Recent studies have argued a shift of thinking about engineering practice from a linear conception to a system understanding. The complexity of engineering practice has been thought of as the root of challenges for engineers. Moreover, creativity has been emphasised as one key capability that engineering students should master. This paper aims to illustrate deeply why engineering education needs to foster creative students to face the challenges of complex engineering work. So a literature review will be provided by focusing on the necessity of developing creativity in engineering education. As the literature demonstrates, this paper reveals the understanding of complexity in engineering practice and the roles of creativity in engineering practice. In addition, the barriers to creativity in current engineering education and some implications of pedagogic strategies will be discussed. So this paper contributes to rethinking the engineering profession in a social context and a link between creativity resear...

Fostering creative engineers: a key to face the complexity of engineering practice

Recent studies have emphasized group creativity as a social-cultural conception, but they lack a focus on the relationship between group creativity and knowledge creation. This paper aims to build a framework for group creativity in a learning context which includes both theoretical understanding and empirical methodology. Thus, a literature review is led by the following questions: How has creativity theory been developed from individual to group level? From a social-cultural perspective, how can group creativity, knowledge creation, and their relationship be understood? And what methods have been employed to study group creativity? As the review demonstrates, creativity theory has been driven by new insights from recent sociology studies. Three focuses have been shaped from group creativity studies: 1) group creativity in context, 2) group-level creative synergy, and 3) strategies for developing group creativity. Individual knowledge is a potential resource for group creativity, and group creativity could be a driver of knowledge creation. Empirically, group creativity can be examined through both qualitative and quantitative approaches, which also calls for a creative combination of methodologies in future studies.

/pdf/group-creativity-in-learning-context-understanding-in-a-3kq8eqhvmp.pdf

Group Creativity in Learning Context: Understanding in a Social-Cultural Framework and Methodology

The convergence of technologies currently observed in the field of Virtual Reality, Augmented Reality, robotics and consumer electronic reinforces the trend of new applications appearing every day. But when transferring knowledge acquired from research to businesses, research laboratories are often at a loss because of a lack of knowledge of the design and integration processes in creating an industrial scale product. In fact, the innovation approaches that take a good idea from the laboratory to a successful industrial product are often little known to researchers.
The objective of this paper is to present the results of the work of several research teams that have finalized a working method for researchers and manufacturers that allow them to design virtual or augmented reality systems and enable their users to enjoy “a compelling Virtual Reality experience”. That approach, called “the I2I method”, present 11 phases from “Establishing technological and competitive intelligence and industrial property” to “Improvements” through the “Definition of the Behavioral Interface, Virtual Environment and Behavioral Software Assistance”. As a result of the experience gained by various research teams, this design approach benefits from contributions from current Virtual Reality & Augmented Reality research. Our objective is to validate and continuously move such multidisciplinary design team methods forward.

/pdf/how-to-design-compelling-virtual-reality-or-augmented-23e4afme3d.pdf

How to design compelling Virtual Reality or Augmented Reality experience

Nowadays, the concept of innovation is omnipresent in most political discourses as well as in technological, socio-economic and scientific development plans. Innovation is essential for solving complex problems in new ways, which can lead countries to development and prosperity. The realisation of an innovation is not the result of a random act, but the product of a multidisciplinary process, rich in methods and scientific and technical tools, using materials and human resources. These human resources, in particular engineers, must possess both technical and soft skills that strengthen their capacity to innovate, and which have been in continual development since the initial training phase. Innovation is at the heart of engineer training concerns and requires management and structuring according to a well-defined process. The objective of this paper is to present the approach followed to define an innovation training process model for engineers through Project Based Learning (PBL). In this work, we have identified the main components of our process through a combination of data from the literature review and the results of an empirical study. Innovative projects in the field of mechanical engineering, carried out by future Moroccan engineers, were studied in depth. The results of the study enabled the identification of the different elements characterising the process of carrying out an innovative project such as the inputs, outputs, control milestones and resources required for the implementation of innovative educational projects in this field. These elements were supported by semi-directive interviews to form the basis of our systemic modelling.

