacks
plan for future aspects

2, 3, 4 o Detailed Design (including all aspects o Brief lecture/exercise

of products, material, process, o Very minute details of the
Detailed Design resources, standards etc.) concept will be considered
o Prototyping techniques
may be used to iterate

5, 6, 7 o CAD Modelling & Analysis (Branch o Software saves on time,

specific software will be used money, resources etc.
CAD Modelling & depending on projects) o Branch specific softwares
Analysis must be provided by the
college for students to use
for their projects

8, 9, o Prototyping (sequential prototyping o Prototype does not mean

10, 11 for iterations) final product or working
Building the o Customer Revalidation model but it is the
solutions
o Modification process/phase to reach up
o Iterate, Iterate, Iterate….. to final product

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12 o Final working model should be o YouTube link of final
prepared working model is required
(The projects that involve higher cost for full mark
Final Prototype and limitations on technology should
be allowed other ways of prototyping
other than working model)

13 o Open project showcase/fair for o This fair should be open

showing the projects for Students, for all in surrounding area
Project Fair faculty members, local people and of college
industrialists o It is compulsory to
organize DE project fair
14 o Feedback & Final Report o As per the feedback
received from
Users/Stakeholders/other
student groups/guide,
Feedback &
student teams need to
Final Report
modify their design and
further action plan.
o Report writing should be
continuous activity
throughout the semester

In the 6th semester, student’s team will validate their concept and detailed design part with
reference to (1) Design for performance, safety and reliability, (2) Design for Ergonomics and
Aesthetics, (3) Design for Manufacturing & Assembly (DFMA), (4) Design for cost &
Environment, (5) Modelling and Analysis of their design (6) Prototyping (7) Engineering
Economics of Design, (8) Design for Use, Reuse and Sustainability and (9) Test the prototype.
And additionally students will also learn topic like (10) Ethics in Design.

Following aspects should be taken into account while developing product.

1. Design for Performance, Safety and Reliability:

 Design for performance: The final product/process must perform for designed
(projected in Product Development Canvas - PDC) features and functions as per the
requirement of the user in actual working environment (revealed through rough-
prototype validation).

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 Design for Safety: Safety is the most important aspect of human centric
product/process. Reasonable factor of safety should be taken into account considering
all adverse and factual factors (Ideation canvas – location/context/situation may be
referred back here) as there is human interaction with product/process in manifold
circumstances.
 Design for Reliability: Reliability is the ability of a system or component to perform its
required functions under stated conditions for a specified period of time 1. Your final
product/process should be reliable as required by the user and should perform its
desired functions as required for desired time period.

2. Design for Ergonomics and Aesthetics:

 Ergonomics is all about designing for human factors/comforts wherever they interact
with product/process and surrounding environments. According to the International
Ergonomics Association within the discipline of ergonomics there exist domains of
specialization: (a) Physical Ergonomics – is concerned with the human anatomy, bio
mechanical and physiological ability and its relevance to the product and surrounding
systems; (b) Cognitive Ergonomics – is concerned with the mental ability such as
perception, memory, reasoning and response power as they affect the interactions
between humans and products/systems ; (c) Organizational Ergonomics – is concerned
with the optimization of socio-technical systems including organizational structures,
policies and processes.
 Aesthetics is all about designing for physical appearance (looks) of the product. In
current time, customers are willing to buy the products which have stunning looks with
respect to their competitive products. Design for Aesthetics includes appearance, style,
colour, form/shape, visuals and so on.

3. Design for Manufacturability & Assembly (DFMA)

 DFMA stands for two terms; DFM – Design for Manufacturability which means for ease
of manufacturing of parts/components of final product. DFA – Design for Assembly
which means manufactured parts can be easily assembled to form a final product.
DFMA approach helps to design and manufacture/construct the product easily and
economically. Designer must design components/parts that can be easily manufactured
with available resources at minimum cost of production and can be easily assembled by
assembly personnel. The intentions behind implementing DFMA practice in product
development is to minimize manufacturing and assembly cost, improve efficiency,

1
Definition by IEEE.
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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
eliminate waste of material and time. Iteration on involved raw materials may be
performed to check available alternatives – as materials play a major role in production
cost. Basic guidelines may be followed as below:
 Check for alternative and compatible raw materials (Refer/ revise to LNM)
 Minimize the number of parts (Refer/ revise to PDC)
 Develop a modular design
 Design parts to be multi-functional
 Design parts for multiple-use
 Design for ease of fabrication/ production/ assemble
 Minimize assembly paths
 Avoid separate fasteners (i.e. monolithic units)
 Eliminate adjustments as possible (i.e. movement in parts addressing multiple use –
it’s a trade-off)
 Design for minimum handling
 Avoid use of additional tools when possible
 Minimize subassemblies (i.e. joining and removing some of the parts)
 Use standard parts when possible (refer/ revise to LNM)
 Simplify operations
 Design for efficient and adequate testing (refer/ revise to LNM)
 Use repeatable & understood processes
 Analyze failures
 Rigorously assess value (i.e. cost of production against minimizing cost of human
efforts being done at present – Refer to AEIOU observation framework)

