89109 Design Prototyping
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
Prototypes bring design concepts to life in low-risk scenarios. They are very important forms of communication in the design process, and integral to practices of user-centred research. Design prototyping helps designers to communicate their ideas to other designers, understand assumptions about who they design for, and to gather input on their design propositions in a generative research process. As a provisional design form, prototypes are generally constructed from low-fidelity materials, such as paper and cardboard and ready-to-hand props, which are brought together in ‘informative performances’ that portray the fundamental empathy of designing.
In this workshop-based subject, students acquire knowledge of different techniques of prototyping: investigating physical properties of object-human relationships; exploring the experiences of different users through prototyping personas and scenarios; and designing for social and cultural change through the development of narrative prototypes. Students learn about the history of prototyping as it has emerged in user-centred design, how to make design prototypes, and techniques of design storytelling to activate prototypes in social settings.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate a capacity for flexible thinking in relation to iterative and creative design concept development. |
|---|---|
| 2. | Exhibit competency in designing, making and presenting prototypes |
| 3. | Develop work for clients using low-fidelity materials. |
| 4. | Effectively communicate learning in the form of a design prototyping presentation |
| 5. | Demonstrate an understanding of, and sensitivity toward, the social context of design |
| 6. | Effectively document the design process |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Advocate for the power and responsibility of designing (A.1)
- 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 studio-based design processes to advance the professional practice of design (P.1)
- Generate valid insights using qualitative research methods (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.
This subject encourages student learning directed to develop these graduated attributes. The course content, learning strategies and assessment structure is explicitly designed with these attributes in mind.
Teaching and learning strategies
This subject is comprised of one weekly 3-hr practical workshop. Students will be participating in individual tutorials, group discussions and team-based activities throughout the semester.
The subject includes active learning experiences where ongoing feedback is provided weekly in interactive online lecture sessions. It is therefore imperative that students attend all online engagements. Added to this there is an expectation of a minimum of 6 hours of self-directed practice outside class hours each week.
This subject uses the problem-based learning strategy that involves students in researching and developing their own solutions to complex design challenges. Students undertake a series of weekly exercises that build conceptual and technical skills, progressively leading to larger final work.
In the studios, students will work on their design projects with a professional designer as a mentor. At the beginning of each studio, the mentor will discuss with the group the challenges they are facing with their projects. The mentor will then prompt students faced by similar challenges to facilitate collaborative discussions. The mentor will review the work weekly and provide feedback verbally. During presentations students will be expected to actively participate in collaborative peer review feedback exercises.
It is the students' responsibility to document any feedback provided in class
Assessment
Assessment task 1: Human to Human
| Intent: | 1. Design, research and develop a functional prototype based on a specific brief. 2. Produce supporting documentation with written reflection based on a specific brief | ||||||||||||||||||||||||
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| 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, P.1 and R.1 | ||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 35% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Transforming Cultures
| Intent: | 1. Design, research and develop a functional prototype based on a specific brief. 2. Produce supporting documentation with written reflection based on a specific brief | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 4, 5 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, A.3, C.1, P.1 and R.1 | ||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 65% | ||||||||||||||||||||||||
| 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.The listed assessment tasks should be submitted on the due date/time.
Assessment criteria relate to the learning objectives listed in this document. See briefs for specific details of assessment criteria for each project. To pass an assessment, work submitted should show satisfactory achievement in all learning objectives.