73481 - Product Development Processes (L-Z)

Learning outcomes

By the end of the module, students will have achieved a high level of ability in conceptualising, formalising, representing and communicating the design outcome throughout all its phases. They will be able to set up a conscious approach to pre-design research. They will be able to conduct and monitor the concept generation process, also through the experimentation of methodologies and tools useful for design activities carried out individually or in groups. They will acquire skills related to the technical-design and technical-production development phases, producing appropriate graphic documentation, three-dimensional models and/or working prototypes. Finally, they will be able to develop a complete narrative process project for the conceived product-system.

Course contents

The Final Synthesis Laboratory is dedicated to the theme of contemporary living, understood in its broadest sense as a human habitat and as a system of objects, practices, relationships, technologies, behaviours and forms of life. Living represents a central dimension of both individual and collective experience: a place of safety, private and social life, nourishment, rest, work, care, hospitality, play and study. However, many of its traditional functions are now undergoing profound transformations linked to social, technological, productive, environmental and cultural changes.

The theme for the 2026/2027 academic year is Next Domestic Landscape. A capsule collection for contemporary living. The laboratory invites students to question the transformations of living and to translate them into design proposals capable of interpreting new ways of living, working, consuming, moving, and relating to spaces and objects.

The Final Synthesis Laboratory represents a strategic step in the university education of the industrial product designer. The course involves a significant commitment in terms of University Educational Credits and represents one of the central moments of the final stage of the Degree Programme. The laboratory is conceived as a complete simulation of a professional design process, from metadesign research to concept definition, through to executive development, the creation of realistic and functional models and prototypes, and the final presentation of the project.

The course also simulates teamwork carried out according to professional criteria, with particular attention to time management, expected quality, market credibility and industrial feasibility. The course integrates contributions from humanistic, economic, technological, artistic, historical and design-related fields, leaving students the task of enhancing them through an original proposal consistent with their own identity as designers. The work developed may constitute a first complete project to be included in a professional portfolio.

No specific formal prerequisites are required. However, in order to approach the learning experience effectively, basic knowledge of design methodology, product representation, three-dimensional modelling, visual communication, design research, materials and production processes is considered useful.

Each group will be required to design a capsule collection for contemporary living. A capsule collection is understood as a system of at least three objects that are related to one another in terms of meaning, function, language, materials or finishes; they must be integrated and complementary, not alternatives to one another, and may be purchased separately while being presented as part of a coherent system. The collection must be designed in relation to an existing brand, either operating in the furniture design sector or potentially interested in a brand extension process towards the field of living.

The project must consider the brand positioning, formal language, coherence of materials and finishes, quality of use, market credibility, production feasibility, transport and assembly methods, disassemblability, maintenance and end-of-life of the products.

The teaching path will be structured into four main phases:

1. Design research
Design research involves the collection, organisation and interpretation of case studies, scenarios, market references, user behaviours, technologies, materials, brands, users, and regulatory and production constraints. The research phase must lead to the definition of a clear and feasible brief.

2. Concept
The concept phase involves the definition of the design idea, positioning, strategic vision, value system, main functions, dimensions, materials, finishes and expected final appearance of the capsule collection.

3. Executive design, models and prototypes
The design phase involves the technical and formal development of the objects, the breakdown into components, the choice of materials, the definition of details and finishes, the identification of suppliers, the production of technical drawings, models, samples and prototypes, preferably at a 1:1 scale or at another scale agreed with the teaching staff.

4. Final exhibition setup
The final phase involves the professional presentation of the project through prototypes, digital materials, communication materials and an exhibition setup capable of staging the value of the proposal. The setup must communicate the project as if it were being presented in a professional exhibition context.

The course is divided into modules, integrated with one another and oriented towards the development of the final project.

Main Contents: Module 1 (Prof. Elena Maria Formia) – Research methodologies and tools, design cultures and historical analysis
Description: This module introduces, on the one hand, methodologies and tools for design research and, on the other, a sensitivity to engaging with the history of design, with particular attention to the field of living in the various senses explored by the integrated course. The activities will contribute to the development of the design research pathway, the establishment of theoretical and practical frameworks, and the cultivation of a particular sensitivity to the dimension of contemporary design cultures.

Main contents of Module 2 (Prof. Flaviano Celaschi) – Industrial design, processes and methods for innovation
Description: The module addresses processes and methods for innovation driven by design cultures and practices. Design research tools and methods for analysing the past, the present and possible futures will be explored, with particular attention to anticipation methodologies. The activities will contribute to the construction of the design research path and to the definition of the concept.

