design & engineering - progetto e ingegnerizzazione del prodotto industriale

La produzione mediante processi tradizionali di lotti poco numerosi o al limite unitari di prodotti con geometrie ad alta complessità è sempre stata considerata come economicamente svantaggiosa. La situazione sta ora modificandosi grazie all'introduzione dei processi basati su tecnologie additive (Additive Manufacturing - AM), spesso comunemente note come tecnologie di stampa 3D. Dopo essere stati utilizzati per più di vent'anni nell'ambito dei processi di sviluppo prodotto come tecnologie per la fabbricazione rapida di prototipi, utensili e attrezzature, le tecnologie additive sono sempre più utilizzate per la produzione di singoli prodotti o prodotti personalizzati in molti settori industriali. L'insegnamento fornirà un'introduzione alle tecnologie di produzione additiva, discutendone le loro applicazioni e le implicazioni tecniche e gestionali in riferimento a tutti i possibili utilizzi di tale innovativa tecnologia di produzione.

This advanced course is designed to train students with theoretical and practical knowledge of Human Machine Interfaces (HMIs) and their application in various fields, including industrial, product design, automotive, and more. By delving into the fundamentals of human perception, cognition, and behaviour, students will gain a profound understanding of how these aspects influence the usability of an HMI. The course will also explore advanced visualisation, monitoring, and interaction technologies and techniques, enabling students to see their direct applications in creating effective HMIs. Moreover, the course will cover usability, user experience (UX) basics, and methodologies for acquiring quantitative and qualitative data for evaluation and validation. By the end of this course, students will not only possess the skills to identify critical elements, develop prototypes, and conduct thorough assessments using appropriate UX research methodologies but also be able to apply this knowledge in real-world scenarios.

By the end of the course, the students will be able to:
Knowledge and understanding
understand the basic knowledge of Human Machine Interfaces (HMIs) in different application fields
understand the basic knowledge of human perception and cognition
know the advanced technologies and techniques for HMI in terms of visualisation, monitoring, and interaction
understand the fundamental aspects of HMI design and development
know the tools to design and prototype an HMI
understand the basic knowledge of Usability and User Experience
know the methods to acquire quantitative and qualitative data for HMI evaluation
Apply the acquired knowledge and understanding
apply the acquired knowledge to design an HMI for a specific application field
implement an HMI prototype for testing activities
apply the proper methods to evaluate the HMI in terms of Usability and User Experience
Further developed skills
develop analytical and research skills to frame the application field for the project
develop the ability to make decisions and solve problems
develop programming skills
develop collaboration abilities through practical group activities
develop communication skills through the final presentation and demonstration

Introduction to Human-Machine Interfaces: overview, significance in different domains, historical perspective and evolution
Human Factors in HMI Design: human perception, cognition, behaviour, usability, anthropometrics, and ergonomics
Advanced Visualization Technologies: Graphical user interfaces (GUIs), Augmented Reality (AR), Virtual Reality (VR), data visualisation, and information design
Interaction techniques: touchscreen interfaces, gesture-based interfaces, voice and natural language interfaces, and haptic feedback
Usability and User Experience (UX): basics; evaluation and measurements through user testing
Evaluation and validation: quantitative and qualitative research methods, usability testing and user feedback, analysis, and interpretation of the evaluation results
Prototyping and development: tools and software, prototyping techniques and rapid iteration, case studies and practical exercises
Real-world applications: case studies from various application fields, guest lectures from industry experts, group projects and hands-on applications

Prova scritta obbligatoria, senza prove in itinere
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The course includes lectures, practice laboratory activities, and a collaborative project based on a case study from partner companies or research activities in PoliMI laboratories. Evaluation will be based on an individual final examination to assess overall knowledge and the assessment of the group project involving HMI prototype development and testing. Project outcomes must be reported in a document and presented through a practical demo.

Helen Sharp, Jennifer Preece, Yvonne Rogers, Interaction design: beyond human-computer interaction, Editore: John Wiley & Sons, Anno edizione: 2019, ISBN: 978-1-119-54725-9
Jakob Nielsen, Usability Engineering, Editore: Morgan Kaufmann, Anno edizione: 1994, ISBN: 978-0-12-518406-9
Donald A. Norman, The Design of Everyday Things: Revised and Expanded Edition, Editore: Hachette UK, Anno edizione: 2013, ISBN: 978-0-465-07299-6
Steve Krug, Don't Make Me Think, Revisited: A Common Sense Approach to Web Usability, Editore: New Riders, Anno edizione: 2013, ISBN: 978-0-13-359726-4
Dan Saffer, Designing for Interaction: Creating Innovative Applications and Devices, Editore: New Riders, Anno edizione: 2010, ISBN: 978-0-321-64339-1
Bill Moggridge, Designing Interactions, Editore: MIT Press, Anno edizione: 2007, ISBN: 978-0-262-13474-3

La costruzione di interfacce utente avanzate in grado di soddisfare in modo efficace le esigenze degli utenti è un compito complesso. E 'necessario padroneggiare i processi di progettazione e di valutazione, i quali sono molto più complessi rispetto alle interfacce più convenzionali. Questo modulo fornisce quindi le conoscenze necessarie sulle metodologie generali dell'Human Computer Interaction. Gli studenti impareranno a progettare, sviluppare e valutare interfacce utente avanzate dal punto di vista delle esperienze degli utenti.

The course guides final-year students through a design process focused on envisioning, evaluating and developing AI-native products, services and business models.

Through lectures, workshops, review sessions and prototyping activities, the course will train designers to act as interpreters between strategy, technology and the future: professionals capable not only of designing better products, but also of helping organisations envision and build what comes next.

Over the course of 13 sessions, students will progress from using AI as a simple optimisation tool to understanding it as a strategic capability—one that can transform how organisations and individuals think, make decisions, collaborate and innovate.
The course adopts a dual-lens approach. On the one hand, it examines organisations from within, focusing on the processes, skills and cultural barriers that shape AI adoption. On the other, it explores the external environment, including future scenarios, emerging markets, new needs and opportunities for disruption. Students will work on real or simulated cases, learning how to assess an organisation’s AI maturity, identify inefficiencies and “value leaks”, turn individual knowledge into institutional intelligence, and design solutions that are scalable, governable and desirable.
The course methodology is based on an integrated approach to business, technology and people, consistently considering both their internal and external dimensions. Each project will therefore be required to demonstrate strategic sustainability, technical feasibility and human value, avoiding “bolt-on” solutions and instead aiming to create systems in which AI is embedded in the DNA of the experience.

Progetto/i - Elaborato/i obbligatorio, di gruppo, senza revisioni periodiche, senza presentazione/discussione finale
Assessment is based on the team project developed throughout the course and on each student's individual contribution to it; there is no separate written or oral exam.
Continuous assessment (≈30% of the final grade): at the end of each module, teams submit the required deliverable (team & role map; validated scenarios; selected concept & prototype; feasibility & business case dossier; brand principles one-pager; audience-tailored pitches) and receive structured feedback during dedicated review sessions with Bain experts. Deliverables are assessed on rigor, use of the frameworks developed in class, and coherence with prior steps.
Final project and presentation (≈70% of the final grade): in session 13, each team presents the full journey and defends it in a live Q&A in front of Bain experts (and possibly the client). Grading considers the quality and coherence of the final deliverable, the audience-appropriateness of the narrative, and each student's ability to autonomously explain and defend the team's choices during the Q&A.
The use of generative AI tools is allowed and encouraged throughout the course, given its subject matter, to support research, ideation, prototyping and preparation of deliverables. During the final Q&A/defense, each student must be able to explain and justify the reasoning behind the team's work autonomously: this live discussion is the primary check on individual understanding, independent of any AI support used during the process.
Deliverables and feedback produced during the course remain valid only for the academic year of delivery.

Christensen, Hall, Dillon, Duncan, Competing Against Luck, Editore: HarperBusiness, Anno edizione: 2016
Greg Nudelman, UX for AI: A Framework for Designing AI-Driven Products, Editore: Wiley, Anno edizione: 2025
Ethan Mollick, Co-Intelligence: The Definitive, Bestselling Guide to Living and Working with AI, Editore: WH Allen, Anno edizione: 2024

The course provides students with an understanding of how AI technologies are reshaping the field of design, and equips them with the knowledge and skills necessary to leverage AI in the design processes. This turns out in understanding and exploring how tasks such as sentiment analysis, insight extraction, text-to-image generation, creative output drawing, machine translation and text summarization, big data analysis, and much more, could be used in design process to address systemic social challenges and create responsible solutions.

Students will:

• understand the fundamental concepts of AI and its applications in design.
• Explore generative design techniques to support the creative design process.
• Evaluate the ethical considerations and societal impact of AI in design.
• Collaborate effectively with multidisciplinary teams to integrate AI into the design process.

The course explores the intersection of Artificial Intelligence (AI) and design, to guide students in identifying conditions, methods, and tools for human and artificial intelligence to creatively work together, and for design principles to be applied in new product and service development (across various industries), involving people, data, and machines.
While analyzing the different opportunities for AI to be integrated in the different domains, the course will discuss its ethical implications and societal impact, and critically assess its limitations.
The course will discuss several topics, such as: data strategy; AI technologies and applications; AI enhanced creativity; machine learning and deep learning; transformer-based language models; artificial agency; hybrid intelligence and superminds; More-than-Human Design; connected things and conversational agents; ethical implications and societal impact of AI; bias, fairness, and transparency in AI systems; privacy and data protection.
Through a combination of theoretical lectures, practical examples and hands-on exercises, students will learn about the principles, applications, and ethical considerations related to AI in design. This course encourages critical thinking, problem-solving, and creativity in the context of AI-powered design.

Prova orale condizionata (a scelta del docente)
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, senza presentazione/discussione finale
Valutazione continua condizionata (a scelta del docente)
The course is organised around assignments that, together with the exam’s discussion, will lead to the final evaluation.
Attendance is compulsory: to achieve attendance it will be necessary to acquire 80% attendance at teaching.

The course aims to:

• Explore the different relationships between Communication Design and computation.
• Introduce conceptual and technical tools for approaching Communication Design in computational terms.
• develop skills in conceptualization, modeling, and abstraction, enabling students to formulate communication design projects as rule-based systems
• provide an overview of current computational approaches, tools, algorithms, and applications of computational design within the field of communication design

By the end of the course, the student:

• knows and understands the possible roles of computation in the communication design process and can recognize their potential application to different contexts;
• can critically assess the impact of automation and information technologies in the context of communication design.
• understands and can identify the main algorithmic principles and computational approaches relevant to communication design;
• can conceptualize, formalize and prototype a system of rules able to transform contents into dynamically generated communication design artifacts;
• can use code and AI-assisted coding tools as design instruments to turn concepts into functioning prototypes.

As digital platforms increasingly support dynamic content, interactive behaviors, and AI-driven adaptation, visual design is shifting toward more fluid, generative, and adaptive forms of expression that move beyond static representations. In the current media context, designers are increasingly called to conceive visual systems as rule-based processes, capable of generating flexible, context-aware, and responsive artifacts that adapt to diverse media environments and user interactions.
This course offers conceptual and technical tools for approaching communication design from a computational and AI-informed perspective. It aims to develop skills in abstraction, modeling, and system thinking, allowing students to articulate design strategies as structured sets of rules and behaviors, suitable for algorithmic and intelligent implementation. The course will critically examine the contemporary technological context and engage with case studies from a range of design domains, including brand design (generative identity systems), editorial design (rule-based layout engines), graphic design (dynamic visual systems), and experimental forms of AI-assisted visual communication.
The course introduces computational approaches such as parametric and generative design, covering fundamental principles of algorithmic thinking, rule-based systems, and creative coding, and providing an overview of the main computational approaches, algorithms, and concepts through case studies and focused explorations. In addition, it explores foundational architectures for generative AI (e.g. LLMs, Diffusion Models, GANs), key concepts (e.g. latent space, embeddings, tokens), and control modes (e.g. text-to-image, image-to-image), as part of a broader framework that integrates AI into computational design practice.
Alongside theoretical discussions, students will be guided through the development of a computational design project, from the conceptualization and formalization of design rules to the implementation of a functioning prototype that embodies the principles discussed.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Valutazione continua obbligatoria
Grading is based on the work produced and the level of preparation achieved by the students. The ability to critically interpret the course contents and results in terms of design autonomy, thematic coherence, and innovation are all considered for assessment.

Helen Armstrong, Digital Design Theory: Readings from the Field, Editore: Chronicle Books, Anno edizione: 2016, ISBN: 978-1-61689-495-5
Andrew Richardson, Data-driven graphic design: creative coding for visual communication, Editore: Bloombury Publishing, Anno edizione: 2016, ISBN: 978-1-4725-7830-3
Demian Conrad, Rob Van Leijsen, David Heritier, Graphic design in the post-digital age: a survey of practices fuelled by creative coding, Editore: Onomatopee, Anno edizione: 2021, ISBN: 9789083270692 https://postdigitalgraphicdesign.com/
Karl Gerstner, Designing Programmes, Editore: Lars Müller Publishers, Anno edizione: 2007, ISBN: 978-3-03778-093-0
Frank Chimero, The Shape of Design, ISBN: 978-0-9854722-0-7 https://shapeofdesignbook.com/
Wardrip-Fruin Noah, Montfort Nick (Editors), The New Media Reader, Editore: MIT Press, Anno edizione: 2003
Golan Levin, Tega Brain, Code as Creative Medium: A Handbook for Computational Art and Design, Editore: MIT Press, Anno edizione: 2021, ISBN: 978-0-262-54204-3
Ulrike Felsing, Dynamic identities in cultural and public contexts, Editore: Lars Müller, Anno edizione: 2010, ISBN: 978-3-03778-163-0

The course is an introduction to the mechanical design principles and the application of manufacturing processes to the industrial design sector. The course covers typical design elements and their static and fatigue performance and durability by teaching the theoretical aspects of mechanical design and giving the opportunity to apply them in real use cases.
Designers acquire a preliminary, but significant knowledge of the processes for the standard production of complex-shaped components (plastic material moulding, die-casting, sheet metal pressing, machining, welding and mechanical assembly, etc.). The general aspects of the necessary resources (machinery, labour, equipment) and the operation performances (cycle times, production costs) are introduced for each process. Attention is dedicated to the criteria of technical feasibility and the relative implications on product design (design for manufacture, design for assembly).

These are the learning outcomes of the course:

• knowledge and understanding: students know how to apply mechanical design principles and manufacturing processes for developing an the industrial design product;
• making judgements: students assess the technical feasibility of a product by considering mechanical design and manufacturing constraints and opportunities together;
• communication skills: students produce a product technical documents, useful in production.

