Anton Nemme is an Industrial Designer and graduate of UTS. He began his carreer in the field of product visualisation producing 3D models and renderings for some of Sydney’s leading Product Design consultancies. Anton has a strong focus on teaching being involved across all the undergraduate year groups. His most recent research themes centre on the value of iteration in design projects, university Industry collaboration, applications for 3D printing and the notion of authenticity in design education.
- Understanding 3D Form
- Product Design Communication A & B
- Product Engineering
- User Centred Design
- Smart Design
- Professional Communication
- Furniture Context & Language
- Furniture Production & Materials
- Furniture Industry & Development
- IPD Honours Conceptualisation
- IPD Honours Research and Development B
Walden, R, Lie, S, Pandolfo, B & Nemme, A 2018, 'Research Prototyping, University-Industry Collaboration and the value of Annotated Portfolios', To Get There: Designing Together, Cumulus Paris 2018: To get there together, designing together, Cumulus the International Association of Universities and Colleges of Art, Design and Media, Paris, pp. 1198-1213.View/Download from: UTS OPUS
The purpose of this paper is to describe how a team of academic- design practitioners working on a university-industry collaboration (UIC) project, used the method of research prototyping documented in an annotated portfolio, as a way to meet the dual need of contrib- uting to the academic discussion and, problem solving through de- sign practice. The annotated portfolio enables knowledge transfer and knowledge sharing, integration of new knowledge through re- search prototypes and a way of retaining knowledge for possible application in the current or future projects. During the process of conducting the UIC project, a team of three academic design practi- tioners working in product design research recorded images of pro- totypes constructed and catalogued those images to be systemati- cally transferred to the annotated portfolio document. The entire body of work was catalogued for analysis (both during and after key project stages) to integrate knowledge generated through research prototypes. This paper will focus on the role of research prototypes constructed as part of the project, the classification of those proto- types recorded in photographs and the function of their arrangement in an annotated portfolio. Academic design practitioners working
in collaboration with industry partners do not specialise in particular fields of application, such as furniture designers, medical product designers or in-house product designers. Instead academic design practitioners perform in a similar manner to the consultant designer who is required to quickly master diverse sectors on a continuing basis. The academic team is further distinguished by their focus on research in emergent fields that defy classical categorisation. Due to this, the methodologies through which they build new knowledge in areas of expertise that they're not practiced in, collect this knowl- edge and portfolio this knowledge is a unique commodity. In the field of design research for UIC projects, more...
Walden, R, Pandolfo, B, Lie, S & Nemme, A 2018, 'Adaptable practices for next-generation design in manufacturing SMEs informed by university-industry collaboration', Design Thinking Research Symposium, UNIST South Korea.
Small-to-medium (manufacturing) enterprises (SMEs) are turning to university research units for support in the development of designs or design strategies that are beyond their current R&D capability. This initiative has been supported by Governments in both Australia and Korea as funded innovation and technology roadmapping strategies to advance the competitiveness of SMEs given they represent a very large proportion of the consumer manufacturing sector of both countries. Analysis of interview data from Korean design educators and from representatives from design units inside of Korean manufacturing companies indicate a disconnect between the perception of 'design' and the 'designer' in Korea and the need for design in competitive organisations to be a mix of next-gen strategic design and good quality line-up design for technology incorporation and commercialisation. After analysis of the dataset and in connection to the literature reviewed we present case study projects that have adapted the values of industrial prototypes for the benefit of contextualising and integrating knowledge and expertise external to the original domain knowledge of the design organisation. These projects by the IPDR (Integrated Product Design Research) Unit at the University of Technology Sydney (UTS) attempt to understand the 'gaps' between the current and future state of technology that can inform innovative pathways for product development. The prototypes constructed may be 'product-like' and employ industrial prototyping methods though documenting them in an annotated portfolio can unveil connections to theory. The IPDR Unit uses research prototyping in combination with annotated portfolios to support SMEs in the development of outcomes that are both implementable at an organisational level and capable of providing strategic insights to assist with next-gen product development. Noting the limitations that SMEs face in developing next-gen capability. The significance of this researc...
Nemme, A & Walden, RJ 2017, 'Advancing the Iteration Deficit Reduction Model', TENZ ICTE Conference - Technology: An holistic approach to education, Technology Eduction New Zealand, International Conference on Technology Education (Asia-Pacific Region) - Technology: An holistic approach to education, Technology Environmental Mathematics and Science (TEMS) Eductaion Research Centre, St Margaret's College, Christchurch New Zealand, pp. 232-243.View/Download from: UTS OPUS
Through analysis of a case study from student design practice, this paper describes the refinement of an adaptable learning model designed to address the problem of 'iteration deficit'. We call this model the Iteration Deficit Reduction Model (IDR). 'Iteration deficit' is a term created by the authors, to describe a form of fixation in the practice of novice designers, where divergent thinking becomes suppressed by convergent thinking during a design project. Before application of the full-detail of the model to the learning context, here we examine the primary principles of the IDR model in practice, through an advanced-level student product design project at the University of Technology Sydney. The project reveals that a constructive design research methodology that incorporates experimentation through prototyping for each iterative learning cycle, correlates with key features of the adapted IDR model. A notable part of this correlation is that hypothesis-making in research-oriented product design practice is central to the iterative construction of prototypes as a means to advance the nature of the innovation in a knowledge-intensive way. Further, by positioning the construction of prototypes as the method for convergence-based learning in product design projects, we are better able to assign and schedule appropriate methods and support for divergent-based learning, identified as being critical to the development of innovation pathways in product design education.
Nemme, A & Walden, RJ 2016, 'Identifying And Reducing Iteration Deficit In Product Design Projects', 9th Biennial International Conference on Technology Education Research: Creating contexts for learning in Technology Education, Technology Education Research Conference, Design & Technology Association of Australia, University of South Australia, Magill Campus, pp. 208-215.View/Download from: UTS OPUS
This paper describes the development of a methodology model that integrates appropriate design theory and research methods, to assess and guide iteration during product design projects that are open-ended, complex; and where the scope of the problem and the range of possible solutions vary widely from the outset. Currently, during such projects worked on by university students, there is evidence of an iteration deficit, meaning that the designer locks onto a typology, interaction feature or form, obsessively, to the detriment of further exploration of the design outcome. We propose a model that can be adapted and presented at the start of the project by the studio leader and then serves as an instrument to guide the designer and identify where and why the iteration deficit may occur; and how to potentially move forward. We have found that iteration deficits occur at particular points in the process and may be mitigated by referring to the model which depicts iteration cycles in association with possible methods, framed by over-arching theory. Developing the mental agility and confidence to manage complex, open-ended design problems is a core task for tertiary design education. We speculate that the model may support the collection of data on iterative design progress during tertiary design projects to inform improvements in professional practice.