Main contents of Module 3 – Contemporary and behavioural technologies
Description: The module explores the transformations of living generated by the Fourth Industrial Revolution, the spread of Artificial Intelligence and the integration of technological systems into domestic, urban and relational environments. Topics such as exponential transitions, neuro-environmental well-being, smart environments, biometric and environmental technologies, voice assistants, adaptive systems, responsible innovation and advanced certifications for well-being and housing sustainability will be addressed.

Main contents of Module 4 – Living: a philosophical and semiological proposal at the service of design
Description: The module proposes a philosophical and semiological reflection on living, building and inhabiting common spaces. Topics related to the relationship between places, landscape, city, representation, common life, social practices and forms of living will be addressed. The module will contribute to building a critical reading of contemporary living and of the systems of meaning that run through products, spaces and behaviours.

Laboratory and exercise-based activities will be an integral part of the learning experience. They will include desk and field research activities, analysis of case studies and benchmarks, the construction of maps and interpretative diagrams, the development of research dossiers, concept development, graphic and three-dimensional representation, definition of materials and finishes, creation of models, samples and prototypes, preparation of intermediate presentations and design of the final exhibition setup.

The laboratory will also foster the acquisition of transferable skills, including: teamwork, organisation of roles and responsibilities, time management, respect for deadlines, synthesis skills, public communication of the project, critical argumentation of design choices, and interaction with lecturers, technicians, suppliers and any external stakeholders.

The Final Synthesis Laboratory should not be understood as an ordinary design studio. It has specific timings, rules, dynamics and expected outcomes. For this reason, it requires continuity, punctuality, organisation of group work, quality of deliverables, synthesis skills and professional conduct.

Readings/Bibliography

During lectures and review sessions, the teaching staff will provide specific references to books, websites, journals and documents useful for further exploring the topics addressed. Additional materials may be indicated or made available during the course, also in relation to the project developments of the groups.

Reference texts

Celaschi, F., & Deserti, A. (2007). Design e innovazione [Design and innovation]. Carocci.

Corrado, M. (2018). L’invenzione della casa: Storia di una trappola [The invention of the house: History of a trap]. Primiceri Editore.

Formia, E., Gianfrate, V., & Succini, L. (Eds.). (2023). Design e Innovazione Responsabile. Franco Angeli

Munari, B. (2010). Da cosa nasce cosa: Appunti per una metodologia progettuale [Design as a process: Notes for a design methodology]. Laterza.

Norman, D. A. (1997). La caffettiera del masochista [The design of everyday things]. Giunti.

Sennett, R. (2018). Costruire e abitare: Etica per la città [Building and dwelling: Ethics for the city]. Feltrinelli.

Recommended texts

Appadurai, A. (2014). Il futuro come fatto culturale [The future as a cultural fact]. Raffaello Cortina.

Celaschi, F. (2017). Non industrial design. Luca Sossella Editore.

Celaschi, F., Formia, E., Casoni, G., & De Matteo V. (20025). Design e Anticipazione. BUP

Latour, B. (2024). Come abitare la terra [How to inhabit the Earth]. Einaudi.

Mangano, D. (2008). Semiotica e design [Semiotics and design]. Carocci.

Sicklinger, A. (2020). Design e corpo umano [Design and the human body]. Maggioli Editore.

Zannoni, M. (2018). Progetto e interazione: Il design degli ecosistemi interattivi [Design and interaction: The design of interactive ecosystems]. Quodlibet.

Further readings

Barthes, R. (2024). Come vivere insieme [How to live together]. Mimesis.

Bauman, Z. (2000). Modernità liquida [Liquid modernity]. Laterza.

Benjamin, W. (2007). Immagini di città [Images of cities]. Einaudi.

Merleau-Ponty, M. (2002). Conversazioni [Conversations]. SE.

Salvadori, M. (2000). Perché gli edifici stanno in piedi [Why buildings stand up]. Bompiani.

Salvadori, M., & Levy, M. (1997). Perché gli edifici cadono [Why buildings fall down]. Bompiani.

Teaching methods

The Final Synthesis Laboratory is structured through lectures, instrumental workshops, monographic seminars, exercises, group work, desk and field research activities, case study analysis, design tutoring, collective reviews and reviews dedicated to individual groups.