Engineering
This module provides a thorough introduction to mechanical design principles, focusing on machine systems and components. It starts with fundamental concepts of material strength and beam theory, essential for all mechanical engineering designs. The course then covers specialized design elements including the engineering of notched parts, which are crucial for understanding stress distribution and mechanical integrity. It also examines the design of springs and bearings, vital for machinery efficiency and durability, and discusses common joining techniques like bolted and welded joints. A key component of the module is an introduction to the fatigue design of metal parts, teaching students how to predict and improve the endurance of components under repetitive stress.
The course includes practical sessions where students apply these theories through numerical case study analysis. These sessions ensure students not only grasp the theoretical aspects of mechanical design but also gain practical skills in addressing real-world engineering design challenges.
Manufacturing
This module presents a comprehensive overview of the fundamentals of the most common manufacturing processes for metallic alloys and plastic materials, spanning from principles to applications and technology trends. Students will learn the key factors of manufacturing processes for different industrial products in metal and metallic alloys and will realize how process capabilities (production rate, cost, quality) are determined by the material characteristics, process parameters, and machine design.
In particular, the course assists the designers in the process selection, since the beginning of the design process of industrial products.
The selection of processes starts with the definition of the project specifications and their relationship with the process variability (mainly roughness and dimensional tolerances).
The relevant issues about the economic feasibility are introduced for each process.
Relevant manufacturing processes are presented (i.e. casting, sheet metal working, chip removal processes, extrusion of plastic materials, injection moulding, welding and assembly) with their manufacturing best practices, design options, and product aesthetics.

Prova scritta obbligatoria, senza prove in itinere
Prova orale facoltativa (a scelta dello studente)
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), di gruppo, senza revisioni periodiche, senza presentazione/discussione finale
Engineering
The exam consists of a written test with three exercises that cover the course subjects. A numerical solution for the exercises is required.
Manufacturing
The exam consists of three parts: the written exam (mandatory), the oral exam (optional) and the so-called “Semester Project” (optional). To obtain a positive final grade, the student should pass the written exam with a grade greater than or equal to 17.5/30. The written exam is carried out on paper in a closed-book fashion: a cheat sheet will be provided by the professor. The only allowed electronic device is a standard calculator (no scientific calculators allowed). Both the written test and the oral exam are attended in presence.The maximum grade of the written exam is 28/30. After passing the threshold of the written exam, the oral exam can be taken. The maximum grade of the oral exam is 30/30. The final grade of Manufacturing is the rounded average of the written and oral exams’ grades plus the Semester Project grade (maximum 2 points).
The final grade of the Design&Manufacturing course is the rounded average of the Engineering and Manufacturing grades.

Robert C. Juvinall, Kurt M. Marshek, Fundamentals of Machine Component Design, Editore: John Wiley & Sons
K. G. Swift, J. D. Booker, Process Selection, From design to manufacture, Editore: Butterworth-Heinemann
James Bralla, Design for Manufacturability Handbook, Editore: McGraw-Hill Education

The aim of the course is to provide students with economic and management knowledge relevant to the design of industrial products.
Through theoretical lectures and the study of practical case studies, students will acquire the knowledge necessary to assess the links between design and the relevant economic and industrial context.

The student:

• Applying knowledge and understanding: possesses economic and managerial knowledge relating to the design of industrial products and understands the links between the design and the business context;
• Making judgements: is able to apply the knowledge acquired to assess the relationships between design choices and business performance, as well as the associated economic implications, within the business context.

Topics covered
The first part of the course introduces the theories regarding economics & business processes, with a specific focus on costs, new product development, the management of product lifecycle and how design influences and is influenced by company business strategy and broader economic factors. The course covers the following topics:
Basic concepts - Basic concepts introduce what are the elements of costs in business process, and how could costs be classified (fixed and variable costs, direct and indirect costs, product and period costs, sunk costs, etc.), and their implications to the business process. It also introduces the concepts of cash flows (in particular, cash outflows) and net present value, for project evaluation.
Business Strategy, Marketing & Design - Key concepts of business strategy & marketing and how they interact with and influence design & costs.
New Product Development (NPD) - NPD is one of the business processes most relevant to design. This section discusses in each of the main phases of NPD, what are the elements of costs and the types of costs involved, and how such costs would influence the decision making in the process of NPD.
Management of Product Lifecycle - This section discusses what are the elements and type of costs involved in managing the product throughout its lifecycle, how the anticipation of such costs could affect management decision, and how do they affect the success of the product.
The second part of the course discusses the topics covered in the theoretical part, applying to real business cases. The students will be introduced with an overview of a new product development project, from the idea to the preliminary setting:
Macro-phases of a project, identification of competences and definition of the project team
Pre-project, in-progress, and final project evaluation
Identification of project milestones, activity planning, risk/delay analysis and recovery
Product positioning, analysis of strengths and weaknesses of the product being developed compare to the competitors in the market
Product targeting, definition of functions and choice of technology as a result of expected costs, forecasted sales, time-to-market and expected investment
Mock-up and definition of final product
Validation of equipment and production process; start of production

Prova scritta obbligatoria, senza prove in itinere
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Assessment
The first part of the course will be evaluated by an individual written exam consists of Multiple-choice questions.
For the second part of the course, students will be asked to apply the theories and instruments taught in the course to the context of a real case studiy.
Each part is worth 50% of the final grade.

Il corso si propone di presentare le principali tecniche e tecnologie per la progettazione e la realizzazione di applicazioni per dispositivi mobili (smatphone e tablet). Nello specifico, il corso affronta il problema della progettazione di applicazioni "mobili" sia studiando la realizzazione della user experience, ovvero la progettazione delle schermate per interagire con l'utente, sia affrontando il problema della distribuzione dell'applicazione e dell'interazione con componenti e servizi esterni.

The course gives an overview of the numerous aspects needed to design and develop robots, as well as its closely connected fields, such as physical computing and man-computer interaction. Through the collaboration between professors and students from the Information Engineering School and the Design School, this course aims to develop interdisciplinary skills for designing mobile devices like robots.

Students:

• can recognise and understand the methods and technical specifications needed to design robots;
• can answer a design brief, define formal and functional requirements, implement a running device;
• can work in a multi-disciplinary team, communicating the project ideas applied in a convincing manner.

MOTIVATION
Robots have been mentioned as the next techological devices we will have in our homes, after PCs and cell phones.
The robotics industry faces many of the same challenges that the personal computer business faced 30 years ago. This is the vision of the future offered by Bill Gates [1] who argues that the robotics industry is on the cusp of a big expansion. “The level of excitement and expectation reminds me so much of that time when Paul Allen and I looked at the convergence of new technologies and dreamed of the day when a computer would be on every desk and in every home… I can envision a future in which robotic devices will become a nearly ubiquitous part of our day-to-day lives.” A robot in every home!
Now, a challenge is enabling robots to quickly sense and react to their environments. Recent decreases in the cost of processing power and sensors are allowing researchers to tackle these problems. Another challenge is to become more and more friendly and useful to the humans. This could be the main opportunity for a new skilled robot designers. The design of a robot plays a key role in its diffusion, and requires a strong interaction among people working on technical aspects (sensors, actuators, programming) and people developing aspects more related to the design tradition, such as: shape, usability, interaction.
AIMS OF THE COURSE
This course aims to provide an overview and insight into the many aspects of actually designing and building a robot, including mechanics, electronics, programming, sensors, physical computing and human-computer interaction. Through the collaboration between teachers and students coming from both the Industrial and Information Engineering School and the Design School, this course is aimed at developing interdisciplinary competences to design of mobile devices such as robots.
Knowledge
By the end of the course, students will have learned to:
understand how robots could be designed.
combine electronics, mechanics and design in order to create expressive robots.
critically investigate the choice of design to arrive at the best solution considering content and context.
use electronic sensors, actuators and related software.
be fluent in the current issues concerning the design of robots.
Creative & Critical Thinking
By the end of the course, students will have learned to:
respond to a design brief by resolving programmatic, formal and functional demands
reinforce critical design explorations with ideas/precedents and foundations that build up complexity
acquire a firm understanding of the problems and needs of robots design challenges and the manners in which they may be addressed.
Communication
By the end of the course, students will have learned to:
work in multidisciplinary teams in a time-scheduled context
convincingly communicate design concepts
engage design-specific knowledge and vocabulary
speak about personal design ideas with confidence and present ideas in a structured and convincing way
CONTENT
The course is based on the actual implementation of a robot according to a detailed brief that will be published on the web sites of the course (http://www.phycolab.polimi.it/attivita-didattica/robotics-design-9-ed/ and http://home.deib.polimi.it/bonarini/Didattica/RoboticsAndDesign.html).
ORGANIZATION
The course is mostly based on a learning-by-doing approach and it is organized on a SPECIAL SCHEDULE that includes lessons and periods of supported team activity in the AI and Robotics laboratory (AIRLab) at the Department of Electronics, Information, and Bioengineering and in the Lab Prototypes of teh Department of Design.
5 FULL DAYS: in these full days (8 hours) theory and practice about theoretical bases of Robotics, human-robot interaction, robot making (including mechanics, sensors, electronics microprocessors (e.g., Arduino)) will be exploited. Each aspect will be presented and then tested on real robots that will be designed and implemented in interdisciplinary groups. Each group will acquire basics needed to design and implement a prototype robot.
In the mean time and in the following weeks, groups will be free to work in the labs, where teachers and other people will support them in the development of their first full, working prototype, which will be evaluated by the beginning of June.
1 half day on April: First design of the robots will be presented by each group, together with the results of the first experimentations, and discussed with the tutors.
1 half day on May: Robots are presented, delivered, and left to the evaluators for the final evaluation with end users.
Each student/group could work autonomously in the periods between these three moments.
ENROLLMENT
All students must include the course in their study plan and ALSO fill the form available from the web site of the course (either http://www.phycolab.polimi.it/attivita-didattica/robotics-design-10-ed/. Missing anyone of these two actions may prevent the access to the course.
TEAM WORK
Collaborative work is essential to design aand implement a robot: team work will take place during in this course The number of components will be defined by the staff considering the background of each student and differentiating as much as possible the competences present in the group.
ATTENDANCE AND PARTICIPATION
Attendance and participation is an important aspect of the learning process, and you are expected to attend ALL the days, although exceptional motivations to skip some hours could be accepted.
EXPECTED WORKLOAD
You should expect to spend approximately 125 hours on this course, including both scheduled class time and independent activity.
MATERIALS AND EQUIPMENT REQUIRED
Students may have to provide at least some materials and equipment as needed for the completion of required work. The expected contribution from each student may be up to about €50.
SUBMISSION OF WORK
Student are responsible for ensuring their work is uploaded to the course web site on time and in the required format, and the working prototype delivered to the teachers.
For further information students may contact the teachers: Andrea Bonarini ([email protected]) or Maximiliano Romero ([email protected])
The official site of the course, updated with tips, movies and materials is http://www.phycolab.polimi.it/attivita-didattica/robotics-design-10-ed/, and from there are available also the sites of the previous editions of the course.
No specific competence is needed, except the ones expected for students starting either a Design, or Industrial and Information Engineering (Computer Engineering, Automation, Electronics, Telecommunication, Mechanical Engineering, Bioengineering,...) master track.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The final product of each group will be evaluated by considering both the quality of the product, the documentation, and the input from final users and other members of the group.
The final evaluation of the course will consider both the functional, aesthetic, and technological results, as well as the behavior of the robot in the final test.
There will be a public presentation of the final products, and the evaluation will take into account the audience opinion.
The assessment will be based on this criteria:
The creativity with which the assignment was met
The mastery of the technical challenges of the project
The coherence of the design concept and realization
The degree to which a variety of design concepts were explored to arrive at the result
The expressiveness of the final project
The quality of the presentation of the project
The idea – and the degree to which it engages its audience

Slides will be available from the BEEP page of the course together with bibliographic suggestions http://beep.polimi.it

The approach to Design Thinking was described as the ability of designers to face complex problems and reformulate them through the identification of emerging themes. To better understand the main characteristics of this “re-contextualisation process”, the teaching will have a historical position, which describes how design and its methods have changed according to the changes made in social-technical paradigms. Four paradigms will be presented: industrial economy, Economy experience, knowledge economy and transformation economy. Even if the paradigms are immersed in a specific moment in time, they still exist today. For each paradigm there is a series of important questions for design: mass production, user-centred design, product language, involving production, new craftsmanship, social innovation to mention a few. The description of each paradigm is the occasion for delving further into these problems, framing them in the historical perspective.

Students:

• applying knowledge and understanding: will learn to recognise and understand complex problems and reformulate them through the identification of emerging themes;
• making judgements: can operate a reasoned summary of complex themes. When applied to the project, this means developing the ability to integrate cultural, symbolic and expressive factors with those that are functional, technical, constructive, also considering environmental and system factors;
• learning skills: will develop their learing skills to continue studying and investigating the themes that interest them autonomously.

The course analyses how design and design practice have changed in relation to broader socio-technical paradigms. It introduces design as a discipline shaped by the interaction between economic models, socio-cultural transformations, technological developments, environmental issues and changing forms of production and consumption.
The course is structured around four main economies that have influenced the evolution of design discourse from a mainly Western perspective: the Industrial Economy, the Experience Economy, the Knowledge Economy and the Transformation Economy. For each economy, the course discusses the corresponding dominant perspective on design: the Technical perspective, the Human perspective, the Digital perspective and the Social perspective.
These perspectives are not presented as mutually exclusive or sequential replacements. Rather, the course shows how later perspectives build upon earlier ones and how different approaches, methods and values continue to coexist in contemporary product, service and system design. Students will therefore be invited to understand design as a multifaceted field in which technical, functional, human-centred, digital, social and environmental dimensions interact.
The main topics addressed in the course include: the historical development of design as a discipline; the relationship between design, industry and technological innovation; the emergence of user-centred and experience-oriented approaches; the impact of digital technologies and knowledge-based processes on design practice; the role of design in addressing complex social, cultural and environmental challenges; and the implications of these transformations for contemporary and future professional practice in Design and Engineering.
The course is organised according to a flipped classroom model. Before each class, students are required to study the assigned book chapters. Class time is mainly dedicated to clarifying key concepts, guided discussion, critical comparison of perspectives, application to products, services and design phenomena, individual and group activities, and seminar-based exchanges. After class, students develop individual and group assignments aimed at consolidating theoretical understanding and applying course concepts to relevant design cases.
By the end of the course, students are expected to be able to recognise the historical and socio-technical factors that have shaped design, critically connect them with current design practice, and discuss future societal, technological, and environmental challenges from a design perspective.

Prova scritta condizionata (a scelta del docente), con prove in itinere
Prova orale condizionata (a scelta del docente)
In order to pass the exam, students can choose between two alternative assessment paths:
Path for attending students
Path for non-attending students
Class attendance is not mandatory. At the beginning of the semester, students are required to declare whether they intend to follow the attending or non-attending path, according to the instructions and deadlines communicated by the teaching staff.
Path for attending students
The path for attending students is based on continuous assessment throughout the semester. It is designed to support active learning, progressive study of the textbook, application of theoretical concepts, collaborative work and critical discussion.
Attending students are required to attend the scheduled classes, study the assigned book chapters throughout the semester, actively participate in the learning activities and complete the ongoing partial assessments.
The final grade for attending students is determined as follows:
Flipped classroom activities: 30%
Questionnaires at home: 30%
Seminar group work: 12%
Design activities: 24%
General attendance and participation: 4%
Flipped classroom activities
For each flipped classroom, students must study in advance the assigned chapters of the course textbook. In class, the teacher summarises the main contents, clarifies key concepts and opens the discussion. Students then complete an online quiz and take part in a group exercise, typically based on the analysis of a design case. Each flipped classroom activity receives a grade. The assessment verifies the student’s understanding of the assigned chapters, ability to identify the main theoretical concepts, ability to apply them to design cases, and ability to work collaboratively during the in-class exercise.
Questionnaires at home
After each flipped classroom, students complete an online questionnaire at home. The questionnaire requires students to revise the assigned chapters and answer a question structured in two parts: first, a synthesis of specific features of the perspective under analysis; second, the identification and discussion of a product, brand or design case considered representative of that perspective. The questionnaires assess the students’ ability to understand and explain the contents of the textbook in their own words, use appropriate terminology, select relevant design examples, justify their choices, and connect theoretical concepts with design practice. Copying and pasting from the textbook or from other sources is not acceptable.
Seminar group work
Attending students take part in a seminar activity organised in groups. Groups are created by the teaching staff and each group is assigned a specific topic or question related to one of the course perspectives. The group presents the results of its study to the class. The presentation is followed by class discussion. The seminar assesses the group’s ability to investigate the assigned issue, connect it with the relevant course contents, structure a clear and effective presentation, use examples appropriately, and stimulate critical discussion with the class. Unless otherwise specified, all students in the same group receive the same grade.
Design activities
During the semester, students take part in two design activities organised in groups. The teaching staff defines the working teams, assigns the design brief and provides the rules for carrying out the task. At the end of the activity, each team presents its work to the class. The design activities assess the students’ ability to apply the theoretical perspectives discussed in the course to a design task, develop a coherent proposal, justify design choices, connect conceptual understanding with design practice, and collaborate effectively within the group. Unless otherwise specified, all students in the same group receive the same grade.
General attendance and participation
General attendance and participation assess the student’s active involvement in the learning process, contribution to class discussions and collaborative attitude during course activities.
Final grade for attending students
At the end of the semester, the grades obtained in the different activities are combined according to the percentages indicated above. The final grade is expressed on a scale from 0 to 30. The minimum passing grade is 18/30. A final grade of 30 cum laude may be awarded in cases of excellent performance. The results obtained through the attending path are valid for the academic year in which the course is attended. Students who refuse the final grade obtained through the attending path, or who do not complete the requirements of the attending path, will take the exam according to the non-attending students’ path.
Path for non-attending students
Non-attending students are required to study the whole course textbook independently before the exam. They are not required to participate in weekly activities during the semester.
The final exam for non-attending students is based on the course textbook and on the topics listed in the course programme. The exam verifies knowledge and understanding of the main contents of the textbook, the ability to explain the evolution of the design discipline in relation to socio-technical contexts, the ability to compare the four economies and the four design perspectives, and the ability to critically apply the course concepts to design objects, products, brands or design issues.
The exam will be administered as:
an ( online) written questionnaire if more than three non-attending students are enrolled in the exam session;
an oral exam if three or fewer non-attending students are enrolled in the exam session.
For non-attending students, the final exam accounts for 100% of the final grade.
The assessment criteria include: completeness and accuracy of knowledge of the textbook; understanding of the relationships between economies, perspectives and socio-technical contexts; correct use of terminology; ability to critically discuss different design perspectives; ability to analyse a design object according to the course framework; clarity of exposition; and ability to formulate a coherent redesign brief.
Use of generative AI tools
The use of generative AI tools is allowed only as limited support for preliminary exploration, language revision or organisation of ideas, and must not replace the student’s own study, interpretation, argumentation or critical discussion. Students remain fully responsible for the content they submit or present.
When generative AI tools are used in assignments, questionnaires, seminar work or design activities, their use must be declared according to the instructions provided by the teaching staff. Undeclared, inappropriate or excessive use of generative AI tools, including use that prevents the assessment of the student’s actual learning, will be considered inconsistent with academic integrity and may affect the evaluation.

L. Rampino, Evolving Perspectives in Product Design. From Mass Production to Social Awareness, Editore: Franco Angeli, Anno edizione: 2022, ISBN: 9788835143703 https://series.francoangeli.it/index.php/oa/catalog/book/863
Note: open source
Gardien, P., Djajadiningrat, T., Hummels, C., & Brombacher, A., Changing your hammer: The implications of paradigmatic innovation for design practice. International Journal of Design, Anno edizione: 2014, Fascicolo: 8/2

Attività didattica svolta all'estero riconosciuta per crediti a scelta dello studente.

The main topic of this course is the introduction to the finite element method (Finite Element Method, FEM in English) and to computer aided engineering programs (Computed Aided Engineering, CAE) applications to the simulation of mechanical systems, both simple and complex. The teaching introduces the fundamentals of the FEM method while also carrying out a review/review of the main concepts of mechanics and resistance of materials, with the aim of allowing students to use these software tools consciously and critically.

The student will be able to verify the performance of a mechanical system or an industrial product by setting up a simulation based on the choice of the most appropriate mechanical model.
The results obtained can be critically evaluated in terms of validity and accuracy.

This course aims to help you determine the future application of your design. The main objective is to introduce students to the finite element method (FEM) in structural analysis and guide them in using relevant software for analysis. The course will provide a brief overview of structural analysis, focusing on general analysis and product design rather than complex mathematical formulas. Furthermore, the course will cover the fundamentals of the FEM and guide students in developing FEM models suitable for specific applications. Finally, the course will validate and analyze the results based on the FEM calculations. Students will be required to complete a product project in collaboration with the instructor.
Detailed Plan:
Introduction to Structural Analysis: Primarily covers material properties; beam structures and their reliability; stress states under tensile, bending, shear, and torsional loads; plane stress, plane strain, and three-dimensional stress states; material and structural evaluation: definition of permissible stress and feasible criteria for material failure; performance and reliability under complex stress states.
Introduction to the Finite Element Method: Finite element discretization of structures; shape functions; stiffness matrix; constraint discretization; application of boundary conditions and loads; different types of elements (rods, beams, shells, and three-dimensional elements); selection of element type based on analysis objectives.
Finite Element Modeling Techniques: Meshing techniques; the relationship between CAD models and the finite element method.
Result Computation and Visualization: Solutions to common errors; deformation visualization; stress/strain distribution profiling.
Result-Based Analysis: Model validation; determining model capabilities; convergence calculations; subsequent plotting/utilization of numerical data.
Exercises: Topics related to the application of the finite element method will be presented during the course and discussed with students.
Numerical Lab: Students will collaborate with the instructor to complete projects related to industrial/everyday design products.

Prova orale obbligatoria
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), individuale, senza revisioni periodiche, senza presentazione/discussione finale
Valutazione continua condizionata (a scelta del docente)
The exam will be conducted orally, where students will present and discuss their projects and review the topics covered in class.

Lecture notes of the teacher available on Polimi WeBeep
J.E. Shigley et al., Mechanical Engineering Design, Editore: McGraw-Hill, Anno edizione: 2011
V. Adams, A. Askenazi, How to build better products with finite elements, Editore: Onword Press, Anno edizione: 1999
Robert Cook, Finite Element Modeling for Stress Analysis, Editore: John Wiley & Sons, Anno edizione: 1995

"Frugal Design" è un corso basato su progetti che si concentra sulla prototipazione fisica come base comune per la progettazione collaborativa, ponendo l'accento su un approccio frugale, ovvero ottenere di più con meno. Il corso si articola in due parti: un'introduzione online al tema, che comprende l'avvio del lavoro di gruppo e la fase di ideazione e bozzetti, e una parte in presenza presso la Chalmers University of Technology, incentrata sulla prototipazione fisica delle idee.

Aim of the course is to make students aware of the possibilities, constraints, philosophy and terminology of electronics, in order for them to conceive the design of a product with electronics functionalities, knowing in advance what is feasible and what is not, according to the project boundary conditions in terms of space, power consumption, balance of cost and added functionalities.

Students:
-understand the terminology and philosophy of electronics
-are aware of the added value electronic systems can give to a product
-are aware of the physical appearance of an electronic system
-know in which ways an electronic system can be integrated within a product
-given a certain electronic function to be implemented, are able to design, in terms of building blocks, an electronic system that can solve the problem
-for the aforementioned electronic system, they are able predict the order of magnitude of the space occupancy, power consumption, and to understand whether the electronic system is compatible with the product design boundary conditions.

In the following the main topics dealt with by the course are highlighted
what electronics is and what electronics does
(general statements and definitions: acquire, elaborate, actuate information)
electronics: an abstract, end-user, functional point-of-view
bottom-up approach: general concepts, building blocks (sensors, actuators, microcontrollers, analog to digital and digital to analog converters, LEDs, communication modules, energy management), the elements of an electronic system
top-down approach: how electronics can help my project? (specific examples)
fundamentals of electronics circuits: ohms law, voltage and current partitioning, sinusoidal regime, operational amplifiers, acquisition signal chain
how components really look like
Classification
Dimensions & appearance
Constraints: power supply & dissipation, shielding, temperature/humidity range
how to connect components
The traditional way: printed circuit board (PCB), a 2D approach
The soft way:
conformable, non-planar PCB
flexible/bendable/stretchable interconnects
Others: 2.5D rigid thermoplastic circuits
Product seamless integration: structural electronics
Methods and processes
Integration in composites
Integration in sheet metal structures
additive manufacturing
Case studies
Beyond traditional electronics
Ultrathin chip package
Flexible&Printed electronics: everything goes flex, status and perspectives
Application scenarios:
Internet of Things
Structural health monitoring
Electronic skin
Intelligent materials (shape memory alloys, piezoelectrics, magnetostrictive)
Product life cycle monitoring

Prova scritta obbligatoria, senza prove in itinere
Course evaluation will take place by means of a written test.
Student need to show they understand the terminology, philosohpy and approach of electronics and are able to solve simple electronic circuits. In addition, given a certain target, student need to show they are able to design, in terms of functional blocks, an electronic system.

P. Scherz and S. Monk, Practical Electronics for Inventors, Editore: McGraw Hill, Anno edizione: 2016, ISBN: 978-1259587542

Il corso intende offrire agli studenti gli strumenti per comprendere una delle trasformazioni più significative del design italiano contemporaneo: il passaggio dal progetto inteso come produzione di oggetti al progetto come sistema di relazioni, ricerca, comunicazione, esperienza e innovazione.
Attraverso l'incontro diretto con i protagonisti di questa stagione, gli studenti saranno guidati a leggere criticamente i diversi modi di interpretare il mestiere del designer, comprendendone il metodo di lavoro, i processi creativi, il rapporto con le imprese, la costruzione del linguaggio progettuale e le strategie attraverso cui ogni autore ha saputo confrontarsi con i cambiamenti economici, tecnologici e culturali del nuovo millennio.
Il corso si propone inoltre di collocare questa generazione all'interno della storia del design italiano, evidenziandone il rapporto con i grandi Maestri del Novecento. Non una semplice continuità, ma un dialogo critico capace di trasformare l'eredità ricevuta in nuove forme di ricerca, sperimentazione e innovazione.
Particolare attenzione sarà dedicata all'ampliamento dei confini disciplinari del progetto. Gli studenti saranno invitati a osservare come il design abbia progressivamente esteso il proprio campo d'azione verso il digitale, la comunicazione, i servizi, la moda, il food, gli allestimenti, l'innovazione sociale e la cultura d'impresa, acquisendo un ruolo sempre più trasversale nella società contemporanea.
L'obiettivo finale non è soltanto trasmettere conoscenze storiche, ma sviluppare uno sguardo critico sul progetto contemporaneo. Attraverso il confronto con esperienze e percorsi professionali differenti, gli studenti saranno chiamati a costruire una propria capacità di interpretazione, riconoscendo nel design uno strumento di lettura della realtà e di trasformazione del futuro.

Lo studente:

• sa individuare elementi di significato e simbolici corrispondenti a specifici contesti di riferimento per il progetto che si andrà a sviluppare;
• sa analizzare autonomamente e in maniera critica i contesti di riferimento;
• sa come orientarsi nell'approfondimento critico di specifici argomenti.

Design italiano.
Eredi_Eretici_Esploratori
Una generazione del progetto italiano (1965–1975)
Ogni epoca riconosce i propri Maestri. Esiste però un momento in cui una nuova generazione entra in scena senza poter più essere definita "giovane" e senza appartenere ancora alla storia. È la generazione che raccoglie un'eredità, mette in discussione le regole ricevute e apre nuovi territori del progetto.
Dopo il primo ciclo Maestri, dedicato ai protagonisti del design italiano nati tra il 1935 e il 1955, questo corso è rivolto ai progettisti nati fra la metà degli anni Sessanta e la metà degli anni Settanta: designer che hanno ridefinito il significato del progetto nell'età della globalizzazione, della rivoluzione digitale e della contaminazione tra discipline.
Tre parole ne sintetizzano il profilo: Eredi, perché raccolgono il patrimonio culturale del design italiano; Eretici, perché ne mettono in discussione linguaggi e gerarchie; Esploratori, perché conducono il design oltre il prodotto industriale, aprendolo ai servizi, alla comunicazione, al digitale, alla moda, al food, agli allestimenti, all'innovazione sociale e ai nuovi sistemi produttivi.
Tra la fine degli anni Novanta e i primi Duemila questa generazione emerse con forza, trovando una prima ricognizione nella mostra The New Italian Design (2007). A quasi vent'anni di distanza, quei progettisti possono essere riletti come gli autori che hanno costruito il lessico del design contemporaneo, conquistando una riconosciuta autorevolezza internazionale.
La loro affermazione coincide con una profonda trasformazione del progetto: il design non è più soltanto oggetto industriale, ma processo, esperienza, ricerca, comunicazione e sistema di relazioni. Pur seguendo percorsi differenti, questi protagonisti condividono un rapporto libero e maturo con i grandi Maestri del Novecento, assunti non come modelli da imitare ma come patrimonio da reinterpretare criticamente.
Il corso offrirà agli studenti l'opportunità di incontrare direttamente questi progettisti, comprenderne il metodo di lavoro, il rapporto con le imprese e i processi creativi, collocando il loro contributo in una prospettiva storica.
Ogni incontro prevede un'introduzione critica della docente, una lectio magistralis dell'ospite e un dialogo finale con gli studenti. Durante il semestre ciascun partecipante realizzerà un Diario, strumento personale di osservazione e riflessione critica che accompagnerà l'intero percorso.

