420112 Project Design
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 24 credit points of completed study in spk(s): C04434 Master of Technology Management OR 24 credit points of completed study in spk(s): C04435 Executive Master of Technology Management
Description
This subject equips each student with the research and User Centred Design (UCD) skills required to synthesise their own professional learning and development, while tackling a complex problem within or external to their organisation. The focus of this subject is the design and evaluation of their project plan using research methodologies, tools and critical insights from research.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Identifying and integrating a range of stakeholder needs and motivations within a project proposal. (B.1) |
|---|---|
| 2. | Design and refine a project proposal by integrating a range of stakeholder’s perspectives and relevant literature. (C.1) |
| 3. | Demonstrate an ability to use a range of project planning and research methods. (D.1) |
| 4. | Reflect on iterative learning process to align with professional development. (F.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
- Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)
Teaching and learning strategies
Students engage in active learning in collaboration with peers and learning facilitators including academia and industry.
The subject involves students identifying a relevant professional challenge from their work lives to applying User Centred Design (UCD) for professional practice and learning. Students practice research method and UCD methods in applying it to their project proposal.
In the speculative project proposal (Assessment 1) students explore the problem space using a range of methods such as rich pictures, PESTLE, stakeholder mapping alongside an initial literature review to identify opportunities for the speculative project proposal. Their speculative project proposal is submitted as written proposal initially which they receive feedback on from their peers and learning facilitator/s. Following this they submit a written report via Canvas.
Students then undertake further project design practices to better understand the needs of their potential customers or users including empathy interviews with key stakeholders, customer journey maps, competitive landscape analysis and other relevant user research. The insights from this research and stakeholder engagement are used to develop a more mature project proposal (Assessment 2), that is submitted online for feedback from peers and learning facilitator/s. A final report is then submitted online which responds to feedback provided.
The final Assessment task 3 is in the form of a piece of reflective writing documenting insights on the project proposal development journey. This may include reflections on their own biases, assumptions and worldviews, the experience of giving and receiving feedback and how students plan to apply what they have learned in their professional practice and workplaces. Students provide information on actions taken and learning arising from these actions to deeply embed the learning in their own professional context and personal development plan.
This subject has six modules delivered online over a period of six weeks. Students work through each module at their own pace and momentum is maintained through weekly interactive activity attached to each theme and/or concept within the modules. In each module, content is delivered in CANVAS through a combination of learning materials, questions/activities and short video presentations. Over the six weeks, there are three synchronous one hour online interactive sessions, facilitated by teaching staff, that discuss the modules and provide opportunities for task-based group activity, discussion on subject materials, feedback on learning progress and Q & A sessions.
Content (topics)
Module 1: Identifying your potential project focus
- Identifying potential project focus
- Developing ‘H ow might we…’ statements
- Creating rich pictures to map a complex system
Module 2: Narrowing your project focus
- Identifying person and professional criteria
- Identifying and mapping stakeholders
- Identifying boundaries
- Literature review
Module 3: Complex challenge and project preparation
- Mapping bounded system
- Actor network constellation
- PESTLE
- Writing speculative project proposals
Module 4: Empathy and stakeholder engagement
- Empathy interviews
- Stakeholder engagement (interviews/surveys)
- Focused literature mapping
- Competitive landscape analysis
Module 5: Project positioning and strategy
- Turning analysis into insights
- Strategy building
- Customer journey maps
Module 6: Critical insight and project planning
- Integration of research findings
- Strategy communication
- Reflection on assumptions, worldviews and biases
Assessment
Assessment task 1: Speculative project proposal - Develop a speculative project proposal identifying opportunities through research and User Centred Design.
| Intent: | Demonstrate the ability to develop a speculative project proposal identifying opportunities through research and User Centred Design |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 and C.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | A 500-700 word report submitted via Canvas |
Assessment task 2: Mature project proposal - Develop a mature project proposal based on insights from stakeholder engagement and relevant research
| Intent: | Demonstrate the ability to develop a mature project proposal based on insights from stakeholder engagement and relevant research |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and D.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Annotated slide deck with 15 -20 slides (voiceover optional) submitted via Canvas |
Assessment task 3: Individual reflective report - Write a reflective report on your learning journey and professional applications of learning
| Intent: | Demonstrate ability to reflect on personal and professional aspects of learning in the subject |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): F.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Reflective writing report 500-700 words |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
Nil – Resource materials will be available on Canvas.