The course begins with instrumental workshops aimed at acquiring and consolidating the working tools needed for the development of the project. This is followed by the introductory lecture, the presentation of the course regulations and the introduction of the design theme, which will launch the work of the groups. The groups will then be supported by the teaching staff throughout all phases of the Laboratory.

These teaching methods correspond to the structure of the course, which is divided into four interrelated phases:

• design research;
• concept development;
• executive design, models and prototypes;
• final exhibition setup and presentation.

The teaching activities will include:

• lectures and collective discussions;
• workshops dedicated to working tools;
• monographic seminars;
• individual and group exercises;
• desk and field design research activities;
• analysis of case studies, benchmarks, products, brands, materials and scenarios;
• reviews dedicated to design research;
• reviews dedicated to the concept;
• reviews dedicated to executive design, models and prototypes;
• final review of all the material produced;
• development of study models, material samples, functional models, prototypes and communication materials;
• possible interaction with laboratories, technicians, suppliers, specialists, professionals or external organisations;
• design of the final exhibition setup;
• final presentation of the project outcomes.

The teaching staff responsible for the different modules will jointly support the design process in all its phases, supervising classroom work and assisting the groups in the progressive definition of their deliverables. Lectures will provide process-related and methodological knowledge, cultural references, quality examples and critical tools useful for the development of the work. Reviews will represent key moments for assessing design progress and guiding subsequent choices.

Departmental laboratories for photography and video, prototyping and model-making, immersive reality and Ex Machina may be used to support project development, according to the procedures indicated by the teaching staff and the relevant facilities. Students are encouraged to plan the possible use of equipment in advance, avoiding the concentration of prototyping and documentation activities only in the final phase of the course.

Group work is an integral part of the learning process. Each group must organise roles, responsibilities, schedules, internal deadlines and coordination methods, identifying a group representative or coordinator. The quality of collective work, the ability to collaborate and the awareness of each individual contribution will be considered part of the learning process.

Classroom work, as well as reviews, represents a fundamental step in the learning process. Attendance and active participation are therefore compulsory, according to the rules defined by the Degree Programme and communicated at the beginning of the course. Students who are absent from more than 30% of the classes will not be admitted to the final assessment.

The Laboratory requires continuous planning of both individual and group work. Each group must establish a weekly schedule of meetings, shared activities and individual work, in order to meet the intermediate deadlines and ensure steady progress in the project.

Students will also be invited to take part in events promoted by the Degree Programme, such as seminars with national and international guests, exhibitions, competitions, conferences and other initiatives consistent with the design path.

Considering the type of activities and teaching methods adopted, attendance in this course may require prior participation in safety training modules for study environments, particularly in the case of access to laboratories, workshops, prototyping equipment, model-making spaces or other places involving specific risks. The procedures and any relevant dates will be indicated by the Degree Programme and/or by the competent facilities.

Assessment methods

Learning will be assessed through the evaluation of the design process developed during the Laboratory, the intermediate submissions and the final examination. The work will be assessed in relation to the students’ ability to move consciously through the different phases of the design process: design research, concept definition, executive design development, production of models and prototypes, final exhibition setup and presentation.

The Final Synthesis Laboratory requires the submission and assessment of the deliverables produced for each of the four phases into which the course is structured: design research; concept; executive design, models and prototypes; final exhibition setup and presentation.

The interim assessments will take place on predetermined dates, indicated in the general calendar of the Laboratory. Each group will publicly present its progress through slideshows, graphic materials, models, samples and/or prototypes, according to the instructions provided by the teaching staff. For each phase, an assessment will be given, contributing to the final evaluation.

Group rules

Each group will consist of five members, unless otherwise indicated by the teaching staff. Each group must develop a capsule collection composed of at least three objects related to one another in terms of meaning, function, language, materials or finishes, and presented as part of a coherent system.

The intermediate assessments will contribute to the final evaluation of each student. Since the course is mainly based on group design work, the assessment will take into account both the quality of the collective work and the individual contribution of each student, insofar as this can be observed during the process, reviews, submissions and final presentation.

Rules for intermediate and final submissions

The submissions must be uploaded to the platform indicated by the teaching staff, normally Virtuale, by 12:00 midnight on the day before the presentation, unless otherwise communicated during the course. Students may present their work only if the upload has been completed by the stated deadline. Failure to meet the deadlines may result in non-admission to the presentation or to the final examination.