Prova orale obbligatoria
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), individuale, senza revisioni periodiche, con presentazione/discussione finale
La frequenza è obbligatoria. Il corso si fonda sull'incontro diretto con i protagonisti del design italiano contemporaneo: ogni lezione è un'occasione di confronto tra docente, autore e studenti. L'ascolto delle testimonianze, il dialogo e la partecipazione attiva costituiscono parte integrante del percorso formativo e non sono sostituibili con il solo studio individuale.
Esame
L'esame si svolgerà in forma orale e prenderà avvio dall'approfondimento critico di due autori scelti dallo studente. A questa parte si affiancherà, a scelta, un elaborato progettuale da svolgere singolarmente o in gruppo: 1) progetto/metaprogetto ispirato a uno dei designer del corso; 2) progetto curatoriale di una mostra dedicata a cinque autori, definendone concept, percorso espositivo e criteri di selezione.

Questo corso introduce principi e metodologie per la progettazione di tecnologie digitali in grado di garantire la diversità e l'accessibilità a tutti. Gli studenti apprenderanno un quadro metodologico che li aiuterà ad analizzare gli utenti del sistema e il contesto d'uso, a riconoscere i bisogni specifici, ad esempio legati alle abilità fisiche, al genere e allo status socio-economico, e a considerare questi bisogni nella progettazione di sistemi digitali che si comportino nel rispetto di tale diversità. Questo approccio progettuale è particolarmente rilevante quando si progettano le interfacce utente dei sistemi digitali; ma può anche essere critico quando si considerano algoritmi che producono previsioni non corrette a causa dell'adozione di set di dati incompleti, errati e pregiudizievoli. Nel complesso, l'obiettivo è quello di portare gli studenti a imparare a mettere gli utenti al centro fin dall'inizio del processo di progettazione, a riconoscere l'esclusione e a imparare dalla diversità, a risolvere per uno e a estendere a molti, raggiungendo così progetti che possano portare benefici universali alle persone.

Obiettivo del corso è sviluppare la capacità di proporre e sviluppare soluzioni progettuali-ingegneristiche innovative con un focus sulla sostenibilità.

Obiettivo dell'insegnamento è sviluppare negli studenti la capacità di comprendere e padroneggiare i processi d'innovazione guidata del design, di sviluppare pensiero strategico, di ingaggiare nei progetti attori diversi in modo costruttivo e finalizzato, di definire partnership e di cogliere gli elementi di base della competizione.

Lo studente:

• conosce e comprende i processi d’innovazione con particolare riferimento all'innovazione generata dal design e alle relative strategie di marketing;
• conosce e comprende i fondamenti di gestione dell'innovazione e organizzazione aziendale;
• sa definire la struttura di massima di business model e business plan per soluzioni nuove, effettuando macro-valutazioni di fattibilità economica e organizzativa.

Prospettiva generale del corso
Oggi è impossibile essere un designer che guida la strategia di innovazione senza competenze di leadership, ovvero senza la capacità di immaginare direzioni strategiche, coinvolgere gli altri, trovare risorse e realizzare la visione. Allo stesso modo, oggi è impossibile essere un leader senza pensare in modo innovativo, cioè senza la capacità di guidare le organizzazioni in un contesto in continuo cambiamento, dove i profili organizzativi sono indefiniti e dinamici. In sintesi, oggi strategia di innovazione e leadership camminano insieme. Questo legame si rafforza ulteriormente quando le sfide riguardano lo sviluppo sostenibile del business e della società, ovvero la capacità di crescere senza compromettere la disponibilità di risorse per le generazioni future.
In questo corso integriamo questi due temi, che tradizionalmente vengono affrontati separatamente. Il corso è un percorso unico, pensato per sviluppare le capacità e le competenze necessarie a diventare leader efficaci in grado di promuovere l’innovazione sostenibile.
L’obiettivo si raggiunge lavorando su due dimensioni:
(1) su ogni studente come persona (come diventare uno stratega dell’innovazione);
(2) e sulle relazioni organizzative (come nutrire un team e un’organizzazione capaci di generare innovazioni).
1.1. Obiettivi
Più nello specifico, il corso si propone di permettere ai designer di:
Comprendere la propria identità come leader dell’innovazione nella società e nelle organizzazioni aziendali;
Contribuire alla strategia di innovazione come creazione e cattura di valore attraverso innovazioni radicali di prodotti, servizi e modelli di business;
Aumentare la consapevolezza di sé riguardo ai diversi atteggiamenti cognitivi e al ritmo del proprio processo individuale di integrazione e individuazione come leader dell’innovazione;
Comprendere il ruolo della leadership nel generare empatia e coinvolgimento con diversi attori (clienti, utenti, investitori, colleghi, interpreti, enti pubblici e organizzazioni non profit);
Comprendere il contesto tecnologico e socioeconomico in evoluzione, focalizzandosi sulle sfide dell’intelligenza artificiale e della sostenibilità, e individuare possibili direzioni innovative per sé e per la propria organizzazione;
Comprendere le dinamiche della creatività e del cambiamento all’interno dei team e tra team (coppie, piccoli team, team estesi) e organizzazioni;
Comprendere la natura del concept (di un prodotto-servizio radicalmente nuovo) come artefatto organizzativo che abilita i processi decisionali sull’innovazione.
1.2. Contenuti principali
Gli studenti apprenderanno metodologie e strumenti sia per la strategia di innovazione di prodotto-servizio, sia per i processi organizzativi interni legati alla leadership e all’innovazione.
Il corso è composto da tre parti:
Parte 1 – Strategia di Innovazione e Processo di Innovazione
Innovazione e vantaggio competitivo: creazione e cattura di valore
Quattro tipologie di strategie di innovazione
Quattro modalità cognitive di pensiero orientato al futuro
Due principi dell’innovazione del significato: Inside-Out e Criticism
Il processo di innovazione del significato
Parte 2 – Leadership e sviluppo di nuovi concept di servizio
Leadership, organizzazione e gestione dell’innovazione
Quattro tipi di processi decisionali organizzativi
Dalla leadership transazionale alla leadership e innovazione del significato
Il concept di un servizio radicalmente nuovo come artefatto organizzativo
Organizational sensemaking e la relazione speculare tra esperienza del cliente ed esperienza del dipendente
Parte 3 – Project Work (Individuale, in coppia, Small Circle, Large Circle): Leadership e innovazione del significato per una specifica categoria di servizio (es. un servizio retail)
1.3. Dettagli sul Project Work
Durante il corso, i team di studenti svilupperanno un project work adottando l’approccio Design Driven Innovation, focalizzato sull’innovazione del significato e sull’innovazione della soluzione rispetto ad una sfida di innovazione dei servizi.
I progetti verranno sviluppati attraverso quattro tipi di attività:
Attività di sparring partnering, supervisionata dai docenti ma gestita autonomamente dagli studenti tramite diverse fasi: pensiero individuale, critica in coppia, critica in piccoli circles radicali, critica in circles radicali estesi.
Attività di raccolta insight, supervisionata dai docenti e condotta dagli studenti con metodi diversi di raccolta dati, con particolare attenzione alle tecnologie e al loro ruolo nella società e nella vita delle persone.
Attività di costruzione dello scenario, gestita durante l’ Enlightening Workshop (Meaning Factory). Le istruzioni verranno condivise dai docenti.
Attività di sviluppo del concept, gestita durante le sessioni di lavoro in team. Le sessioni saranno autogestite dai team, ma i docenti saranno disponibili per momenti di revisione progettuale.
Il Project Work si articola in tre fasi:
1. Coppie
a. Gli studenti formano autonomamente coppie e condividono idee e insight.
b. Completano i template forniti e li caricano su Webeep entro quattro settimane dall'inizio dell'insegnamento.
c. I template sono rivisti e discussi in vista delle fasi successive.
d. Una sessione in aula di revisione e feedback con i docenti si terrà il xx ottobre.
2. Small Circles
a. Le coppie vengono aggregate dai docenti in team da 4 persone per sviluppare il manifesto dell’idea.
b. Gli studenti completano i template forniti e realizzano un video di max 5 minuti del manifesto, da caricare su Webeep entro otto settimane dall'inizio dell'insegnamento.
c. I materiali (template + video) saranno valutati in trentesimi secondo i criteri di capacità di critical thinking, completezza, correttezza, creatività e chiarezza.
d. Una sessione in aula di revisione e feedback con i docenti si terrà il xx novembre.
3. Large Circles
a. I Small Circles vengono uniti dai docenti in team da 8 persone per sviluppare la soluzione di servizio.
b. Gli studenti completano i template previsti e preparano una presentazione di 5 minuti, da caricare su Webeep entro la fine dell'insegnamento.
c. I materiali (template + presentazione) saranno valutati con un punteggio da -1 a +2 da sommare al punteggio dello step precedente. Criteri di valutazione: capacità di critical thinking, completezza, correttezza, creatività, chiarezza.
d. Le discussioni finali si terranno il 21 dicembre con i docenti.

Prova scritta obbligatoria, senza prove in itinere
Progetto/i - Elaborato/i condizionato (a scelta del docente), di gruppo, con revisioni periodiche, con presentazione/discussione finale
Il voto finale sarà determinato secondo i seguenti criteri:
Project Work: 1ª, 2ª e 3ª revisione (ogni team riceverà un unico voto): 50% del voto finale
(Criteri di valutazione: Capacità di Critical Thinking, Completezza, Correttezza, Creatività, Chiarezza)
Esame scritto individuale finale ed eventuale prova orale (ogni studente riceverà un voto individuale): 50% del voto finale
(È necessario ottenere almeno 18/30 nello scritto per superare l’intero esame).
I voti del Project Work rimarranno validi fino all’ultima sessione dell’a.a. ( settembre 2027 ).
Altre informazioni: valutazione individuale (Project Work individuale)
Valutazione:
Project Work individuale: report finale → 50%
Tutti i materiali del progetto (es. template, video, presentazioni, ecc.) devono essere consegnati.
Criteri di valutazione: Completezza, Correttezza, Creatività, Chiarezza
Non sono previste revisioni intermedie
Esame scritto individuale → 50%
Altre informazioni: valutazione individuale (Project Work individuale)
Valutazione:
Project Work individuale: report finale → 40%
Tutti i materiali del progetto (es. template, video, presentazioni, ecc.) devono essere consegnati.
Criteri di valutazione: Completezza, Correttezza, Creatività, Chiarezza
Non sono previste revisioni intermedie
Esame scritto individuale → 30%
Esame orale individuale (teoria e discussione del progetto) → 30%

Roberto Verganti, Overcrowded, Editore: Hoepli, Anno edizione: 2018
Note: capitoli selezionati
Schilling MA, Strategic Management of Technological Innovation, Editore: McGraw-Hill, Anno edizione: 2010
Note: capitoli selezionati
Fox, Erica Ariel., Winning from Within: A Break Through Method for Leading, Living, and Lasting Change., Editore: Harper Business, Anno edizione: 2013, ISBN: 9780062295309

The course addresses the key issues related to design with materials, providing tools for proper selection depending on specific applications. More in detail, after having identified the functional requirements associated with the product, the properties will be identified and used as an original instrument for material selection.

Students:

• knowledge and understanding: know and understand the material selection criteria in the Product design circle;
• making judgements: can evaluate material quality according to its application in the industrial product project.

The course aims to address the issues related to materials choice for optimal design, providing the tools for correct material and technology selection for specific applications.
The course, organized in different modules, is intended to provide the tools to perform the best material selection for products design.
In detail, the main topics addressed in the modules are the following:

• Introduction to the materials selection process;
• Materials and processes classification: tree structures;
• The strategic approach: how to select the best materials for the project;
• Weight and stiffness of the component: material density and elastic modulus;
• Flexion, bending and vibration: how materials stiffness can affect the project;
• Materials elasticity, plasticity, yield strength and ductility;
• Bending and break: how materials resistance can affect the project;
• Fracture and fracture toughness;
• Cyclic loads, fatigue damage and breakage;
• Breakage of a component: how materials fracture can affect the project;
• Rubbing, slipping and galling: friction and wear;
• Atoms in vibration: heat;
• Materials for high temperature applications;
• Conductors, insulators and dielectrics;
• Magnetic materials;
• Materials for optical devices;
• Durability: oxidation, corrosion and degradation;
• Heat treating, deforming, joining and finishing: the processes;
• Follow the recipe: processes and materials properties;
• Materials, processes and environment.
  Many example of materials and process selection will be organized and proposed in classroom.
  Many selection cases will consider the use of a software tool, Granta Design.
  Slides and other contributions will be published online before and after each coresponding lesson.

Prova scritta obbligatoria, senza prove in itinere
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), di gruppo, senza revisioni periodiche, senza presentazione/discussione finale
A project will be proposed and evaluated at the end of the course. Learning tests will be organized during the official exam sessions. The final rating will result from the evaluation of the project and learning test.
Please, note that the evaluation of the project will be kept and considerd for the whole academic year.

Mike Ashby, Hugh Shercliff, and David Cebon, Materials: engineering, science, processing and design, Editore: ELSEVIER LIMITED, Anno edizione: 2019, ISBN: 978-0-08-102376-1
Note: Students may chose one of the old editions.
Michael Ashby, Hugh Shercliff e David Cebon, Materiali: Dalla scienza alla progettazione Ingegneristica, Editore: Casa Editrice Ambrosiana, Anno edizione: 2009, ISBN: 9788808181268
Note: Versione italiana del testo inglese

The course provides the basics of applied mechanics. Main objectives of the teaching are:

• knowledge of elementary mechanical models
• knowledge of basics of kinematics of mechanical systems;
• knowledge of basics of dynamics of mechanical systems;
• tools and methods for modelling and analysing mechanical systems.

** Knowledge and understanding
The student:

• knows how to model a mechanical system;
• knows how analyse the motion of a mechanical system;
• knows how to solve simple problems of dynamics.
  ** Ability to apply knowledge and understanding
  The student:
• can model a simple mechanical system;
• can solve kinematics and dynamics of a simple mechanical system.

Introduction
Modeling methods for mechanical systems.
Maths revision: scalars, vectors, scalar and vector products, derivatives, integrals.
Kinematics and dynamics of particles
Kinematics: Position, velocity and acceleration vectors in a plane, trajectory of a particle.
Statics and dynamics of particles: Newton laws of motion.
Kinematics of a rigid body
Kinematics of a rigid body: motions and instantaneous motion, angular velocity and acceleration, instantaneous center of velocity.
Hints to systems of rigid bodies.
Mass properties of rigid bodies
Center of mass, mass moment of inertia.
Statics and dynamics of rigid bodies
Constraints, static equilibrium equations.
Inertia force and torque, D'Alémbert principle and dynamic equilibrium equations.
Reaction forces.
Hints to internal actions in system of rigid bodies.
Mutual actions in machinery elements
Contact between bodies, static and dynamic friction, rolling resistance.
During the course the students will also learn how to solve the kinematics and dynamics of rigid bodies by means of the “Solidworks” software.

