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87600 VC Special Project B

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp
Result type: Grade and marks

Description

This subject is designed to enable students to participate in independent learning opportunities relevant to visual communication research and/or practice. Such opportunities may include but are not limited to: visual-communication competitions, master-class projects run by leading industry professionals, and live external visual communication projects. Learning is largely independent and self-directed and framed by an individually designed learning contract. Students require approval from the visual communication course director to enrol in this subject.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Undertake research (with a focus on users for content generation and /or testing).
2. Demonstrate self-directed project management and operation as a professional member of a team.
3. Originate diverse and imaginative ideas and refine them through critical reflection and evaluation
4. Pitch project solutions with impact, clarity and functionality in oral, visual and written forms to a professional standard

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Professional and academic visual, oral and written presentation skills (C.1)
  • A capacity to collaborate effectively in a variety of group work contexts (C.2)
  • Capacity to create designs that respond to their context in formally or conceptually innovative ways (I.1)
  • Advance ideas through an exploratory and iterative design process (I.2)
  • Development of relevant insights and arguments from research (R.1)

Teaching and learning strategies

This subject provides a unique opportunity to work with industry leaders in innovation on a professional project brief. You will develop skills necessary for an industry standard practise through immersion in professional methodologies and interaction with key industry experts.

Detailed information on the subject can be found in the Project Brief.

SUBJECT STRUCTURE

  • Prior to subject commencement, you will be advised of tasks to be undertaken in preparation for the subject briefing on the first day.
  • Extended briefing session run by the industry partner on the first day.
  • Two stages of presentations to industry.
    • Stage 1 – Informal first stage pitch
    • Stage 2 – Formal pitch

Studio sessions will give you the opportunity to discuss questions about the weekly topic/content with your peers and with an expert studio leader, to collaborate on activities directly relevant to key ideas and to develop your skills as a design practitioner with assistance from your studio leader. Studio sessions will provide you with the opportunity to take ownership of the ideas encountered in preparatory reading, research and the lectures. Your studio leader will facilitate discussion and offer expert insight and direction where needed, but as students you are primarily responsible for the mood of the studio session.

This subject incorporates a PBL (problem based learning) strategy. The focus is on allowing students to engage with practical, experiential models of visual communication design. The design methodology of developing creative responses to project briefs continues to underpin the learning experience. Peer learning groups and learning partnerships are encouraged at this stage for students, as individuals and collaboratively in groups to develop their ability to reflect upon and critically analyse their research and design work in order to experience perceptual change and enact their new understandings in progressive design iterations. Emphasis is placed on developing each student’s confidence in processing and refining ideas.

Where applicable, specific workshops and lectures will be delivered by industry experts.

As per professional practise you will be working in teams.

Feedback is provided in studio classes and during presentations.

Content (topics)

The engagement with Tricky Jigsaw involves a live brief supplied by a real client and a co-design sprint.
The co-design sprint will see students, university mentors and Tricky Jigsaw employees working together to get to a solution.

Structure of the week:

Understand the problem
- Briefing, Insights and Jobs

Get inspired and ideate solutions
- Ideation

Further develop ideas and check in with client and project partner
- Iteration

Bringing the idea to life
- Prototype and validation

Building the narrative and the business case
- Presentation and business case development

Feedback and Action plan
- Pitch

All students will be able to include this group project in their portfolio recognising the collaboration between UTS, Tricky Jigsaw and student groups.

Assessment

Assessment task 1: Stage 1 Pitch

Intent:

Present and receive feedback on initial concepts.

Detailed information on the task can be found in the Project Brief.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, C.2, I.1, I.2 and R.1

Type: Presentation
Groupwork: Group, group and individually assessed
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Development of relevant insights and arguments from research. 15 1 R.1
Capacity to create designs that respond to their context in conceptually innovative ways 20 3 I.1
Advance ideas through an exploratory and iterative design process 20 3 I.2
Clarity, professionalism and engagement of support material for the pitch including slides or other props (group) 15 4 C.1
Clarity, professionalism and engagement of the spoken presentation (individual) 15 4 C.1
A capacity to collaborate effectively in a variety of group work contexts including professional interaction with client, studio leaders and group members. 15 2 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Stage 2 Pitch

Intent:

Present final concept to a professional standard and receive industry feedback.

Detailed information on the subject can be found in the Project Brief.

Objective(s):

This task addresses the following subject learning objectives:

2, 3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, C.2, I.1 and I.2

Type: Presentation
Groupwork: Group, group and individually assessed
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Capacity to create designs that respond to their context in conceptually innovative ways 10 3 I.1
Advance ideas through an exploratory and iterative design process 10 3 I.2
Clarity, professionalism and engagement of support material for the pitch including slides or other props (group) 15 4 C.1
Clarity, professionalism and engagement of the spoken presentation (individual) 15 4 C.1
Clarity, professionalism and engagement of the design concept as expressed through the video. 30 4 C.1
A capacity to collaborate effectively in a variety of group work contexts including professional interaction with client, studio leaders and group members. 20 2 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes