Design and Innovation Learning: Case Study in North African Engineering Universities Using Creativity Workshops and Fabrication Laboratories
Résumé
The on-going paradigm-shift in design education is in general initiated by new technologies: information and communication technologies (ICTs) as well as innovative learning processes and approaches. Teaching design and innovation in engineering schools and universities is important to achieve this paradigm shift. North African Countries have initiated substantial efforts toward this goal. During four years, a European cooperation program has contributed to this goal by setting up education and training programs in seven North African universities with the collaboration with eight European Universities. This program was called Tempus i-Cré@ project. The distinctive characteristic of this project is that training and education efforts in these universities have been supported by innovation platforms which are open to teachers, students and companies. Design workshops have been organized for engineering students dealing with several subjects such as energy, transport, environment and product development. The innovation platforms consisted in the implementation of the concept of FabLab (Fabrication Laboratory), which are open platforms for innovation and prototyping; using, among others, 3D printing and additive manufacturing technologies.
This paper presents the Tempus program i-Cré@ project. The mains achievements that have been undertaken are along two themes: design and innovation management teachings and FabLab. The implementation of the FabLab i-Cré@ network will be presented in this paper and the involvement of the Tempus project partners will be illustrated through the case of the National Engineering School of Tunis.