Prova scritta obbligatoria, senza prove in itinere
Prova orale facoltativa (a scelta dello studente)
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), di gruppo, con revisioni periodiche, con presentazione/discussione finale
The exam consists of a written and an oral part.
It is necessary to get a sufficient mark in the written exam to be admitted to the oral exam.
During the written part, students will be asked to solve some exercises on kinematics and dynamics of rigid bodies.
Students aiming for high marks will be asked to present their project work consisting of kinematic and/or dynamic analysis developed with Solidwork software during the oral exam.

lesson notes and slides (theory and practice) will be provided

The course is aimed developing the student's design critical skills and synthesis ability, by introducing, discussing and applying the innovative methodologies for engineering design, and by the development of engineering system.

The students will get the critical skills to understand and correctly apply the engineering design methods that consider the complete product lifecycle, starting from the customer requirements to the end of life. They will develop the knowledge and expertise to correctly identify and apply the right engineering design methods with respect of the product of interest through the development of theoretical concepts and their critical application in a practical case study.

The course deals with the design methods used in the different phases of the product development and their practical implementation in engineering design.
It is a mix of frontal theory lectures and case studies descriptions, interactive practical exercises using different commercial softwares (Fusion 360, Abaqus, Altair-Inspire, etc.) and autonomous development of a project on a relevant case study, possibly in collaboration with an important company.
LECTURES
Introduction to Engineering Design. From customer requirements to production: concept, embodiment, detail design. The role of codes and standards in Engineering Design: Design by Rules and Design by Analysis.
Design methodologies
Design for Assembly (DfA) Assembly efficiency. Joints for plastic and metal parts: screws, press-fit, rivets, focus on snap-fits. Critical evaluation of the assembly method in the overall design process with respect of performance and cost.
Design for Manufacturing (DfM) – Methods to assess the cost related to manufacturing and to orient to correct choice of the process. The case of injection molding.
Design for Environment (DfE) – The natural and the industrial product life cycles; conditions for sustainability. Life Cycle Analysis (LCA): a) the functional unit, the reference flow and the eco-indicator concepts, b) goal and scope definition, inventory, assessment of the EI, interpretation of the results. Implementation of DfE and LCA in the product design.
Design for Disassembly (DfD ) - Choice of materials: the concept of Material Removal Rate (MRE), Architecture of the system and component design, joining methods, new methods for active disassembly (smart materials).
Design for Reliability (DfR) - Basic concepts, improving the reliability of systems. Risk Analysis: Failure Mode and Effects Analysis (FMEA), Failure mode, Effects and Criticality Analysis (FMEA), Fault Tree Analysis (FTA).
Design optimization and Robust Design – Basic concepts
PRACTICES
Quantitative and in-depth analyses of some of the topics of the course.
Interactive practical exercises using different commercial softwares (Fusion 360, Abaqus, Altair-Inspire, etc.)
A part of the practices is dedicated to a project to be developed in team, where the students are requested to work on the design of an engineering system (real case study to be carried out in collaboration with an important company) and to apply methods and techniques illustrated during the lectures.

Prova orale obbligatoria
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The students are requested to present the final results of their projects and to upload a project report, which are significant parts of the final course evaluation.
A final oral exam (colloquium) covering the main topics discussed during the classes is also foreseen.

Karl T. Ulrich, Steven D. Eppinger, Product Design and Development, Editore: McGraw-Hill, Anno edizione: 2015, ISBN: 9780070658110
G. Boothroyd, P. Dewhurst, W. Knight, Product Design for Manufacturing and Assembly, Editore: Marcel Dekker Inc, Anno edizione: 2002, ISBN: 9780824791766

L'obiettivo dell’insegnamento è di individuare tecniche di modellazione top-down per superfici utili alla realizzazione di modelli CAD tridimensionali che uniscano qualità estetiche espressive alla fattibilità a livello industriale.

Lo studente:

• Conoscenza e capacità di comprensione (knowledge and understanding): conosce e comprende tecniche di modellazione top-down per superfici utili alla realizzazione di modelli CAD tridimensionali
• Autonomia di giudizio (making judgements): in autonomia sa integrare nello sviluppo dei modelli anche le conoscenze acquistite anche da altri contributi disciplinari.

Nel corso, gli studenti saranno valutati attraverso la produzione di un elaborato finale creato usando SolidWorks e Rhinoceros, nei rispettivi ambiti: progettazione di un cinematismo e di scocche estetiche. I parametri quantitativi e qualitativi di valutazione includono precisione delle misure, complessità geometrica, ottimizzazione dei materiali, qualità estetica, funzionalità del meccanismo, integrazione tra forma e funzione, e innovazione. Il voto finale sarà determinato in base alla qualità del progetto finale e della partecipazione in aula.
Durante il corso, gli studenti approfondiranno le tecniche avanzate di modellazione di prodotti a elevato contenuto estetico, con un focus particolare sull'uso di metodi di progettazione parametrica e generativa. Sarà posta grande enfasi sulla modellazione Top-Down, un approccio che permetterà di integrare in modo efficiente sia gli aspetti meccanici e di cinematismo che quelli estetici. Gli studenti impareranno a gestire con precisione la progettazione di sistemi complessi, sviluppando pattern sofisticati su superfici a doppia curvatura, ottenendo così un controllo ottimale delle forme e delle funzionalità del prodotto finale.

Progetto/i - Elaborato/i obbligatorio, individuale, con revisioni periodiche, senza presentazione/discussione finale
Il corso prevede un progetto finale diviso in due moduli, una per ogni software propsoto (SolidWorks e Rhinoceros3D) finalizzate all'ottenimento di un progetto finale che riunisca le due attività precedentemetne svolte.
La prima esercitazione si svolgerà attraverso l'utilizzo del software Solidworks con lo scopo di progettare e prototipare un cinematismo di un utensile o similare.
L'obiettivo del modulo è di consolodiare l'utilizzo degli strumenti avanzati di SW per arrivare alla progettazione funzionale di un assieme con sistema cinematico.
Il secondo modulo, sviluppato con Rhinoceros, tratterà invece della progettazione estetica e di dettaglio dell'utensile utilizzando il meccanismo progettato nella prima esercitazione come base schematica per lo sviluppo di un oggetto ad elevato valore estetico.
Il voto finale sarà media del voto ottenuto nello sviluppo dei due moduli incrementato, o ridotto, dalla partecipazione alle lezioni, frequenza, complessità del tema proposto.
Principali parametri Quantitativi che verranno valutati:
Precisione delle Misure: Grado di accuratezza nel rispetto delle dimensioni e delle tolleranze indicate nel progetto finale.
Completezza del Sistema Cinematico (SolidWorks): Numero e correttezza dei componenti e dei vincoli cinematici realizzati per garantire il corretto funzionamento dell'assieme.
Numero di Iterazioni di Prototipazione: Numero di versioni prototipate e revisionate durante il processo di progettazione del cinematismo.
Complessità Geometrica del Design (Rhinoceros): Numero di superfici complesse o doppia curvatura integrate nel design estetico finale.
Ottimizzazione dei Materiali: Valutazione dell’efficienza nell’utilizzo dei materiali, con particolare attenzione a ridurre gli sprechi e migliorare la sostenibilità del progetto.
Principali parametri Qualitativi che verranno valutati:
Qualità Estetica del Design (Rhinoceros): Valutazione dell'appeal visivo, coerenza stilistica e innovazione estetica nel design finale dell'utensile.
Funzionalità e Efficienza del Meccanismo (SolidWorks): Valutazione dell’efficacia del meccanismo progettato, con particolare attenzione alla fluidità e affidabilità del movimento.
Integrazione tra Forma e Funzione: Capacità di integrare il meccanismo funzionale con un design estetico che valorizzi sia l’usabilità sia l’aspetto del prodotto finale.
Innovazione e Originalità: Grado di innovazione nelle soluzioni proposte sia a livello di meccanismo sia a livello di design estetico.
Coerenza del Processo Progettuale: Valutazione della coerenza e logica seguita nel processo progettuale, dalla concezione iniziale alla realizzazione finale.

Obiettivo dell'insegnamento è quello di sviluppare la sensibilità del futuro progettista nei confronti delle tecnologie e dei materiali più innovativi per il settore del design e in particolare delle nanotecnologie e dei materiali funzionali in un’ottica di sviluppo sostenibile ed economia circolare.

Lo studente:

• Conoscenza e capacità di comprensione (knowledge and understanding): conosce e comprende le tecnologie e i materiali più innovativi per il settore del design e in particolare delle nanotecnologie e dei materiali funzionali;
  -Conoscenza e capacità di comprensione applicate (applying knowledge and understanding): sa integrare nanotecnologie e materiali funzionali nel processo di sviluppo di nuovi prodotti.

Il programma affronta le innovazioni e l'evoluzione nei materiali e nelle tecnologie industriali. Il corso analizza le soluzioni ingegneristiche e nanotecnologiche più innovative — tra cui sol-gel, leghe a memoria di forma e materiali fotocromici — con particolare focus sui materiali funzionali e sulle loro applicazioni concrete nel mondo del design.
I partecipanti acquisiranno competenze chiave sugli aspetti associati alla sostenibilità, attraverso la trattazione di argomenti quali biopolimeri, materiali da valorizzazione di scarti, ma anche di active e smart packaging.
Le varie tematiche verranno trattate integrando casi studio recenti attraverso una discussione attiva con la classe sulle performance ingegneristiche, caratteristiche estetico-sensoriali e proprietà di fine vita.
Il corso integra una parte relativa a basi metodologiche per la ricerca scientifica, il reperimento delle fonti e la redazione di elaborati tecnici e accademici, a supporto del raggiungimento dei risultati di apprendimento attesi.
L’insegnamento si articola in lezioni frontali, seminari e incontri con aziende ed esperti del settore, e una sessione laboratoriale. Sarà possibile organizzare visite presso realtà industriali e/o presso istituzioni rilevanti per l’innovazione nei materiali (es. ADI Design Museum).

Prova scritta condizionata (a scelta del docente), senza prove in itinere
Prova orale condizionata (a scelta del docente)
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Durante il semestre sono previste esercitazioni facoltative, utili per supportare la preparazione.
Tutti gli studenti, frequentanti e non frequentanti, svolgeranno un lavoro di approfondimento obbligatorio, preferibilmente in gruppo. L’elaborato risultante verrà valutato considerando la capacità di organizzare le conoscenze acquisite in un testo coerente, sviluppare e comunicare un pensiero critico, nonché comprendere e integrare le innovazioni nel processo di sviluppo di nuovi prodotti.
Studenti frequentanti:
Al termine delle lezioni, verrà proposto un quiz finale di valutazione. Qualora studenti e studentesse frequentanti otterranno valutazione sufficiente ad almeno il 70% dei quiz proposti, verranno esentati/e dall’esame scritto. La media dei voti del quiz costituirà il 50% del voto finale.
Il lavoro di approfondimento obbligatorio peserà per il 40% del voto totale.
Studenti e studentesse frequentanti presenteranno il lavoro di approfondimento sotto forma episodio di podcast alla fine del corso. Quest’ultimo peserà nella valutazione per il rimanente 10% del totale.
Studenti NON frequentanti:
Secondo il calendario stabilito dalla Scuola, è previsto un esame scritto composto da domande aperte e quiz a scelta multipla, relativi agli argomenti trattati durante il corso. Le prove, atte a verificare la conoscenza e la comprensione, peseranno per il 35% e 15% sul voto finale, rispettivamente.
Similarmente a studenti e studentesse frequentanti, il lavoro di approfondimento obbligatorio peserà per il 40% del voto totale. Il lavoro verrà presentato in sede di esame mediante una presentazione con slide e peserà nella valutazione per il rimanente 10% del totale.

Asbhy, M.F., Materials and sustainable development, Editore: Butterworth-Heinemann, Anno edizione: 2022
Daniel L. Schodek, Paulo Ferreira, Michael Ashby, Nanomaterials, Nanotechnologies and Design, Editore: Elsevier Science & Technology, Anno edizione: 2009
Addington, M., Schodek, D., Smart Materials and Technologies, Editore: Elsevier, Anno edizione: 2005
Ritter, A, Smart materials in architecture, interior architecture and design, Editore: Birkh¤user Verlag AG, Anno edizione: 2007
Ashby, M., Johnson, K, Materiali e Design, Editore: CEA Casa Editrice Ambrosiana, Anno edizione: 2010
Note: edizione italiana a cura di M. Levi, MP. Pedeferri, B. Del Curto, V. Rognoli
Del Curto B., Nanotecnologie e materiali funzionali. Strumenti per una nuova progettualità, Editore: Epitesto, Anno edizione: 2008
Del Curto B., Fiorani E., Passaro C., La pelle del design. Progettare la sensorialitÂ, Editore: Lupetti, Anno edizione: 2010
Eric. H. Cornish N., Materiali progetto industriale e design, Editore: Hoepli, Anno edizione: 1992
Pacchioni, G., Materiali fantastici e come crearli. Dal grafene al computer quantistico, le nanotecnologie che ci cambiano la vita, Editore: Zanichelli, Anno edizione: 2023

The course aims to equip students with the ability to design Employee Experiences that are aligned with organizational culture, a competency that is increasingly relevant in contemporary organizations.
The course includes a collaboration with a partner company, which will be presented as a case study.
Students will learn how to analyze and map existing organizational culture through the company’s processes and will acquire methods and tools to design new Employee Experiences aligned with a desired cultural vision.
Students will work in teams on the company brief and will have the opportunity to interact directly with company representatives, as well as to explore the organizational context as part of their research activities.

By the end of the course, students will be able to:
analyze and map the Employee Experience
analyze and map the key elements of organizational culture
design effective cultural interventions, including the definition of distinctive behaviors and nudging strategies
apply behavioural design principles to support the design process

Organizational Culture Design is a course grounded in the principles of Service Design, aimed at exploring its application within the domain of Organizational Culture. Specifically, the course focuses on how Service Design and Design Thinking methods and tools can be applied to design the key elements that shape organizational cultures.
The course introduces the main phases of the Employee Experience, understood as the lifecycle of an employee within an organization, and provides students with techniques to design effective and meaningful processes and experiences.
Students will explore the core components of a Cultural Manifesto, including its underlying values, and will be guided in designing the distinctive behaviors that embody these values, making organizational culture tangible and coherent.
In addition, the course introduces the fundamentals of Behavioural Design and Nudging as key approaches to support behavior design.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Valutazione continua obbligatoria
Students will be evaluated based on assignments given during the course.
The final evaluation of the student will be the result of the sum of the different evaluations.
There will be individual and group assignments.

