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Biomimetics is a well-known approach for technical innovation. However, most of its influence remains in the academic field. One option for increasing its application in the practice of technical design is to enhance the use of the biomimetic process with a step-by-step standard, building a bridge to common engineering procedures. This article presents the endeavor of an interdisciplinary expert panel from the fields of biology, engineering science, and industry to develop a standard that links biomimetics to the classical processes of product development and engineering design. This new standard, VDI 6220 Part 2, proposes a process description that is compatible and connectable to classical approaches in engineering design. The standard encompasses both the solution-based and the problem-driven process of biomimetics. It is intended to be used in any product development process for more biomimetic applications in the future.
Biomimetics is the interdisciplinary co-operation of various scientific disciplines and fields of innovation, and it aims to solve practical problems using biological models. Biomimetic research and its fields of application are manifold, and the community is made up of a wide range of disciplines, from biologists and engineers to designers. Guidelines and standards can build a common ground for understanding of the field, communication across disciplines, present and future projects and implementation of biomimetic knowledge. Since 2015, three international standards have been published and defined terms and definitions, as well as specific applications. The scientific literature and patents in several databases were searched for citations of the published standards. Standards or technical guidelines on biomimetics are represented both in the scientific literature and in patents. However, taking into account the increasing number of publications in biomimetics, the number of publications (52) citing the international standards is low. This shows that the perception of technical rules is still underrepresented in the academic field. Greater awareness and acceptance of the importance of standards for quality assurance even in the academic environment is discussed, and active participation in the corresponding International Organization for Standardization committee on biomimetics is asked for.
This paper describes a new concept and experiences of a distributed interdisciplinary learning programme for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world, and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (Latin-America). In 2020, 30 students from four continents engaged in a one-semester distributed software development project for a Namibian client. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across wide-spread time zones, cultures, changing requirements, and various technical challenges. Considering the vast learning benefits, we suggest to incorporate such projects in all tertiary education curricula across the globe.
This chapter describes a new concept and experiences of a distributed interdisciplinary learning program for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (South America). In 2020 and 2021, 28 and 44 students from four continents engaged in a one-semester distributed interdisciplinary project for a Namibian and Indonesian client, respectively. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across widespread time zones, cultures, changing requirements, and various technical difficulties. Considering the vast learning benefits, we suggest incorporating such projects in all tertiary education curricula across the globe, while streamlining organizational efforts based on lessons learned.