89113 Interaction Studio: Advanced

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 12 cp

Subject level:

Postgraduate

Result type: Grade and marks

Requisite(s): 24 credit points of completed study in spk(s): MAJ10026 Interaction Major M Design
There are course requisites for this subject. See access conditions.

Description

In this subject students work as part of an interdisciplinary studio using their specialist design skills. They work with various design constraints on a range of briefs, both industry and speculative, with the intent of developing empathy for various stakeholders and the context within which a problem arises. The subject adheres to an expanded and interconnected understanding of interaction and service design that includes user experience, screen-based interactions, physical prototyping, narrative communication design, speculative thinking and ethnographic inspired research. Students in each studio need to be highly motivated and self-directed. Depending upon the studio focus, the skills developed involve a practical and speculative understanding of digital and physical touchpoints, combined with conceptual, strategic, entrepreneurial, system-focused approaches.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Develop a global understanding of interaction design including the relationship between interactions and different devices and the relationship between interaction, multiple touch-points, service and value
2.	Develop an understanding of human centred design principles and their application to generate meaningful and applicable insights, relevant to a range of stakeholders
3.	Apply an Experience Hierarchy of Needs: Useful, reliable, Usable, Convenient, Pleasurable and meaningful
4.	Use design skills in the context of a range of challenging communications context to ensure maximum impact
5.	Effectively use different kinds of prototyping techniques and provide a rationale for their role in the research process
6.	Demonstrate a capacity for perceptive concept development
7.	Apply enhanced narrative skills to engage effectively with their audience

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Value for the designer's role as a responsible global citizen, including alertness to the impact of design on environmental ecologies and issues of social justice (A.1)
Professional attitude to clarity, accuracy and effectiveness of communication (C.1)
Capacity for perceptive concept development (I.1)
Ability to re-imagine human practices and human-technology relations (I.3)
Ability to actively and independently develop new skills, knowledge and understanding (P.1)
Ability to develop well-supported arguments and rationales (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

Design studios working closely with experienced academics and/or industry professionals. Assessment is typically project focused with continual creative direction from peers and studio leader. This subject uses the problem-based learning strategy that involves students in researching and developing their own solutions to complex design challenges. It is the students' responsibility to take notes of any feedback provided in studio. During presentations students will be expected to actively participate in collaborative peer review feedback exercises.

Content (topics)

The aim of this studio is to give students an experience in thinking at a strategic level and position work within a wider social, economic and cultural context. Students will learn to adjust to design problems that continually morph as projects develop, negotiate how design can work collaboratively with other disciplines, engage with committed external stakeholders and have confidence in managing projects. The studio is structured according to the following principles: design briefs present wicked problems with conflicting considerations; briefs have many points of entry, allowing students to develop their own communication and narrative approach; project length, group size and discipline mix defined according to project briefs; educators and external stakeholders provide regular, targeted guidance rather than students following a set methodology. Students are encouraged to exploit the full vocabulary of traditional and digital technologies to explore non-conventional responses to the brief.

The nature of the assessment tasks and the expectations set by the studio culture mean that it is essential for students to work extensively outside class; and where appropriate utilise deep research and organise interviews with relevant stakeholders, undertaking field trips, ongoing experimentation, self-directed skills development, and various group meetings and workshops

Assessment

Assessment task 1: Experimental Presentation

Intent:

Depending on the studio focus, you will undertake a specific design brief that either works towards strengthening your portfolio or building skills that are relevant to design practice and industry.

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.1, I.1, I.3, P.1 and R.1

Type:

Presentation

Groupwork:

Group, individually assessed

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Value for the designer's role as a responsible global citizen, including alertness to the impact of design on environmental ecologies and issues of social justice	20	1	A.1
Capacity for perceptive concept development	20	6	I.1
Ability to re-imagine human practices and human-technology relations	20	2	I.3
Ability to actively and independently develop new skills, knowledge and understanding	20	4	P.1
Ability to develop well-supported arguments and rationales	20	3	R.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Final Presentation