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The work proposes a card-based design toolkit for sustainable ideation in product development. The solution consists
of two decks - the ‘Problems’ deck for identification of sustainable design issues and the ‘Prompts’ deck that
provides prompts for tackling these issues. The toolkit abstracts data through user studies (interviews, peer-to-peer
observations, market research, etc.) to understand the product design cycle and breakpoints in sustainable product
design. To validate the design intervention, during the ideation stage, the user(s) picked up cards from the Problems
deck that denote sustainable design issues posed by the product to the environment throughout its lifecycle. Thereafter,
user would pick multiple cards from the Prompts deck denoting tools for sustainable innovation and ideated
upon them. The prompts helped the teams to laterally and collectively target multiple sustainable design issues
rather than focusing on individual problems. The toolkit promotes Design for Sustainability (DfS) by presenting
sustainability as an opportunity.
Authors: Ameya Dabholkar, Shivangi Pande, Puneet Tandon
The people who involved in the heritage community can represent the local identity and traditional knowhow
is the key element for sustainable development in using the local resources and heritage knowledge (Faro convention,
2005). In this context, the design intervention is considered a strategy to empower the local people innovation processes
connecting skills and knowledge and creative resource in order to build a sustainable social innovation and
create new values for heritage communities. However, a research opportunity has emerged during the Ph.D. research
in the field of Chinses textile heritage: even if people believe innovation is the way to revive traditional textile craftsmanship,
there is no systematic activation model that can not only recognize the values of the textile crafts, but also
sustain the craft community’s capabilities and behaviors. In this scenario, based on design activation methods and a
strategy with hypotheses of solutions, this paper describes a new approach applied to the sustainable textile heritage
communities.
Authors: Yuxin Yang, Eleonora Lupo.
Can design be used as a pedagogical approach: as tools of observation, conversation, analysis, reflection, interpretation
and storytelling, in order to foster and strengthen a critical understanding of sustainability? This paper explores
critical questions around the relationship between processes in design education and a contextual holistic examination
of ‘sustainability’ using narratives. This is done by inquiring and reflecting upon case-studies of students of design,
through a pedagogical lens. Mediated by orality, the design of learning in these cases, delved into the socio-cultural-
historical-ecological dimensions of a context. How did one question one’s own ways of seeing a place and its
people, while unpacking multiple forms and structures of narratives to understand aspects of sustainability? How
did they learn how to connect the practices of communities with personal and collective histories, identify the many
relationships and interactions that bind lives together in a place and therefore understand the changing role and
state of communities and their practices in order to create a regenerative culture? This paper argues on how a critical
understanding and examination of the notion of ‘sustainability’ can be achieved, through almost any course in ‘design’
irrespective of whether the objectives consciously articulate sustainability as a desired outcome or not.
Authors: Sudebi Thakurata
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In order to proactively respond to the 13th category of Climate Change in UNESCO SDGs, the course of Media and Communication Design for Climate Change is designed to deliver comprehensive future-oriented design methodology to inspire and increase public sensibility and awareness about the vigorous environmental and human health situation caused by global warming and pollution.
The course introducedthe tools and methods of design upfront, to assist the students in addressing the issues, analysing the logic and, more importantly, building up capability to imagine the future and inspire potential short, mid- and long-term solutions. After 2-week practice, the students had chance to create design works in various medias and circumstances by different design approaches. Through intensive collaborations with students, the course aims to empower the practitioners to confront the fundamental changes at every level of society, and embrace the social innovation in more effective and dynamic ways of design.
Authors: Bo Gao, Glenda Drew, Jesse Drew