Serena Leonardi, Martina Rossi, Eleonora Valè, Organizational Culture Design, Editore: Guerini Next, Anno edizione: 2025
Schein, E.H. and Schein, P.A., Organizational Culture and Leadership, Editore: Wiley & Sons, Anno edizione: 2017
Martina Rossi, Human Resource Design, Editore: Springer
Daniel Kahneman, Thinking Fast and Slow
Thaler, R. H., & Sunstein, C. R., Nudge, Editore: Penguin, Anno edizione: 2009

The educational objective of the Laboratory is to acquire project skills for medium complexity industrial products. The design process develops from the conceptualization phase to the executive development and technical representation of the product, in a perspective of innovation based on aspects of form, use and interaction with the user, in addition to technological application and manufacturing. The Laboratory also programmes, in addition to some lectures, a wide project activity carried out in groups and supported by inspections carried out by the professors with the purpose of team building.

Students:

• knowledge and understanding: know and understand the methods for managing the whole development process for new industrial products (conception, representation, material choice and engineering) and can manage the technical-design aspects for the whole process;
• making judgements: can integrate the skills they acquired during the various theory contributions received and apply them to managing project complexity; can formulate project choices based on informed, responsible, and available information;
• communication skills: autonomously and in groups, students can develop the ability to present and discuss their projects and the attitude to negotiation and teamwork.

The design studio covers the theme of the development of innovative industrial products. The focus of the course will be on the following main topics:
_The innovation that designers can reach by mastering the mode of use, the form, the embedded technology and manufacturing processes
_The methods for technical documentation that synthesizes the design activity
_The application of ergonomics and human-machine interaction principles to a product.
The objective of the Design Studio is that students should learn to develop innovative products and represent design intentions unambiguously through technical drawings. In sum the course teaches the ability to:
1)Analyze and understand the mode of use and the form/language of a product
2)Coherently use the tools to design the form and mode of use of a product
3) Choose and apply the correct manufacturing process to the new product
4) Apply ergonomics and interaction principles to a product
5) Represent the project through technical drawings
The Design Studio is shaped through main methods:
Design Methods: Acquisition of Design theoretical and practical skills through lectures and exercises: Lessons and exercise on the mode of use and the form of the product, and product disassembly (prof. Ferraro)
Enginnering Methods: Notes on engineering drawing, parts and assemblies modeling, BOM, ergonomics and human-machine interaction (prof. Colombo, Carulli)

Valutazione continua obbligatoria
The evaluation parametres of outcomes are:

• the skills of critical analysis (shape and mode of use of the product)
• the quality of projects (based on the integration of all inputs)
• the degree of technical and manufacturing definition of projects *
• the quality of the presentation
  Evaluation parameters will be given in detail for each activity.
  *competences provided by the Course "DESIGN & MANUFACTURING".

K. Krippendorff, The Semantic Turn A New Foundation for Design
Gibson, J. J, The theory of affordances
C. H. Simmons, N. Phelps, D.E. Maguire, Manual of Engineering Drawing, Editore: Elsevier, Anno edizione: 2012, ISBN: 9780080966526

The laboratory, in continuity with the Product Development Design Studio 1 course, faces the themes of design project development, with attention given to the executive elaboration, feasibility and production aspects. The educational objective is to develop, in an integral manner, design, method and technical-specialist skills. The course also programmes, in addition to some lectures, a wide project activity carried out in groups and supported by inspections carried out by the professors. Co-tuition by external partners is also programmed.

Students:

• applying knowledge and understanding: know and define the development of design projects with attention to the aspects of executive elaboration, feasibility and production;
• making judgements: can integrate the skills acquired during the various theory contributions received and apply them to manage the project complexity; can formulate project choices that are informed, responsible, and based on available information;
• communication skills: autonomously and in groups, students can develop the ability to present and discuss their projects to all the players involved in the project process.

Il Laboratorio sarà focalizzato sulla simulazione delle attività orientate allo sviluppo di un prodotto industriale di media / medio alta complessità, eventualmente con un riferimento d’impresa con le sue specificità produttive, un mercato di riferimento e una prassi distributiva dei prodotti. Gli studenti saranno impegnati nell’analisi d’uso, funzionale e tecnica di un prodotto e nella considerazione delle opportunità d’innovazione e ottimizzazione di parti del prodotto nell’ottica della sua messa in produzione.
Il Laboratorio mira a fornire allo studente un’impostazione metodologica finalizzata alla progettazione per lo sviluppo prodotto, affrontando i seguenti argomenti:

• Analisi di un prodotto industriale a media / medio alta complessità scelto con i docenti come tema del progetto
• Generazione di concept per la ri-progettazione del prodotto analizzato, con particolare riferimento ai requisiti progettuali richiesti e all’ottimizzazione dei componenti
• Progettazione definitiva del nuovo prodotto
• Redazione della distinta base del nuovo prodotto in riferimento alla sequenza di assemblaggio
• Definizione dei materiali e delle tecnologie di lavorazione necessarie alla produzione del nuovo prodotto in relazione ai volumi produttivi ipotizzati
• Redazione della documentazione tecnica relativa al prodotto.
  The Laboratory will be focused on the simulation of activities aimed at the development of an industrial product of medium/medium-high complexity, possibly with a company reference with its production specificities, a reference market and a product distribution practice. Students will be engaged in the use, functional and technical analysis of a product and in considering the opportunities for innovation and optimization of parts of the product with a view to putting it into production.
  The Laboratory aims to provide the student with a methodological approach aimed at designing for product development, addressing the following topics:
• Analysis of a medium/medium-high complexity industrial product chosen with the teachers as the theme of the project
• Generation of concepts for the re-design of the analyzed product, with particular reference to the required design requirements and optimization of the components
• Final design of the new product
• Drafting of the bill of materials of the new product in reference to the assembly sequence
• Definition of the materials and processing technologies necessary for the production of the new product in relation to the hypothesized production volumes
• Drafting of technical documentation relating to the product.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Gli studenti lavoreranno al progetto suddivisi in team e affronteranno in modo condiviso gli argomenti sopra descritti, partecipando alle fasi di “Ideation, Superior Concept Generation e Final Design Definition”
La valutazione sarà basata sulla capacità di affrontare la complessità della progettazione integrale del prodotto dall’inizio alla fine del ciclo di vita dello stesso, tenendo in considerazione aspetti fondamentali quali innovazione e sostenibilità, presentando elaborati digitali di qualità assieme ad una efficace comunicazione del progetto.
Durante il Laboratorio si terranno tre presentazioni intermedie sull’avanzamento del progetto la cui valutazione contribuirà alla formulazione del voto finale.
L’esame finale prevede una presentazione di taglio prevalentemente comunicativo per raffinare anche le capacità espositive basate sullo storytelling.
The students will work on the project divided into teams and will jointly address the topics described above, participating in the "Ideation, Superior Concept Generation and Final Design Definition" phases.
The evaluation will be based on the ability to address the complexity of the integral design of the product from the beginning to the end of its life cycle, taking into consideration fundamental aspects such as innovation and sustainability, presenting quality digital documents together with effective communication of the project.
During the Laboratory, three intermediate presentations will be held on the progress of the project, the evaluation of which will contribute to the formulation of the final grade.
The final exam includes a predominantly communicative presentation to also refine presentation skills based on storytelling.

Baldassini Luigi, VADEMECUM PER DISEGNATORI E TECNICI, Editore: HOEPLI, ISBN: 9788820329563
James G. Bralla, Handbook of Manufacturing Processes, Editore: Industrial Press Inc.,U.S., ISBN: 9780831131791
Michael F. Ashby, Kara Johnson, Materials and Design, Editore: Butterworth-Heinemann, ISBN: 9780750655545

The objective of the course is to present the main technologies and methods for generating a digital 3D model acquiring a real scene. This possibility can be used in different applications in the Design field, for example digitalising a physical model that represents a “concept” developed manually; render a real digitalized object in a synthetic 3D scene and viceversa; produce the reverse modelling of an old industrial product to restyle it, etc. At the end of the course, students will be able to select the most suitable technology for the different project purposes, use it considering the inevitable size artefacts, and carry out the creation and post-production of a polygon model starting from a cloud of measured 3D points.

Students:

• applying knowledge and understanding: know the 3D modelling and reverse modelling software for creating digital prototypes;
• making judgements: can use the software studied, making suitable technological choices;
• communication skills: can build digital prototypes using 3D modelling and reverse modelling, useful for project representation and visualisation.

Theoretical introduction
Overview on fields of application, case histories
General information on 3D measurement methods, with and without contact.
Nature of light.
Light-matter interaction.
Taxonomy of non-contact systems based on different forms of radiant energy.
Passive and active 3D sensing techniques.
Active 3D sensors
Active systems based on triangulation:
Laser scanner with single spot, single light plane, multiple light planes;
Full-field measurement based on fringe projection.
Active systems based on measurement of distances:
Time of Flight (TOF) measurement;
Phase Shift measurement on sinusoidally modulated light (PS);
Phase Shift on frequency-modulated light (FM-CW).
Principles of 3D metrology
Characterization of the errors of a range device.
Study of the possible artifacts generated by an active sensor.
Construction of polygonal models from acquired data
Topological concepts.
Working pipeline: draft project; acquisition, meshing; alignment; Iterative Closest Point (ICP) algorithm; merge; optimization; editing.
Passive 3D sensors.
Principles of photogrammetry.
Camera calibration.
Structure from motion, image matching, generation of dense 3D clouds.
Creating models from images.
Editing and re-texturing.
Standard software packages for achieving the entire Reverse Modeling process with active and passive techniques.

Prova scritta obbligatoria, con prove in itinere
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The overall evaluation will be based on:
1 multiple choice theoretical test, based on the contents illustrated in class and the bibliography texts (individual evaluation);
1 exercise with active and/or passive acquisition techniques (individual or group evaluation, based on the number of students attending the couse);
A critical presentation of the work carried out at the end of the course.
Attendance at in-person classes is mandatory.

Lecture slides https://webeep.polimi.it/
Gabriele Guidi and Fabio Remondino, 3D Modelling from Real Data, Editore: Intech, Editore: Catalin Alexandru, Anno edizione: 2012, ISBN: 978-953-51-0012-6
Luhmann, Thomas; Robson, Stuart; Kyle, Stephen; Boehm, Jan, Close-Range Photogrammetry and 3D Imaging, Editore: De Gruyter, Anno edizione: 2014, ISBN: 978-3-11-030278-3
Gabriele Guidi, Michele Russo, Jean-Angelo Beraldin, Acquisizione 3D e modellazione poligonale, Editore: McGraw-Hill,, Anno edizione: 2010, ISBN: 9788838665318

The "Smart Wearables Design and Prototyping" teaching will provide practical hands-on skills for prototyping a whole smart wearable, from electronic board, frame 3D printing, microprocessor and sensors programming, to Android App development. Students will become familiar with microprocessors, sensors, communication protocols, and CAD tools used to develop low-power, small-size wearables. The course addresses the fundamental concepts and tools for developing sensing electronics and low-power embedded processing, within the new cross-disciplinary Major on "Smart Wearable Technologies". Case studies of industrial interest will be discussed.
The course will include 12 hours of "lessons" on design basics, including many examples and use-cases, and 38 hours of practical "laboratories", during which teams of 3-4 students will design and prototype their own smart eyewear, from the printed-circuit board and glass-frame to the microcontroller firmware and smartphone app.
Starting from basic templates of both main-board (with STM32U5 microcontroller equipped with BLE, NFC, flash, IMU, USB-C peripherals), firmware, housing, smartphone app, each team will customize and prototype a smart-eyewear, by designing flex sensors-probe (PPG, IMU, barometer), firmware, custom eyewear frame, and smartphone app to display acquired data.

Course topics:

• Circular economy, systemic design thinking and sustainable business
• History of the scientific discoveries and systemic thinking that led to the concept of circular economy
• Examples of regenerative city projects and circular business solutions
• Mapping the life cycle of fossil fuels and plastic applications
• Mapping the life cycle of water from oceans to air and land, including urban sewage systems, their contextualisation in different geographical areas and current issues
• Mapping of supply chains and life cycles of foods, fabrics and consumer goods
• Exploring the differences in user experiences between linear and circular economies
• EU Green Deal and recent sustainability regulations
• Scope I, II, III analysis and circular economy certifications

Through this course, students will be able to deepen their knowledge of the circular economy and the systemic approach, to eliminate externalities and waste by design, learn to minimise waste in production processes, prevent resources from becoming waste and pay greater attention to the aspects social and environmental impact of company operations.

Nations around the world have identified goals to decarbonise their economies by 2050, to keep global warming below 1.5-2°C above pre-industrial levels. To decarbonise we need two big changes in our industries: eliminate fossil fuels by switching to renewable energy sources and convert our linear economies into circular economies, infinitely more efficient in the use of resources.
Our current production system is based on a linear model that transforms productive resources into waste within a few days, months, years: these resources could instead be used for much longer and reused as separate products or materials, significantly limiting their ecological and social impact, while providing alternative sources of revenue and customer loyalty for the company.
Through this course, students will be able to deepen their knowledge of the circular economy and the systemic approach, to eliminate externalities and waste by design, learn to minimise waste in production processes, prevent resources from becoming waste and pay greater attention to the social and environmental impact of company operations.
Regenerative design is the practice of designing along with the Planet and not against it, starting from common goods, from what is available now and from what can be sustainable in the future, regenerating ecosystems compromised by human activities, restoring the balance between man and nature.
Part of the course will be dedicated to the analysis of historical climate achievements, global cooperation on climate, future climate scenarios and limits to growth. The course will integrate systems thinking with design forecasting.
Student work:

• Analysis and understanding of systemic design tools
• Exploring a topic of interest, contextualised in a specific geography and city, and understanding the issues related to the topic in a linear economy
• Analysis of the environmental and systemic impacts of the explored solution and the design variables from a systemic perspective
• Analysis of the future scenarios and opportunities related to the explored topic
• Final presentation
  Suggested reads:
  Limits to Growth by Donella Meadows, Dennis Meadows et al., Club of Rome https://www.clubofrome.org/publication/the-limits-to-growth
  Limits and Beyond by Club of Rome http://www.clubofrome.org/ publication/limits-and-beyond
  Gaia by a James Lovelock https://global.oup.com/academic/product/ gaia-9780198784883
  Silent Spring by Rachel Carson https://www.rachelcarson.org/silent- spring
  Drawdown edited by Paul Hawke https://drawdown.org/the-book
  The Whole Earth Discipline by Stewart Brand https:// www.theguardian.com/books/2010/jan/09/whole-earth-catalog-book- review
  Climate Capitalism by Akshat Rathi https://akshatrathi.com/book
  The Climate of History in a Planetary Age by Dipesh Chakrabarty https://press.uchicago.edu/ucp/books/book/chicago/C/ bo8642262.html
  The Doughnut Economics by Kate Raworth https:// www.kateraworth.com
  Suggested websites:
  Project Drawdown https://drawdown.org
  The Ellen MacArthur Foundation https://www.ellenmacarthurfoundation.org
  Climate trace, backed by Al Gore https://climatetrace.org
  Circle Economy https://www.circle-economy.com
  Plastic Free https://plasticfree.com/
  Our World in Data https://ourworldindata.org/
  Other contents:
  Circularity in Europe strengthens the sustainability of the global food system https://www.nature.com/articles/s43016-023-00734-9
  Circular Economy Action Plan - European Commission https://environment.ec.europa.eu/strategy/circular-economy-action-plan_en
  Ecodesign for Sustainable Products Regulation - European Commission https://commission.europa.eu/energy-climate-change-environment/standards-tools-and-labels/products-labelling-rules-and-requirements/sustainable-products/ecodesign-sustainable-products-regulation_en
  Green Claims Directive - European Commission https://environment.ec.europa.eu/topics/circular-economy/green-claims_en

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Valutazione continua condizionata (a scelta del docente)
Students will develop a project that will test their knowledge of design for regeneration, the circular economy and future climate scenarios. The project could be focused on a specific city or company. Students will be assessed on:

• use of systemic design tools (provided by the teacher with a template on Miro, possibly also printed)
• understanding of the circular economy and its business models, learned during the course
• involvement in the classroom and during project sessions
• creativity and feasibility in the development of your project
  Students will be assessed on their final project and potentially with an individual in-person exam. Their abilities to conduct research and systemic analysis will be the focus of the evaluation, together with the outcomes of the final project.

