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89031 Interaction Studio: Shifting Imaginaries

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: 12 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

In this subject students work as part of an interdisciplinary studio using their specialist design skills. They work with real-world constraints on a range of industry briefs with the intent of developing empathy for various stakeholders and the context within which a problem arises. Students gain an understanding of the 'new practices' of design, including the role of digital in improving service delivery, using data to enhance experiences and delivery and innovative design research practices.

Subject learning objectives (SLOs)

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

1. Develop a global understanding of interaction design including micro interactions, the relationship between interactions and different devices and the relationship between interaction, multiple touch-points, service and value
2. understand human centred design principles and their application to generate meaningful and applicable insights, relevant to a range of stakeholders
3. Apply an Experience Hierarchy of Needs: Useful, Reliable, Usable, Convenient, Pleasurable and Meaningful
4. Use design skills in the context of a range of challenging communications contexts to ensure maximum impact
5. Effectively use different kinds of prototyping techniques and provide a rationale for their role in the research process

Course intended learning outcomes (CILOs)

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

  • Value for the designer's role as a responsible global citizen, including alertness to the impact of design on environmental ecologies and issues of social justice (A.1)
  • Professional attitude to clarity, accuracy and effectiveness of communication (C.1)
  • Ability to adapt communication style to context (C.3)
  • Capacity for perceptive concept development (I.1)
  • Ability to critically appraise, develop or redirect design ideas (I.2)
  • Ability to re-imagine human practices and human-technology relations (I.3)
  • Ability to actively and independently develop new skills, knowledge and understanding (P.1)
  • Possession of a developed aesthetic sensibility (P.2)
  • Possession of craft skills appropriate to the discipline (P.3)
  • Ability to develop well-supported arguments and rationales (R.1)

Teaching and learning strategies

The aim of this studio is to give students an experience in thinking at a strategic level and position work within a wider social, economic and cultural context. Students will learn to adjust to design problems that continually morph as projects develop, negotiate how design can work collaboratively with other disciplines, engage with committed external stakeholders and have confidence in managing projects.

This design studio involves working closely with experienced academics and/or industry professionals. Assessment is typically project focused group work, with continual creative direction from peers and studio leader. You are expected to participate in class design crits as presenters and audience. Your role in providing feedback to your peers, and in opening yourself to feedback on your own project, will help you to develop good judgment in relation to design development, as well as prepare you to work effectively in design teams in professional practice. During the week, between classes, you will need to significantly develop your project for further presentation, drawing upon ongoing research as well as on the feedback provided in class. There is an expectation of approx. 10 hrs of self-directed project development outside class hours each week.

The nature of the assessment tasks and the expectations set by the studio culture mean that it is essential for students to work extensively outside class: organising interviews with relevant stakeholders, undertaking field trips and various group meetings and workshops.

Feedback
Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality:

Formative feedback will be provided during the learning process, typically provided verbally by the subject's teaching staff. It will address the content of work and a student's approach to learning, both in general and more specific ‘assessment orientated’ terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and in response altering the approach taken to a given assessment. Formative feedback may also, on occasion, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of discussion at the scale of the whole class. It is the student’s responsibility to record any feedback given during meetings or studio sessions.

Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria.

It is the student’s responsibility to record any feedback given during meetings. This will assist in how iterative development can be accessed and ultimately assessed.

Content (topics)

The studio is structured according to the following principles:

  • design briefs present wicked problems with conflicting considerations;
  • briefs have many points of entry, allowing students to propose their own approach;
  • external briefs and stakeholders make the projects real and provide specialised knowledge;
  • project length,
  • group size and discipline mix defined according to project briefs;
  • educators and external stakeholders provide regular,
  • targeted guidance rather than students following a set methodology

Assessment

Assessment task 1: Interim presentation

Intent:

Depending on the studio focus, you will undertake a specific design brief that either works towards strengthening your portfolio or building skills that are relevant to design practice and industry. Assessment criteria and a detailed explanation of the rationale by which they are informed is also included in the 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.3, P.1, P.2 and R.1

Type: Project
Groupwork: Individual
Weight: 40%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrated understanding of Micro Interactions and the role they play in complimenting touchpoints and overall experience 25 1 P.1
Evidence of exploratory research into the relationship between interactions and devices. 25 2 P.2
Demonstrated understanding of Experience Hierarchy of Needs: Useful, reliable, Usable, Convenient, Pleasurable, Meaningful 25 3 R.1
Demonstrated ability to perform and receive Design critique 25 4 C.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Final presentation

Intent:

Depending on the studio focus, you will undertake a specific design brief that either works towards strengthening your portfolio or building skills that are relevant to design practice and industry. Assessment criteria and a detailed explanation of the rationale by which they are informed is also included in the brief.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 5

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.):

A.1, C.1, C.3, I.1, I.2, I.3, P.3 and R.1

Type: Project
Groupwork: Group, group and individually assessed
Weight: 60%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrated understanding of Micro Interactions and the role they play in complimenting touchpoints and overall experience 10 1 I.2
Evidence of exploratory research into the relationship between interactions and devices 10 2 P.3
Demonstrated understanding of Experience Hierarchy of Needs: Useful, reliable, Usable, Convenient, Pleasurable, Meaningful 10 3 R.1
Demonstrated ability to perform and receive Design critique 10 4 C.3
Demonstrated understanding of Human Centred Design methodology 10 2 C.1
Demonstrated understanding of prototyping for problem definition and solution refinement design outcomes and influences the solution and design choices 10 5 A.1
Demonstrated understanding of Experience Hierarchy of Needs: Useful, reliable, Usable, Convenient, Pleasurable, Meaningful 10 3 I.3
Demonstrated ability to adapt to different Contingencies, Constraints and Learning Styles 10 4 I.1
Demonstrated ability to perform and receive Design critique 10 4 I.2
Evidence of skills to rationalise, communicate and persuade for maximum impact 10 4 C.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Records of lecture attendence is kept. It is essential to make the best use of tutorial time by being adequately prepared.

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.