This module systematically introduces the fundamentals of project management, widely used tools and methods, and management processes that actually occurs in the industrial process. The contents of the module include: essential concepts-, time management-, quality management-, cost management-, risk management-, and maintenance management of project management. Six real cases are presented in Chapter 7 as case study materials. The reasons of the successes and failures of these cases are presented.

The whole module can be downloaded as a zip file (about 3.5MB). It contains 11 PDF files that are live-linked to each other. These should be kept in the same directory.

[Description and screenshot taken from the wiki page for this module. Materials are used under the terms of a CC BY-NC-SA 3.0 license.]

This CDEN module consists of a collection of design management, analysis and communication tools that can be applied individually or in conjunction with others during the execution of a design project. Following the analogy of a toolbox that contains wrenches and screwdrivers, not all tools are necessary for every project nor are tools always used to their full potential. The key to using the toolbox effectively is to be familiar with the capabilities and limitations of each tool, then apply the tools appropriate to the project to the degree with they offer benefit. The focus of this module is to provide a selection of design tools suitable for use by a first year engineering design class.

The module is provided as a series of PDF files:
1. Introduction to the module
2. Introduction to engineering design
3. Documenting the design process
4. Design criteria checklist
5. Work breakdown and scheduling
6. Failure modes and effects analysis and a sample FMEA chart
7. Prioritization matrices
8. Evaluation matrices

[Description and screenshot taken from the wiki page for this module. Materials are used under the terms of a CC BY-NC-SA 3.0 license.]

The target audience of this module includes students taking introductory courses in design, and students interested in a summary overview of the PDP. The module provides a very general introduction to product development processes and the role of engineering design therein. It is meant to lead into more detailed modules on specific topics. Topics introduced in this module include: definitions of design, stages and gates, concurrent engineering, teamwork and collaboration, technical communications, usability and user-centred design, product lifecycle, end of product life. Furthermore, the process of designing as part of product development is introduced, including: project initialisation, problem analysis, ideation, conceptual design and evaluation, systems design, recursion to subsystems, and detailed design.

[Description and screenshot taken from the wiki page for this module. Materials are used under the terms of a CC BY-NC-SA 3.0 license.]

The electronics industry is continually under pressure to maximise profits. To do this, an organisation will strive to reduce development and manufacturing costs and time, produce the best quality products and, therefore, satisfy the customer.

Implementing tools and philosophies to be used during NPI can fulfil these requirements within the NPI process. For the purposes of this study, we will consider three areas that the tools affect:

Quality Engineering Tools. These work throughout various stages to ensure the product is of the best quality.

Product Design Tools. These would be used predominantly during the design functions, to ensure that the right product is specified and designed and to reduce design time and costs.

Manufacturing Tools. These would be used during the manufacturing phases, including process design and prototyping, to reduce manufacturing costs and times.

[Description and screenshot taken from The University of Bolton's website for this topic. This work is licensed under a CC BY-NC-SA 2.0 Licence.]

The site contains the book chapters as pdf files as they are completed and revised and are divided into the following 7 chapters.

Table of contents:

[1] Introduction to Design
[2] Exploration
[3] Users, Experts, and Institutions
[4] The Architecture of Artifacts
[5] Aesthetics in Design
[6] Variety
[7] Problem Solving and Design

For those interested in ABET accreditation and reaccreditation, it touches on the themes of
(1) professional and ethical responsibility, (2) integrating ethics into design projects, and (3) generating awareness of the social and global impacts of engineering. Students and faculty consulting this module will find the capstone course presentation, background information pertinent to engineering ethics in Puerto Rico, and exercises that help students develop an active and practical understanding of how ethics fits into engineering practice.

The module is available to download as a pdf file and as an EPUB file for viewing in handheld devices. A presentation of this module given in March 2008 at the University of Puerto Rico at Mayaguez is also provided.

Caution: This module is incomplete. Authors plan to add more content shortly.

[Description and screenshot taken from the Connexions page for this module. This work is licensed by William Frey under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.]

In order to get the most out of this unit, you need to be familiar with, or at least not worried by, simple mathematics, and recognise some related concepts such as chance and probability. Working through the first self-assessment question (SAQ) will give you an indication of the skills and attitudes involved. If you find you are having a lot of difficulty with SAQ 1, put this unit aside and select a more appropriate unit from the topic list. As well as providing an introduction to models, the unit looks at systems modelling in practice.