4. Design for Cost, Environment

 Design for cost means designing for lowest possible life cycle cost. It involves – assumed
product design cost (manufacturing), delivery cost (to the end-user) as well as cost of
operation and maintenance.
 Design for environment strategy describes best practices of designing a product/process
to minimize health and environmental ill-impacts. Four main concepts of Design for
Environment includes: (a) Design for Environmental aspects during Processing and
Manufacturing; (b) Design for Environmental aspects in Packaging; (c) Design for
Disposal or Reuse (i.e. after end of product/ process life-cycle as involved in one’s case);
(d) Design for Energy Efficiency (i.e. energy consumption during the product/ process
usable life)

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5. Modelling and Analysis using Software:
 Branch Specific software can be used for simulation/analysis purpose to further refine
the design before investing more time, money and resources.

6. Prototyping and Proofing of Concepts:

 Prototypes, Models and Proof of concepts
o Prototypes [1]: Prototypes are the first full scale and usually a functional form of
design and in this sense, it is a working models of designed parts/artefacts. They
are tested in the same environments in which they are expected to perform as
final products.
o Models [1]: A model is “a miniature representation of something”. They may be a
paper model or computer model or physical model. Models are usually a smaller
and made of different material than are of original products, and they are tested
in laboratory or controlled environment to validate their expected behaviour.
o Proof of Concepts [1]: A proof of concept, in this context, refers to a model of
some part of a design that is used specifically to test whether a particular
concept will actually work as proposed. Proof of concept test will validate the
idea or concept in controlled environment.
 Building series of Prototypes to further refine the project
 How much it will cost?

7. Engineering Economics of Design:

 Cost Estimation
 Labour, Material and overhead cost
 The time value of money

8. Design for Use, Reuse and Sustainability

 Design for USE – How long this design will work?
o Reliability
o Maintainability
 Design for Reuse
 Design for Sustainability

[1]
Engineering Design – A project Based Introduction by Clive L. Dym, Patrick Little, Elizabeth J.
Orwin – Wiley publications

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 Post-graduate Research Centre for Industrial Design
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9. Test the prototype
 Test your design in real operational environment and then iterate if required.

10. Ethics in Design

 Codes of Ethics
 Ethics: Understanding Obligations
 Ethics: on engineering practice and the welfare of the public
 Ethics: Always a part of engineering practice

Optional Areas:

GTU Innovation Council will help in below areas for the students whose projects are innovative
& extraordinary and who really want to develop their projects further. Visit
http://www.gtuinnovationcouncil.ac.in/ for more info.

 Design Support
 Intellectual Property Right
 Business Model Canvas
 Student Start-up
 Incubation and Co-working space

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 Post-graduate Research Centre for Industrial Design
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Submissions by the end of 6th semester shall be:
A. Process Report comprising:
a. Introduction (Describe your project in detail including domain – type, place, why and
how team selected this domain and why this domain is important in relation to
Design Thinking/Human-Centered process etc.)
b. Canvases and framework from 5th semester based on different phase of Design
Thinking
c. Feedback analysis with the user and Summary on validation process and refinement
in the rough prototype shall be clearly included in the report
d. Detail design calculations/data
e. CAD/Software modelling details
f. Testing of final model if available
g. Any other important aspects you feel should be included

B. Iterative versions of the prototype models with all necessary details

C. Individual Log Book (duly signed by faculty guide)

Note: As per the guidelines and evaluation schemes given in this document, students need
to prepare report for their projects. Separate report format will not be provided by
University.

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
Appendix 1: The END SEMESTER Evaluation Scheme for
Design Engineering – 2B (2160001) (6th Semester)
BE - III year – all branches

To,

The Principals/ Directors of Colleges/ Institutes, the Heads of Departments and

GTU/Design Engineering coordinators:

Students deserve a proper practical/ viva/ project examination of the work that they have
done over the semester (or over the year for a 2-semester project).

It is the responsibility of the University and Colleges that all its examinations are conducted
fairly, sincerely and with due diligence.