/pdf/modelling-approach-of-an-innovation-process-in-engineering-1wv3a42q0d.pdf

Modelling Approach of an Innovation Process in Engineering Education: The Case of Mechanical Engineering

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 Recent studies have argued the increasing complexity of engineering practice brings challenges to engineers. Creativity has been thought as one necessary element in engineering education. And to let students work with project work has been regarded as a good strategy of developing creativity. However, the literature shows studies on engineering education, most previous efforts take a departure of psychological perspective to discuss developing creative skills through project work; there is a lack of discussion on how project work supports achieving new knowledge and creativity in a social theory framework. Therefore, this paper aims to answer this lack and provide a literature review by focusing on three questions: 1) Which kinds of knowledge are needed for engineering students? 2) What are relationships between knowledge, learning and creativity? And 3) why does a solving project context support creativity and learning? Based on answering the three questions, the literature review underpins the needs of developing creativity in engineering education and strengths of solving project context in stimulating creativity and learning. So this paper contributes to future studies and practical strategies of fostering creative engineers.

/pdf/learning-engineering-knowledge-and-creativity-by-solving-1dah60idbe.pdf

Learning Engineering Knowledge and Creativity by Solving Projects

Innovation Engineering: The Power of Intangible Networks: Corsi/Innovation Engineering: The Power of Intangible Networks

Resume L’innovation est un processus complexe a plus d’un titre. L’organisation des phases amont des projets d’innovation mobilise des equipes interdisciplinaires qui mettent en œuvre une multitude de methodes. Les travaux de recherche des auteurs les ont conduits a proposer des liens feconds entre une selection d’outils et de methodes afin de modeliser les processus et proposer une organisation pertinente et efficiente par rapport aux objectifs et aux contraintes des PME. L’objectif de cet article est de presenter plusieurs boucles vertueuses au sein de ce processus qui genere des connaissances et fond evoluer les competences te les pratiques. Abstract – Innovation is a complex process more than one way. The organization of the preliminary phases of innovation projects mobilizing interdisciplinary teams that implement a variety of methods. The authors' research led them to propose fruitful links between a selection of tools and methods to model the process and provide a relevant and efficient organization with the objectives and constraints of SMEs. The aim of this paper is to present several virtuous loops within the process that generates knowledge and skills to develop innovative practices.

/pdf/modelisation-des-processus-d-innovation-en-pme-3tzz4neuhx.pdf

Modélisation des processus d’innovation en PME

This paper experiments a transdisciplinary design innovation way in educational contexts through workshops implementing a C-K Theory-based co-evolution between Concepts and Knowledge spaces. At l’ecole de design Nantes Atlantique EDNA, a ‘posture for humans’ concept subject was prescribed to students working half time in industry as a preparatory phase to the development of a contemporary day bed. The workshop permuted halfway C-K groups’ yields: cross-contents swaps brought ruptures in groups’ bias and enabled locating and addressing cognitive fixations. A log scale expressed relative K increments in mobilized knowledge. Groups’ innovation capability was graded on innovation capability maturity levels relative to C constructs. Engineering students often opened large K gaps while designers amplified C jumps even if bounding K operations. The process improves C-K implementation processes for small organizations and hybridizes competencies. With its primary power to orderly address the known and the imaginary, C-K Theory helps going beyond known design innovation approaches and supports educational settings not far from what is possible about everywhere in all specialty domains.

/pdf/on-the-effectiveness-of-experimenting-with-c-k-theory-in-2msneanczh.pdf

On the effectiveness of experimenting with C-K theory in design education: Analysis of process methodology, results and main lessons drawn

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Innovation Engineering: The Power of Intangible Networks: Corsi/Innovation Engineering: The Power of Intangible Networks

Modélisation des processus d’innovation en PME

On the effectiveness of experimenting with C-K theory in design education: Analysis of process methodology, results and main lessons drawn