After working through these materials you should be able to:
• describe and use a general classification of models
• outline and discuss the process of systems modelling, where models are used as part of a systemic approach to a range of different situations
• recognise that systems models may be used in different ways as part of a process for: improving understanding of a situation; identifying problems or formulating opportunities; supporting decision making

The unit takes on average 4 hours to complete.

[Description and screenshot taken from the OU page for this course. (c) Open University used under the terms of their CC BY-NC-SA 2.0 license.]

Having studied this unit you should be able to: recognise that functional artefacts have had input from a designer, with greater and lesser degrees of engineering input; identify that engineering designers work within constraints of finance, materials properties, desired functionality, human factors, etc.; understand that design exploits models of the product being designed, whether those models are physical mock-ups, computer-based models, or mathematical models which explore an element of the product’s performance; understand how models of the design process are formulated, and how they can be applied to understand the development of a particular product or product family; understand design-related terminology such as innovation, context, uncertainty and style.

The learning unit is divided into 7 parts and takes on average 28 hours to complete.

[1] Design and designing
[2] Design and innovation 1: the plastic kettle
[3] Models of the design process
[4] Conceptual design
[5] Concept to prototype
[6] Design and innovation 3: the Brompton folding bicycle
[7] Conclusions

The resources here include the lecture hand out (zip file) which includes embedded tutorial questions, some powerpoints for structuring lectures , flash animations to step through modelling process for electrical circuits and a large data base of CAA developed on webct (here provided in zip files for quiz 1 and quiz 2). The files import into webct and self extracts. The lecture notes also contains a brief overview on usage for lecturing staff.

The main focus is on electrical and mechanical systems, but there is also some discussion of dc motors, fluids and heat as well as an introduction to time series modelling. The main emphasis is on why modelling is important and how to go about doing this from first principles (e.g. Kirchhoff’s laws, Newton’s Laws, etc.). Given the focus is on new students arriving at University, there is no attempt to develop models beyond second order.

These were developed at the University of Sheffield and authored by J. A. Rossiter from the Department of Automatic Control and Systems Engineering.

[Description and screenshot taken from the Open Engineering Resources Project page for this resource. (c) The University of Sheffield used under the terms of their CC BY 2.0 license.]

It aims to inform consumers of design (i.e., all of us) about this crucial characteristic of design. The unit is derived from the OU course T211 on Design and Designing, but as well as stimulating interest in areas of concern for producers of design it might also provide an introduction to engineering, manufacturing and business studies.

The unit contains text, images, exercises and videos covering the principles of user-centred designing, inclusive design, ergonomics and human factors, user research techniques, interaction design or making usable products, and looking at users interaction with products. A bibliography and further reading list is also provided.

The unit takes an average of 12 hours to complete.

For students and teams who have started a sustainable-development project in D-Lab (SP.776), Product Engineering Processes (2.009), or elsewhere, this class provides a setting to continue developing projects for field implementation. Topics covered include prototyping techniques, materials selection, design-for-manufacturing, field-testing, and project management. All classwork will directly relate to the students’ projects, and the instructor will consult on the projects during the weekly lab time. There are no exams and teams are encouraged to enroll together.

Special software is required to use some of the files in this course: .rm.

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]

In this course, students work in small teams of 5-6 members to design and prototype new toys. Students work closely with a local sponsor, an elementary school, and experienced mentors on a themed toy design project. Students will be introduced to the product development process, including determining customer needs; brainstorming; estimation; sketching; sketch modeling; concept development; design aesthetics; detailed design; prototyping; and written, visual, and oral communication. At the end of the course, students present their toy products at the Playsentations to toy designers, engineers, elementary school children and the MIT community.

For more information about this course, see the 2.00B website.

Special software is required to use some of the files in this course: .mov, and .mp4.

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]

Product Design and Development is a project-based course that covers modern tools and methods for product design and development. The cornerstone is a project in which teams of management, engineering, and industrial design students conceive, design and prototype a physical product. Class sessions are conducted in workshop mode and employ cases and hands-on exercises to reinforce the key ideas. Topics include identifying customer needs, concept generation, product architecture, industrial design, and design-for-manufacturing.

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]