Course practicalities Product sustainability Course practicalities

Course agenda Date Session Agenda Assignments 15th Sep Studio Kick off Opening: Sharing knowledge - sketching research Team formation Competitor screening & first ideas on own improvements (max 2 dia / 5 min presentation) CES Edupack loading 22nd Sep Studio 1st session Presentations for CEO (5 min / team) Discussion Material efficiency (Teppo Vienamo, Aalto) Material analysis; Bill of materials & “traffic lights on present materials” d.l. 7.10. ”Poster” on material efficiency improvement ideas 13th Oct 2nd session Gallery walk on material efficiency (10 min / team) Life cycle assessment (Thomas Andersson, Ecobio Oyj) LCA report d.l. 28.10. Improvement idea based on LCA presentation + argumentation on opposing teams idea 3rd Nov 3rd session LCA presentation + opposing (15 min / team) Guidance towards sustainability (Elina Kähkönen) Report on guidance d.l. 28.10. 24th Nov 4th session Facilitated discussion on guidance (Elina Kähkönen) User centred design (Pekka / Antti Seos Oyj) Report d.l. 18.11. 8th Dec 5th session Press conference on the new product launch (10 min / team) Debate briefing (Maurice) Preparing for the debate (d.l. 17.12.) 15th Dec Debate Debate (Maurice)

Course tasks Task theme Briefing Report review Presentation Eco products 15th Sep - 22nd Sep: Max 2 slide / 5 min executive presentation on product improvement RQ1: Material efficiency 22nd Sep 7th Oct: BOM, traffic lights 13th Oct: Poster on material efficiency improvement RQ2: LCA 13th Oct 28th Oct: LCA on material efficiency improvement idea 3rd Nov: Presentation on improvement idea based on LCA + Opposing another team’s presentation RQ3: Guidance for R&D 3rd Nov 18th Nov: Grouping of product specific guidance RQ4: 24th Nov To be defined 8th Dec: Press release on product launch Debate 8th Dec 15th Dec 15th Dec: d.l. for final reports, self & peer evaluations

Out comes Criteria 5 Analysis Analysis RQs are answered clearly and the reasoning is strong Conclusions are based on facts. Own perspective on topic is visible. Own figures / tables are used for clarification. RQs is not answered Conclusions are not made or they are not based on facts. Information sources Multiple information sources are sought and used. Source criticism is applied. References are clearly connected to facts presented. The references and information sources are not used. Opinions presented as facts. Presentation The audience is taken into account in the presentation. The presentation is clear and easy to follow. The key message is pointed out. The presentation is not given or it is wrongly focused Debate gives clear and fact based reasoning doesn’t participate in the debate in any way

Team work Criteria 5 Participation in the team’s assignments Participation in the team’s assignments Accomplishes own share and support others in their work. participates actively in sharing the work evenly and efficiently. Builds up the positive working atmosphere presents own ideas builds on others ideas doesn’t accomplish tasks. Others need to do his/her share. lowers the motivation in team. doesn’t bring in own ideas and strongly criticizes others’ ideas Communication communicates proceedings, challenges, information and own whereabouts in a way which helps others in their work. corrective feedback is constructive and he/she gives positive feedback on other members. takes the given feedback into account doesn’t communicate doesn’t give feedback when needed neglects the given feedback Time management Work proceeds independently in the schedule given. Assignments are not returned

Grading Grading for the team Reports on RQ (teacher) Presentations (teacher) Grading for individual students Team working (peer & self evaluation) Debate (teacher) Activity* during the contact teaching sessions (teacher). * bringing own perspectives into discussion, arguing them clearly, being open for new perspectives

Feedback 2015 - adaptations at course 2016 I LIKE I WISH Various teachers, opinions from the experts, continuous involvement of the teachers on the classroom exercises Group work increased my communication skills, changing groups Interactive sessions, active participation, discussions, everyone can express themselves openly, learning from different people from different cultures Nice, relaxed, open, comfortable and friendly atmosphere during the lectures The comfortable learning environment at ADF Enough time to do all the assignments Different teaching methods The debate was one of the best experiences, the debate improved my discussion skills Consultation with Elina before the presentations Structure of the sessions The final communication seminar was very interesting Homework Elina was available when we had questions about specific topics Focusing on the specified products allowed us to go deeper into the topics Learning-by-doing Clear structure of the course Clearer tasks and instructions (in MyCourses), some tasks were too complex (e.g. LCA), Shorter contact sessions and lectures More concrete examples of how things relate to each others more feedback on the report If you say that you would improve the durability of the product then you should explain how Less reports Earlier lecture hours More written lecture materials for each lecture to help us to memorize the content better Using the ADF spaces more More speakers from the industry More interaction Better connection to the real world (e.g. consulting companies on how to make their products more sustainable), improving something and working for a meaningful cause Halfway break on every lecture Broader range of topics

During the course the students will develop their product development expertise in the field of sustainability System level design; establish physical building blocs Detail design; prepare for production Planning; develop design specifications Testing and refinement Concept development Minkälaisia päätöksentekokohtia tuotekehitysprosessin varrella kestävyyteen liittyen? 80 % kestävyyteen liittyvistä tekijöistä määritetään tuotekehitysprosessin aikana. Minkälaisia liittyy Suunnitteluvaiheeseen; erityisesti spekseihin Concept development; tarkennuksia edelliseen System level design; physical building blocks; materiaalin valinta, materiaalitehokkuus Prepare for production; design for disassembly? Testing and refinement; LCA for future processes 15 min

Course goals During the course the students will develop their product development expertise by gaining knowledge on product life cycle impacts, on material choosing, material efficiency and on guidance towards sustainability.

Course goals During the course the students will develop their product development expertise by gaining skills in assessing product’s impacts comprehensively and realizing the different perspectives and uncertainties within these assessments.

Course goals During the course the students will develop their product development expertise by gaining responsible attitude towards own choices as a product developer and as a consumer. Fact based orientation in sustainability.