The materials must be uploaded in the formats indicated by the teaching staff, generally PDF or PPT, respecting any file-size limits communicated during the course. Each file must clearly indicate the group name, the submission phase and the date. Each group must also appoint a representative responsible for uploading the materials, in order to avoid overlaps, mistakes or incomplete submissions. Late uploads on the day of the presentation are not allowed, unless otherwise indicated by the teaching staff.

In order to be admitted to the final examination, groups must have completed the required submissions by the indicated dates and must have achieved a design quality considered sufficient by the teaching staff. During the final review, admission to the examination will be assessed on the basis of the submissions completed, the continuity of the work carried out and the overall quality achieved.

As this is an integrated course, the final evaluation will be formulated on the basis of the contributions and individual assessments of the lecturers responsible for the different teaching modules.

The final assessment will take into account:

• quality, depth and originality of the design research;
• coherence and strength of the concept;
• formal, technical and communicative quality of the deliverables;
• quality of the models, details, finishes and prototypes;
• functional, production, distribution and market feasibility of the proposal;
• ability to connect analysis, concept, executive development and final communication;
• ability to critically argue the design choices;
• professionalism of the oral presentation and final exhibition setup;
• active participation in lectures, reviews and discussion sessions;
• punctuality in meeting deadlines;
• quality of group work and awareness of the individual contribution.

Final examination and exhibition setup

The Final Synthesis Laboratory concludes with a collective presentation of the results, including the physical and/or digital exhibition setup of the project, the presentation of physical prototypes at a 1:1 scale or at another scale agreed with the teaching staff, the visual communication of the project and the digital presentation of the research and design process.

The exhibition setup must enhance not only the prototypes on display, but also the overall communication of the capsule collection. The space should not be understood as a mere container, but as an environment designed to express, narrate and stage the product, its value of use, its positioning and its formal, technical and communicative quality.

The final examination, during which each group will present the different stages of its work, will be assessed with a mark out of 30. The duration of the presentation and the specific exhibition setup requirements will be communicated by the teaching staff during the course.

The mark will be determined according to the level of completeness, critical autonomy, design quality, synthesis, argumentation and professional awareness demonstrated. A sufficient mark will correspond to an essential but coherent project, with deliverables complete in their fundamental parts. Intermediate marks will correspond to projects that are progressively more articulated, aware and correctly developed. The highest marks will be awarded to mature, original, well-argued and technically credible projects, professionally communicated and supported by a high quality of models, prototypes, details, finishes and exhibition setup.

Use of Generative Artificial Intelligence

With regard to learning assessment, limited, declared and non-substantial use of Generative Artificial Intelligence is permitted for support activities, such as summarising, rephrasing and preliminary organisation of materials.

Substantial use of AI to replace the design, critical, argumentative, representational or practical work required of students is not permitted. Any use of AI tools must be declared and documented in the submitted materials, specifying which tools were used, for which activities and what role they played in the design process.

This wording corresponds to the scenario of limited, declared and non-substantial use provided for in the University’s methodological guidelines.

Students with Specific Learning Disorders or Disabilities

Students with Specific Learning Disorders, or with temporary or permanent disabilities, are invited to contact the relevant University office in good time. The office will be responsible for proposing any necessary adjustments, which must in any case be submitted, at least 15 days in advance, for approval by the lecturer, who will assess their suitability also in relation to the learning outcomes of the course.

Teaching tools

Teaching activities will be supported by tools and platforms for communication, sharing of materials, collaborative design, representation, prototyping, review and presentation of deliverables.

The following tools may be used:

• Virtuale, for communications, teaching materials, submissions, forums and document sharing;
• Teams, for possible online activities or additional communications;
• collaborative design tools, such as Miro or similar platforms;
• digital presentations and slideshows;
• software for graphic representation, modelling, layout, rendering and prototyping;
• departmental laboratories, including the model-making laboratory, photography laboratory, prototyping facilities, immersive reality laboratory and any other available facilities;
• libraries, archives, databases, journals and digital repositories;
• collective reviews and specific reviews of project progress;
• conferences, talks, possible exhibitions, educational visits or moments of exchange with external organisations.

Digital and analogue tools will be used to support the progressive development of the deliverables and to monitor the progress of the project. Any AI tools may be used exclusively to support individual study, synthesis, organisation of information or self-assessment, within the limits indicated in the section dedicated to the use of Generative Artificial Intelligence.

Office hours

See the website of Flaviano Celaschi