Course content
The course focuses on the intrinsic characteristics of objects – essentially their shapes, colours and modes of operation, where these are immediately understandable from their very form – which enable such objects to communicate with potential users without the need for intermediaries or words; in other words, to be more appealing than others precisely because of this quality, and to enjoy a competitive advantage in terms of commercial success and widespread popularity.
The course is built around a typological taxonomy of these communicative characteristics and analyses their outcomes. Each lesson examines one or more typologies, defining their characteristics and offering a series of concrete examples. It then focuses on a specific case, inviting the designer and/or the manufacturing company to present it — its genesis, its production process, and, where available, an overview of its reception (where possible, including the sociological and geographical differences in that reception).
Examination Assessments
A mid-term written assessment is scheduled for Lesson 7, covering the six lessons delivered to date. This mark will account for 50 per cent of the final mark; that is, it will be added to the mark obtained in the final assessment, and the result will be divided by 2. Any fractional marks (e.g. mid-term result 24, final assessment result 27; sum of the two 51; divided by 2 = 25.5) will be rounded up or down based on commitment and participation in lessons, at the lecturer's discretion.
Course programme
The course consists of 12 lessons. The first serves as a general introduction to the course and lays the foundations for the subsequent lessons. The other lessons, apart from the mid-term assessment, examine 10 categories of Talking Artefacts. Each lesson features a guest designer or company who comes to present a project that falls within the category covered in that lesson.
Lesson 1
Introduction to the course: definition of the "Communicative Power of the Artefacts" and "Talking Artefacts". Overview of modes of communication according to Jakobson and Peirce.
Lesson 2
History and glory. Formal citation — historical references
Lesson 3
The masters. Formal citation — references to recognisable authors
Lesson 4
Revivals and rebirths / The immortals
Lesson 5
Borrowings. References to other forms/objects
Lesson 6
Naturally. Organic forms — empathy
Lesson 7
Mid-term assessment
Lesson 8
Human pareidolia. Human forms — empathy
Lesson 9
Use me like this. Obvious ergonomics
Lesson 10
Second lives. Reuse in other ways
Lesson 11
Short circuits. Paradox/design provocation
Lesson 12
The impostors. Fakes // Summary in preparation for the final assessment

Prova scritta obbligatoria, con prove in itinere
Students must demonstrate their understanding of the concept of Talking Artefacts and their communicative power by answering five multiple-choice questions, each worth 1/30. The remaining 25/30 will relate to the proposal of an Artefact (object, architecture, project) which, in the student’s opinion, falls into one of the categories outlined, accompanied by:

• Images of the chosen Artefact.
• Images useful for demonstrating which category the Artefact belongs to.
• A text explaining the rationale, of no fewer than 1,200 characters including spaces.

The course aims to provide students with the tools and mindset needed to transform early-stage business ideas into viable entrepreneurial ventures.
Through a design-driven, hands-on approach, students will learn how to identify real-world problems, validate user needs, design and prototype innovative solutions, and define sustainable business models.
The course supports students in developing their entrepreneurial potential within multidisciplinary teams, culminating in the preparation and delivery of a compelling pitch to a panel of experts and investors.

By the end of the course, the student:
knows how to apply a design-driven approach to explore and validate entrepreneurial ideas;
is able to identify user needs, define a value proposition, and prototype solutions accordingly;
understands how to structure and evaluate a business model based on real-world feedback;
is capable of working within multidisciplinary teams to develop and communicate an entrepreneurial project;
can pitch a venture idea effectively to a panel of experts and potential investors.

Do you have an entrepreneurial idea you believe in? Are you part of a motivated team ready to take it to the next level?
This course is made for you.
Venture Design is a brand-new startup accelerator course designed for students who want to turn their ideas into real entrepreneurial ventures. Over the course of one semester, teams will receive dedicated support to develop, test, and strengthen their ideas—step by step—until they’re ready to pitch them in front of a panel of investors and experts.
What will you do?
Throughout the course, your team will:

• Identify and validate the problem you want to solve,
• Deeply understand user needs,
• Design and prototype your solution,
• Define your business model,
• Build and deliver a compelling final pitch.
  A unique opportunity across two top universities
  The course is co-designed and co-taught by faculty from Politecnico di Milano and MIT (Massachusetts Institute of Technology).
  It is based on an original design-driven methodology, developed jointly by the two institutions.
  The focus is on understanding real-world problems, identifying user needs, and designing solutions that matter—placing design at the heart of innovation.
  The course will be held in English.
  Who can apply?
  The course is open to student teams with an early-stage business idea. To be eligible:
  Each team must include at least one student enrolled in a Master's Degree Course of the School of Design of the Politecnico di Milano.
  Other team members can come from different academic backgrounds or universities (all team members must be regularly enrolled students - Bachelor’s or Master’s level - at a university in Italy or abroad, and must retain student status until at least July 2027). Other team members will have the possibility to participate in the course!
  Why should you participate?
• Gain access to a unique learning experience, guided by faculty from Politecnico di Milano and MIT
• The whole team will have the possibility to participate in the course (which will be held every Tuesday afternoon during the second semester)
• Work hands-on with real tools and methods, validate your idea, and get ready to pitch
• Collaborate in a multidisciplinary and international environment, where design is the driver of innovation
  Access to the course is subject to a call for startups that will be managed by the School of Design before the deadline to submit the study plan. Check the website of the School of Design under ‘News and notices’ to see the call for applications which will be available from the end of July (https://www.design.polimi.it/en/school/news)

Prova orale obbligatoria
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The final grade will be based on the overall performance of each team and individual contributions throughout the course.
Assessment will include:
Evaluation of the team development process during the semester;
Quality and effectiveness of the final pitch;
Active individual participation during sessions and team activities;
Peer evaluation.
Given the innovative and project-based nature of the course, students are required to participate regularly and continuously throughout the teaching activities. Attendance is mandatory for all enrolled students.

T.H Byers, Technology venture, Editore: Mc Graw Hill
A.Osterwalder, Y. Pigneur, Business Model Generation, Editore: John Wiley & Sons Inc., Anno edizione: 2010

The course aims to provide students with theoretical knowledge and practical skills for the design, development, and evaluation of virtual, physical, and hybrid prototypes in the context of interaction design for products and digital applications.
Particular attention is given to the role of prototyping as a design method for exploring, testing, and communicating interactive experiences across digital, augmented, and simple physical environments.
The course also introduces Artificial Intelligence as a support tool within design and prototyping workflows, with emphasis on its critical and responsible use.

By the end of the course, students should be able to:

• distinguish among different forms of prototyping in interaction design for products and digital applications;
• analyze and structure the architecture of prototypes for products or applications;
• design and prototype interactive experiences across digital, augmented, and physical touchpoints, using Unity, Vuforia and Arduino boards;
• use AI tools to support concept generation, scenario building, interaction logic, code generation, critique, and process documentation;
• test and iteratively refine prototypes on the basis of observation, feedback, and reflection;
• communicate design processes and outcomes effectively, including transparent reflection on the use of AI.

Main topics include:
foundations of the design and prototyping process: concept generation, user scenario, interaction flow, prototype development, testing, and presentation;
user experience as a design lens in prototyping;
sensory interaction and multisensory experience in interactive systems;
digital technologies for prototyping: Extended Reality (VR/AR/MR);
foundations of AI for design and prototyping: generative AI, large language models, prompts and prompt refinement, strengths and limitations of AI, and human responsibility in AI-supported workflows;
digital prototyping methods and tools;
virtual/augmented reality prototyping with Unity and Vuforia;
introductory physical computing with Arduino;
hybrid physical-digital prototyping through Arduino-Unity integration;
testing, critique, iteration, and communication of prototype-based design work.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Valutazione continua condizionata (a scelta del docente)
Student assessment is based on the quality of the design process, the development of prototypes, the ability to test and evaluate solutions, and the clarity of communication and reflection.
Assessment may include: in-class exercises; development of digital, augmented, physical, or hybrid prototypes; project proposed by the professor; final presentation and discussion of the developed project; process documentation, including reflection on the use of AI tools where relevant.

Bordegoni M., Caulli M., Spadoni E., Prototyping User eXperience in eXtended Reality, Editore: Springer, Anno edizione: 2023, ISBN: 978-3-031-39682-3
Burdea G.C., Virtual reality technology, Editore: John Wiley & Sons, Inc., Anno edizione: 1996
Innovation in Product Design - from CAD to Virtual Prototyping, Editore: Bordegoni M. and Rizzi C. Eds., Springer, Anno edizione: 2011
Haller M., Billinghurst M., B. Thomas, Emerging technologies of Augmented Reality - Interfaces and Design, Editore: Idea Group Publishing, Anno edizione: 2007
Scateni R., Cignoni P., Montani C., Scopigno R., Fondamenti di Grafica tridimensionale interattiva, Editore: McGraw-Hill, Anno edizione: 2005

The course aims at guiding the learner on the theme of Circular Economy through a deliberate alternation of practical cases and application examples to a more theoretical view of the phenomenon. The core of the course is the design and evaluation of business models, either of established companies willing to embrace the new paradigm or of start-ups and new ventures born on a Circular Economy idea.
Particular attention will be paid to the pervasiveness of the paradigm, with examples and good practices relating to several business sectors.

Students will learn: (i) the core meaning of Circular Economy in business environment, being able to properly recognize and distinguishing circular business models from "green", "esg" or "sustainable" business models; (ii) the tools and frameworks to design and evaluate a circular business model, in different industries; (iii) the tools and frameworks to analyse the context and the ecosystem around a circular business model, with particular reference to the role of regulations and of digital technologies in enabling circularity.
Morevoer, students will be engaged in lively debates with entrepreneurs and managers in the field of Circular Economy, thus allowing also a deeper understanding of the enablers and barriers to the diffusion of the new paradigm.

The top 12 core topics of the course can be summarized as follows:
1. The Genesis of the Circular Economy concept, the main differences between Circular Economy and Linear Economy. Circular Economy and Sustainability
2. The basic frameworks for understanding Circular Economy: the butterfly model and the RESOLVE model
3. The CE Matrix (Upstream-Downstream-Full Circular) and the classification of Circular Economy business models.
4. Cases of adoption of Circular Economy in established companies and in start-ups
5. The “Circular” Business Model Canvas: designing a successful transition towards Circular Economy
6. Circular Business Models and Circular Supply Chain: Connecting Eco-Systems for Circular Economy
7. Measuring Circular Economy: methods and tools for assessing circularity
8. The enabling role of IT & IoT in the transition towards Circular Economy
9. The "platform" business models in the Circular Economy
10. Financing Circular Economy
11. The role of Policies in Circular Economy
12. Circular Cities: adopting a broader perspective for the diffusion of the Circular Economy paradigm
The course is intented to be based on lively discussions and participated classes. In-course team works will be required.
Teaching material consists in slides (ppt format) and case studies. Further references to complementary material (books, articles extracted from scientific journals, reports by research centers, other readings) will be provided during the classes.
Additional materials can be found at the Ellen Macarthur Foundation Learning Hub ( https://www.ellenmacarthurfoundation.org/explore )

Prova scritta obbligatoria, senza prove in itinere
Prova orale obbligatoria
Progetto/i - Elaborato/i facoltativo (a scelta dello studente), di gruppo, senza revisioni periodiche, senza presentazione/discussione finale
The course will be assessed with: (i) a written exam with open-ended questions and case-based questions, covering all the topics of the course; (ii) an oral exam, evaluating the understanding of the concepts and the ability to sustain a business discussion on Circular Economy.
The written exam will count for 50% of the total grade. It will be assessed on a scale up to 30/30. In order to be ammitted to the oral exam, students will have to pass the written exam with a minimum grade of 18/30.
The oral exam will count for 50% of the total grade. It will be assessed on a scale up to 30/30. It has to be sustained in the same call of the written exam. Students who fail the oral exam (grade below 18/30) or refuse the grade will have to retake the entire exam.
Cum Laude grade is assigned to those students who show a brilliant and well above average ability to sustain a discussion on the core topics of Circular Economy.

Davide Chiaroni, L'Impresa Circolare, Editore: EGEA, Anno edizione: 2022, ISBN: 978-88-238-3763-8

Questo corso si propone di raggiungere i seguenti obiettivi di apprendimento:

• LG1: Comprendere il contesto, le funzioni, i processi in un ambiente aziendale e industriale e l'impatto di tali fattori sulle prestazioni aziendali
• LG2: Identificare le tendenze future, le tecnologie e le metodologie chiave nel campo dell'innovazione sostenibile

"This course aims at providing the fundamentals of creative thinking and its stimulation in order to optimize the use of natural resources (raw materials and energy) in design and decision making activities. To this purpose, the course includes the execution of exercises and other design activities that require the application of methods, tools and techniques for the analysis of technical problems and the synthesis of solutions. These will be generated by means of a holistic approach that considers the relationship between the technical solution and other social/biological/technical systems and aims at minimizing the potentially harmful effects on the environment during the whole life cycle of the solution. The hours of lectures will address the following topics:
1. Creativity and its dimensions
2. Systems Life Cycle fundamentals
3. Approaches for business process representation/description to support environmental analysis and creative design activities
4. Approaches to highlight problems of environmental sustainability
5. Technological opportunities (materials and processes) for the development of more sustainable solutions
6. Stimulation of creativity
7. Heuristics for the ideation and development of more sustainable solutions"

De-produzione
De-produzione e produzione sostenibile. Paradigma di de-produzione e visione integrata dei processi di disassemblaggio, remanufacturing, riciclo e recupero. Esempi di pratiche industriali orientate alla de-produzione. Focus sui processi e le tecnologie di de-produzione. Processi di disassemblaggio e rigenerazione per prodotti high-tech. Processi di riciclo meccanico, con inclusione di processi di riduzione dimensionale e separazione. Analisi dei processi e scelta della sequenza di processi di de-produzione adeguata. Strumenti di modellazione per la progettazione e la gestione di processi di de-produzione. Architetture dei sistemi di de-produzione. Valutazione delle prestazioni e simulazione dei processi di de-produzione. Progettazione dei sistemi di de-produzione. Flessibilità e modularità dei sistemi di de-produzione.

