85801 Interactions, Experiences and Atmospheres
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Designers decide on the forms of products, environments and experiences. Those decisions are made on the basis of expert ways of noticing the material quality of everyday life. This subject aims to help people without a studio-based design background begin to sense those qualities. Participants develop criteria for judging the quality of those aspects of design.
The first focus of the subject is human-product interactions – what are sometimes called affordances. Students learn to discern the cultural conventions that govern how different kinds of product forms, including those of screen-based environments, attract and even steer certain kinds of interactions by users. The second focus of the subject is situated systems thinking, during which students learn the importance of place to observing, analysing and designing systems. Students consider Indigenous approaches to systems thinking and learn the about the significance of the concept of Country to learning and designing in Australia. The third focus of the subject is design justice, which deals with the complexity of participation, facilitation and consultation in design practice.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Synthesise and present design research into multiple formats |
|---|---|
| 2. | Demonstrate participation in collaborative learning opportunities in the subject, including studios and group tasks |
| 3. | Make connections between creativity, criticality and reflection |
| 4. | Demonstrate the application of systems thinking to design processes and practices |
| 5. | Manage briefs, deadlines and feedback in design projects |
| 6. | Show cultural awareness and sensitivity towards Indigenous perspectives |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Discern consequences of designs (ecological, social and justice impacts) (A.3)
- Communicate using a wide range of media and techniques (C.1)
- Reframe design problems toward systems change with an eye for detail and quality (I.2)
- Lead constructive and compassionate design critiques (I.3)
- Generate valid insights using qualitative research methods (R.1)
- Enable Indigenous-led research and design (R.3)
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 delivered on campus. The subject is a seminar, with presentations followed by discussed readings as well as studio exercises. The assessment tasks involve visually communicating complex systems thinking, design writing as well as presenting design ideas.
Content (topics)
MODULE 1 Affordances
MODULE 2 Situated Systems Thinking
MODULE 3 Design Justice
Assessment
Assessment task 1: Annotated Rich Picture demonstrating design of products and service
| Intent: | The intent of this task is to develop capabilities in analysing and communicating complex systems. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 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.3, C.1, I.3 and R.1 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Synthesised reflective writing on the role of designers submitted as a report and a presentation
| Intent: | The intent of this task is to develop skills in modes of writing for design projects. Design writing is presented in many formats, such as report and presentation. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 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.3, C.1, I.2, I.3 and R.3 | ||||||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||||||
| Criteria: | Ability to edit, arrange, represent and revise design research content Demonstrated knowledge of multi modal communication, varied audiences A perceptive analysis of systems thinking that connects affordances and design justice with other design concepts Ability to work with other designers to present synthesised designs | ||||||||||||||||||||||||
| 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.