81534 Problem Framing
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 81533c Service Design Foundations
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses. See access conditions.
Description
In this subject students have the opportunity to advance their innovation skills by exploring a complex, real world problem and develop an innovation strategy in response. Students use frame creation, a design-based innovation methodology, as the guiding framework over the course of the program. Students learn to apply design research methods to map out the nature and perspectives of the chosen problem; they design and facilitate an engagement process to open new, shared understanding. The subject culminates with students producing a proposed framing or course of action towards resolving the problem as well as planning a workshop using the frame creation methodology. Students are guided in this process through videos, animations, readings, guided exercises and online group
discussions.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Clearly describe a current problem situation within its context. |
|---|---|
| 2. | Reflect on underlying paradoxes, challenges and complexity that is impacting on the ability to solve the problem. |
| 3. | Analyse data to identify thematic patterns and develop insights. |
| 4. | Create and develop understanding of new frames that seek to change how the problem situation is viewed and open new opportunities for resolution. |
| 5. | Test and critique new frames for their utility in motivating innovation in the context. |
| 6. | Reflect and develop individual design practices to improve impact as a professional within the public sector. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- address problem situations with an attitude that is open, experimental, empathetic and ethical (A.1)
- communicate and collaborate effectively in a multidisciplinary team to develop innovative cross-disciplinary interventions (C.1)
- develop and evaluate different perspectives on problem situations that open up new directions for solutions (I.1)
- apply human-centred design methods to develop interventions that address multiple stakeholders interests, needs and aspirations (I.3)
- conduct research to develop a deep understanding of problem situations and the needs, interests and values of multiple stakeholders (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these in mind.
C = communication and group work
A = attributes and values
P = practical and professional
R = research and critique
I = innovation and creativity
Teaching and learning strategies
This subject uses a problem-based strategy that involves students in researching and developing their own solutions to a complex, real world problem. The subject is delivered online with topic modules released weekly through the UTS Canvas platform. Each week students will be asked to familiarise themselves with a range of online written and visual resources related to the module topic. Provided learning material will include short lecture videos and animations, academic literature and other relevant online resources. Subject tutors will facilitate online learnings each week.
Students will need to apply new concepts discussed in the online materials on the problem. They will reflect on how these may be relevant within their current professional practice. They will also have the opportunity to engage with tutors and peers for broader reflections through online group discussions.
The subject assessments utilise offer students the opportunity to synthesise their explorations and conceptualise new ways of viewing the problem context and potential solutions (framing).
Students are responsible for their participation and collaboration within this class. Tutors will be available to offer insight and guidance as needed. Grades, marks and feedback on submitted tasks will be provided through Canvas.
Content (topics)
- Overview of the frame creation methodology
- Archaeology and Paradox (problem history mapping and identifying barriers to resolution)
- Identifying stakeholders and their values
- Frames – Working from themes towards new viewpoints of the problem context and extrapolating potential solutions in keeping with the new framing
- Using design tools for complex problem solving
Assessment
Assessment task 1: Creating new frames through which to view the problem
| Intent: | To illustrate knowledge of the frame creation process and prototype a new frame. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 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 and I.1 | ||||||||||||||||||||
| Type: | Reflection | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Length: | Maximum 2000 words | ||||||||||||||||||||
| Criteria: | This task will be assessed on understanding of the frame creation process and the production of a fruitful frame for further exploration. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Workshop Plan
| Intent: | To demonstrate your understanding of different design tools and the ability to use them in exploring the problem. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3 and 6 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, I.3 and R.2 | ||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 50% | ||||||||||||||||
| Length: | No larger than 1xA3 size poster | ||||||||||||||||
| Criteria: | This task will be assessed on understanding of facilitation in complex contexts, ability to design activities for engaging people in the frame creation process and the quality of visual communication. | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
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.
Required texts
1. Dorst, K., Kaldor, L., Klippan, L. and Watson, R., Designing for the Common Good, BIS Publishers, Netherlands
2. Dorst, K. (2015). Frame Innovation. MIT Press
Recommended texts
Each online module has a reading list at the end of recommended readings. Your tutor will advise on which are the most useful.