Il Digital Business è la trasformazione di un business aziendale generato dall'Information and Communication Technology (ICT) e, più in generale, dalla Digital Innovation. Può coinvolgere i processi interni, (ad esempio la gestione della supply chain, la gestione delle relazioni con il mercato, ecc.), le persone e l'organizzazione (ad esempio le capacità digitali, l'organizzazione digitale e agile, la trasformazione delle risorse umane) ma anche l'intero modello di business. Digital Business significa anche trasformazione di intere industrie e filiere, creazione di nuovi settori (es. quelli delle App, dell'eCommerce, ecc.) e di aziende completamente nuove (es. Startup). L'obiettivo di questo corso è duplice. In primo luogo, mira a fornire le metodologie e gli strumenti per sviluppare e valutare progetti di innovazione digitale (sia in aziende / mercati esistenti che nuovi). In secondo luogo, mira a creare un'arena in cui gli studenti possano applicare le metodologie a casi reali in diverse aree digitali.
Obiettivi:
a) Comprendere il contesto, le funzioni, i processie le prestazioni (DdD1)
b) Identificare tendenze, tecnologie e metodologie chiave in un dominio specifico (DdD2)

Attività didattica svolta all'estero riconosciuta per crediti a scelta dello studente.

The studio, in continuity with the previous courses, pursuit the overall improvement of each student’s design skills. The project complexities are increased in comparison to the previous studios and developed in collaboration with an external company or organization.
The lectures and revisions integrate, introduce, and provide the proper tools and skills that enable the student to structure an engineered design process to tackle the proposed design challenges, with specific focus on technical, communicative, and collaborative skills.
The majority of the studio activities are teamwork-based, some activities involve the whole class or the single student as actors.

Students will be able to:

• KNOW AND UNDERSTAND: acquire the information that frameworks the process and understand it, including research processes, methods, and instruments in support of the design process.
• APPLY KNOWLEDGE AND UNDERSTANDING: can interpret the information, both provided and processed by the research process, thus leverage the information into the design process.
• BE AWARE AND MAKE INFORMED DECISIONS can integrate the knowledge acquired from the different theoretical contributions and develop a personal and team vision about the project complexities, managing them formulating project choices that are informed, responsible, and documented.
• COMMUNICATE THE DESIGN PROCESS AND OUTCOME: autonomously and in groups, students develop the ability to present and discuss their projects to all the players involved in the project process.

Throughout the course, the students will define their projects to a fine level of detail, in a teamwork-based environment. Decisions about product architecture, specific performance, manufacturing techniques, materials, ergonomics, and aesthetics will be required: the challenge will be to improve the ability to operate design compromises and enable the synthesis of those parameters into a product or product system that demonstrates an aware and methodical approach to the design challenge.

Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
Valutazione continua obbligatoria
The exam consists of the evaluations of different deliverables in the form of written text, technical documentation, and slideshows, which will document the progress of the design skills throughout the course, and the quality of the project as a consequence of informed decision-making, also evaluated during the periodic reviews, in relation to the course premises. Each module will have its own assessment rubric.

Bralla, J. G., Design for Manufacturability Handbook, Editore: McGraw-Hill, Anno edizione: 1999
Note: Second edition
Cook, R. D., Finite Element Modeling for Stress Analysis, Editore: John Wiley & Sons, Inc., Anno edizione: 1994
Cross, N., Engineering Design Methods: Strategies for Product Design, Editore: John Wiley & Sons, Anno edizione: 2021
Del Curto, B., Marano, C., Introduzione ai materiali e alle loro proprietà, Editore: Casa Editrice Ambrosiana, Anno edizione: 2008
Note: Con Contenuto digitale (fornito elettronicamente)
Hanington, B., Martin, B., Universal Methods of Design Expanded and Revised: 125 Ways to Research Complex Problems, Develop Innovative Ideas, and Design Effective Solutions, Editore: Rockport Publishers, Anno edizione: 2019
Mattioli, F., Ferraris, S. D., Designing with the Other. Collaboration and Plurality as a Growth Potential for Designers. In Design Meets Alterity (pp. 168-192), Editore: FrancoAngeli, Anno edizione: 2024
Mikulak, R. J., McDermott, R., Beauregard, M., The basics of FMEA, Editore: CRC press, Anno edizione: 2009
Rampino, L., Evolving Perspectives in Product Design. From Mass Production to Social Awareness, Editore: FrancoAngeli, Anno edizione: 2022
Sanders, E. B.-N., Stappers, P. J., Convivial toolbox: Generative research for the front end of design, Editore: BIS, Anno edizione: 2012
Thompson, R., Manufacturing Processes for Design Professionals, Editore: Thames & Hudson, Anno edizione: 2007
Ulrich, K., Eppinger S.D., Product design and development, Editore: McGraw-Hill Education, Anno edizione: 2011
Vezzoli, C., Design for environmental sustainability: Life cycle design of products, Editore: Springer, Anno edizione: 2018

Il tirocinio, mediante la pratica di lavoro, permette di verificare e completare gli insegnamenti teorici e metodologici ricevuti nell' ambito della formazione. Le attività didattico-formative previste all'interno dei Corsi di Laurea e Laurea Magistrale prevedono conoscenze utili per l'inserimento nel mondo del lavoro e volte ad agevolare le scelte professionali, mediante la conoscenza diretta del settore lavorativo cui il titolo di studio può dare accesso

L'obiettivo del corso è lo sviluppo delle conoscenze orizzontali dello studente e delle sue abilità di lavorare in gruppo in modo efficace. Verranno fronite lezioni online (Alta Scuola Politecnica) che si concentreranno sui design-methods (compresi gli aspetti cognitivi dei singoli, la progettazione collaborativa e gli approcci socio-tecnici), e sull'innovation and decision managment. I progetti saranno basati sulle cutting-edge ICT technologies e saranno sviluppati da gruppi fino a quattro studenti. I progetti saranno seguiti da almeno due tutor, uno proveniente dall'area di ricerca DEIB del dipartimento di Ingegneria Informatica, e uno da un altro reparto del Politecnico. Lo studio di fattibilità (sia tecnica che economica) e la progettazione della soluzione sono i principali risultati attesi di questo corso.

Il corso intende introdurre lo studente alle problematiche della progettazione integrata e cooperativa, con riferimento all'intero ciclo di vita del prodotto industriale (dal concept fino alla dismissione). In particolare, il corso mira a fornire agli allievi la conoscenza delle principali metodologie tecnico-gestionali, nonché delle più diffuse tecnologie informatiche, normalmente identificate nel mercato con il sintetico acronimo di PLM (Product Lifecycle Management).

Semiotics is a wide approach to the analysis of meaning, reasoning and culture. The course examines theoretical questions on the manner in which the design of a message or product influences its meaning. Students apply the semiotic instruments to the analysis of a case study.

Students:

• applying knowledge and understanding: know and understand the methods for comprehending the circles in which the project intervention is inserted, as such they have to answer and know how to apply semiotic instruments for analysing the case study;
• making judgements: autonomously knows how to critically evaluate a project application context and can return the analyses carried out.

The course is aimed at introducing semiotics for designers and engineers while deepening some contemporary issues in the field of the crossings between the two practices. Main monograph questions for the 2026 edition will be: what is the post-media condition that affects an entire new generation of tech devices? What is the role of the meaningful body in the transformation of interfaces and in the rhetorics of immersivity? How can we grasp the metamorphosis of the domestic space in the frame of its central role for more and more ludic/working practices?
The course will introduce semiotics through three modules, each one of them focusing one aspect of the relationships between design process and meaning dynamics.
The first module will be mainly devoted to the semiotics of material objects (artifacts) and practices, exploring the meaningful dimension of diversity of materials, the contribution of the morphology to the aesthetic meaning, the role of the interface in anticipating and shaping the form of interaction with the users, with a specific focus on gestures and praxeology. Technological objects and the concept of machine will be furtherly problematized within this analytical frame.
The second module will consider a specific semiotic phenomenon, i.e. the “textualization” of the object (a form of mediatization), its transition toward a communicative process, typically represented by promotional discourses (any kind of advertising). The process of re-valorization of the object is active and all the range of possible meanings (practical, ludic, utopian, critical valorizations) will be discussed, along with their treatment, mediated by a process of enunciation.
The third module will consider any technological object in a wider frame of cultural dynamics, especially focusing contemporary trends and innovations. The concept of trend itself will be problematized, showing how any single object, in its social career, can contribute to mold and reshape the cultural practices themselves. The recent semiotic concept of form of life, as compared to lifestyle, will be deepened.

Prova scritta obbligatoria, con prove in itinere
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The final evaluation will be the average result of different modes of testing the participation of the student:

• 2 in-class tests with no mediation of digital tools, in order to avoid AI generated contents (pen & paper tests);
• in-class guided assignments during the course lectures
• Final presentation of an artifact analysis, to be done in groups (3 to 5 students each), according to the proposed methodology, out of a list of proposed contemporary products.
  The teacher will prepare an overall readings, composing three different literatures: a properly semiotics one, an anthropological one and the last to be referred to Science and technology studies.
  All the instructions concerning the final paper will be delivered on WeBeep.

Giacomo Festi, Navigating Meaning. Compendium of Textual Semiotics, Editore: Unpublished handout, Anno edizione: 2026
G. Marrone, Introduction to the Semiotics of the Text, Editore: De Gruyter, Anno edizione: 2021
Louis Hebert, An Introduction to Applied Semiotics. Tools for Text and Image Analysis., Editore: Routledge, Anno edizione: 2020, ISBN: 978-0-367-35111-3
Jacques Fontanille, Semiotics of the Discours., Editore: Peter Lang Publishing, Anno edizione: 2006
David Chandler, Semiotics.The Basics., Editore: Taylor & Francis, Anno edizione: 2014, ISBN: 9781315311050 https://doi.org/10.4324/9781315311050
Alvise Mattozzi, "A model for the Semiotic Analysis of Objects", in S. Vihma e T. Karjalainen (eds.), Design Semiotics in Use, Editore: Helsinki University of Art and Design Press, Anno edizione: 2009
Ruggero Eugeni, "Lytro: the Camera as Hypersensor", Editore: Comunicazioni sociali, 1, Anno edizione: 2016 https://www.torrossa.com/en/resources/an/3122954

L'innovazione strategica può essere definita come la creazione di strategie di crescita, nuove categorie di prodotti, servizi o modelli di business che cambiano le regole del gioco e generano nuovo valore per i clienti, l'azienda ed i suoi stakeholders. Di fronte a cambiamenti straordinari e imprevedibili nel panorama competitivo, alle esigenze dei clienti in rapida evoluzione ed a sempre più frequenti discontinuità tecnologiche, le aziende devono sviluppare la capacità di ripensare le proprie fonti esistenti di creazione e acquisizione di valore, sfidare lo status quo, intraprendere profonde trasformazioni, e questo molto più frequentemente di quanto accadeva solo pochi anni fa. Qualsiasi manager e professionista oggi ha bisogno di comprendere le sfide poste dall'innovazione strategica, gli approcci necessari per attivarla e implementarla e le capacità richieste per guidarla adeguatamente. Questo corso mira a dare una risposta a queste esigenze fornendo agli studenti i concetti, gli strumenti e le competenze che li aiuteranno (i) a comprendere l'importanza dell'innovazione strategica per ottenere oggi un vantaggio competitivo sostenibile, (ii) creare condizioni in cui l'innovazione strategica può manifstarsi (iii) innescare e realizzare un processo di innovazione strategica, attraverso tutti i livelli di cambiamento che esso comporta. In particolare, il corso si focalizzerà sull'importanza del purpose come forza chiave per modellare i processi di innovazione strategica, per generare energia e impegno verso risultati ambiziosi che essi comportano, e per fornire un impatto positivo sulla società oltre a creare progetti più elevati e valore per gli azionisti.

Il corso si inserisce nel curriculum generale del programma perseguendo alcuni degli obiettivi di apprendimento generali definiti. In particolare, il corso contribuisce allo sviluppo delle seguenti capacità:
Comprendere il contesto, le funzioni, i processi in un ambiente aziendale e industriale e l'impatto di tali fattori sulle prestazioni aziendali
Identificare tendenze, tecnologie e metodologie chiave in un dominio specifico (flussi di specializzazione)
Progettare soluzioni che applicano un approccio scientifico e ingegneristico (capacità di analisi, apprendimento, ragionamento e modellazione derivanti da un solido e rigoroso background multidisciplinare) per affrontare problemi e opportunità in un ambiente aziendale e industriale

The aim of the course is to provide students with the conceptual tools to read and interpret the phenomena of cultural and social change, as well as their consequences on individual and collective behaviour. Through lectures and application exercises, it provides students with a theoretical and methodological basis to identify trends and catch emerging phenomena that may influence innovation in different fields.
The course is proposed by the School within an option group of innovative didactics to support students in acquiring or strengthening their transversal skills.

Students:

• can grasp and decode social change through the observation of cultural phenomena;
• know how to use tools and methods to monitor society's behaviour and expressions in order to anticipate social change and design for innovation.

The purpose of the course is to study the process behind industry actions and people’s behaviours, in order to identify evolution and opportunities for various business sectors.
During the semester students will have the opportunity:

• To observe reality and contexts, getting inspiration from people (not simply consumers and users) behaviours and life occasions, applying the principles of cult searching.
• To give interpretation of the socio-cultural trends emerging from different business sectors, being introduced to research materials and findings that will be delivered to them as part course’s lecture materials.
• To translate relevant insights into opportunities for design development, using the right design methods and tools proposed during the course for doing so.
  Students will have to:
• Carry out desk research and cool hunting, offline and online.
• Be involved in hands on exercises and group assignments, familiarising with the variety of lecture materials presented in class.
• Work proactively with different methods and techniques arising from design, management and social sciences, and should become used into handling both traditional research techniques and experiment with new approaches.
• Originate new concepts and business ideas, giving evidence of a good understanding of trend application in project development

Prova scritta obbligatoria, senza prove in itinere
Progetto/i - Elaborato/i obbligatorio, di gruppo, con revisioni periodiche, con presentazione/discussione finale
The exam consists in:

• One group project work to deliver and present in 2 separate research phases
• End of semester written exam with 2 open ended questions
  The final grade that will be registered on POLIMI is the sum of Research Project (50%)+
  Exam grade (50%)