So please look into the following:

1. Please make proper arrangements so that all the examinations start in-time. If due to
any reason, the exam should not start at the right time, please inform the examiners
that they should take extra time. But in no case the viva/ practical exam be conducted in
a hurry without giving sufficient time for evaluation of every student. If an exam is
scheduled to be held over two days, please make the necessary arrangements.

2. The University expects the Deans (and or special teams headed by the Dean or his/
her nominee) to visit the Colleges during the practical/ viva examinations.

3. Please see that all the necessary help and information is provided. Please receive
them so that they can do their job properly without wasting their time in searching for
the place and in contacting the concerned examiners and students. If they should
want to visit the laboratories/ workshops, please make the necessary arrangements.

4. Please inform the external examiner that he/ she must note down the best 3 projects
of the department and convey the details of such projects by uploading the details of
the project or/ and the complete project report on the University’s server or send it to
design@gtu.edu.in .

5. In case Internet or the server should not work, please provide the technical help to the
external examiner for preparing a CD of the reports of the best three projects of every
department and please make arrangements to deliver the CD to the examination
department of the University.

Learning Design Thinking at Gujarat Technological University Page 9

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 Post-graduate Research Centre for Industrial Design
OPEN DESIGN SCHOOL
PROCESS OF EVALUATION: At the ensuing 6th semester examinations, the work of the students
in Design Engineering-2B is to be evaluated by VIVA and the evaluation is to be out of 80
marks.

A Viva-Voce examination will be conducted at the end of the semester by a team of two
examiners, one of whom will be an internal Faculty Member, who may have taught the
subject. (Internal examiner must remain the same throughout the entire of examination for
batch). The other will be an external examiner to be appointed by the University. Both
examiners must be trained in Design Thinking through the FDP conducted by University.
(Please note that all the other practical and viva voce examinations at the end of the 6th
semester will be conducted internally by the College/ Institute.)

EVALUATION SCHEME:

Sr. Sub-Head
Particular
No. Weightage
 Design calculation (it may include size & shape specifications,
tolerances, material requirement, standards/safety rules/govt.
policies, sketches, detail & assembly drawings, list of components
with specifications etc.) These all aspects are case sensitive so one
can add/remove some aspects from the list.
 For CE, IT, other process related branches, one may also use Flow
chart/Block Diagrams/Algorithms/Programming etc.
 Measuring Instruments/techniques - knowledge and use
 Comparison of existing materials, methods, tools and equipment
for your project

Detail Design: Considerations for-

1. Design for Performance, Safety and Reliability 25
 Different aspects of design for performance, safety and reliability
introduced/ considered for defined problem
Design for Ergonomics and Aesthetics
 Consideration of Ergonomics and Aesthetics aspects to raise the
value of products
Design for Manufacturability & Assembly (DFMA)
 Reference, different considerations and guidelines followed for
DFMA during the work
Design for Cost, Environment
 Cost and Environment consideration as they play major role in
Product design
Design for Use, Reuse and Sustainability
2. Simulation & Analysis (CAD/Software modelling), Mathematical model 15

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OPEN DESIGN SCHOOL
Prototyping & Testing:
 Versions of Prototypes with all possible modification and iterations
to further refine the solutions (15 marks out of 25 - for students
who have made iterative versions for prototype with refinement; if
students only present final prototype without any version/s or
modification/s then this 15 marks will not be counted for such
3. students) 25
Note: Report should carry all details/modification for the versions
of prototype with images, it is not required to have different
physical models for the different versions

 Testing/user feedback results (10 marks out of 25 - if the details

and testing/user feedback results are there)
 Video of Prototypes (YouTube link)
Report & Log book (Compilation of work, complete Log book, Future
4. 15
action plan, Question and Answer, Communication Skill)

80
Note:
 Total Marks for the subject: 100 (Practical viva – 80 (External – 40 & Internal – 40),
Internal continuous evaluation – 20)
 Minimum passing marks: 40/80
 Ratio of evaluation by internal & external examiner appointed: 50% in each sub-head
 Examiner essentially needs to evaluate the learning process of the student during the
semester, not only the final outcome. As outcome is important for any project but during
the student stage, projects are intended for practical learning and “Learning by doing” is
the Mantra for Design Engineering subject (One should celebrate the failure also and learn
from it to get success). So please evaluate the process properly with giving sufficient time
for each project.
 Students need to explain all canvases prepared in hard copy to the panel of
examiners (internal and external).
 Power point presentation is not mandatory.

Note: In final year, students will use their learning of Design Thinking from these four
modules of DE-1A, 1B, 2A, 2B to complete their IDP/UDP projects. There would not be
separate Design Engineering subject in final year. On successfully completion of these four
modules and repeating Design Thinking process again and again, students would be able to
use it effectively and can solve any problem with creativity.

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