81536 Introduction to Transition Design
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 81535c Ver 1 Co-evolution of Problem and Solution
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
Leading Design for Social Innovation is a studio that introduces the complex systems approach underpinning Transition Design. In this subject, students learn soft systems mapping techniques and find places to intervene in systems to leverage change through social innovations. Students work on a live brief or live projects with industry partners, also gaining experience in professionally presenting clear design propositions and receiving expert feedback.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate a capacity to link designs to complex systems and understand design's role in system transitions. |
|---|---|
| 2. | Demonstrate a practical understanding of social and service design approaches, processes, methods and tools. |
| 3. | Demonstrate an ability to work collaboratively with others in an interdisciplinary context. |
| 4. | Undertake independent research relevant to a brief, and translate research findings into strongly justified design interventions. |
| 5. | Use text, visual and design based media to communicate, share and develop ideas. |
| 6. | Demonstrate an ability to communicate design proposals clearly, engagingly and professionally. |
| 7. | Demonstrate an ability to write a reflection on learning that explains how the subject content has informed understandings of design. |
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)
- articulate ideas simply, succinctly and persuasively to a diverse group of stakeholders or audience (C.3)
- develop and evaluate different perspectives on problem situations that open up new directions for solutions (I.1)
- reflect on the problem solving and innovation practice of own organisation and indicate the position of the practice within the broader service innovation landscape (P.1)
- recognise the nature of open, complex, dynamic and networked problems to be able to identify problem situations that require a design-based innovation approach (R.1)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
The subject is a studio, combining seminar-style presentations, class discussions and activities that work toward a collaborative response to an ambitious, live project brief. You will engage in independent research in collaborative teams and will be expected to complete exercises that demonstrate your understanding of concepts and processes introduced each week. You will present your work in class and engage in and receive constructive critique from your peers. We aim to create a safe and supportive learning environment where authentic engagement and creative effort is rewarded.
Content (topics)
Content will focus on how design can be used to lead systems change, including transition design, qualitative research, systems mapping, visioning, backcasting and developing design proposals.
Assessment
Assessment task 1: Mapping Systems
| Intent: | The intent of this task is to develop capabilities in identifying, analysing and communicating complex systems |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3 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.): C.1, C.3 and R.1 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Criteria: | This task will be assessed on the following criteria: Demonstrated capacity to link designs to complex systems Use text, visual and design based media to communicate, share and develop ideas Demonstrated ability to work collaboratively |
Assessment task 2: Design Proposal
| Intent: | The intent of this task is to develop skills in responding to a brief with a design proposal. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 4 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, C.3 and I.1 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 50% |
| Criteria: | This task will be assessed on the following criteria: Demonstrate a practical understanding of social and service design approaches, processes, methods and tools explored in class. Ability to translate research findings into strongly justified design interventions. Ability to communicate design proposals clearly, engagingly and professionally. |
Assessment task 3: Reflection on Learning
| Intent: | The intent of this task is to provide an opportunity for students to gain skills in reflective writing, explaining how the subject content has informed their design understanding. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 7 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.): P.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 20% |
| Criteria: | This task will be assessed on the following criteria: Ability to write a reflection on learning that explains how the subject content has informed your understanding of design. |
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.