94752 Design Provocations and Transdisciplinary Prototyping
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 3 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Description
How might we design and trial collective learning opportunities to generate new insights, practices and initiatives?
In this subject, participants engage with a creative range of design provocations to question and rethink how collaboration across multiple disciplines and professions could generate learning communities open to change. They critically explore various design methods and inquiry approaches from different fields while creating a series of educational provotypes. As participants prototype a transdisciplinary learning experience or practice, they distil parameters and principles shaping the design of that initiative and create a proposal for trialling a small-scale, safe-to-fail experiment in their professional practice. In that process, participants explore how insights about both individual and collective learning might be gained to shape future collective action and inquiry.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Describe, compare and contrast a range of collaborative learning situations from different philosophical and theoretical perspectives |
|---|---|
| 2. | Distil a range of parameters and principles to take into account when designing transdisciplinary learning experiences or initiatives |
| 3. | Design and provotype / prototype a small-scale transdisciplinary learning experience that enables collective experimentation and generativity |
Course intended learning outcomes (CILOs)
This subject contributes specifically to the development of the following course intended learning outcomes:
- Imagine, design and trial transdisciplinary learning environments that promote collective experimentation, generativity and reflexivity (1.2)
- Describe, synthesise and model collective learning situations using various inquiry methods and critically appraising them from different philosophical and theoretical perspectives (2.2)
- Use principled approaches for designing and developing transdisciplinary initiatives, taking into account their moral and cultural dimensions including indigenous knowledge (3.2)
Teaching and learning strategies
Self-paced, mentored online learning
In the core learning subjects, participants undertake self-paced, mentored study online where they are introduced to seminal transdisciplinary learning concepts, theories, methods and case studies, coupled with putting into practice complex problem-solving, inquiry approaches and imaginative, ethical leadership. This subject opens up two weeks prior to its official commencement enabling participants to explore the Subject Outline, engage with the subject material and prepare a study plan based on their priorities. Week 1 begins with a face-to-face online seminar, leading into self-paced asynchronous learning experiences that run over the five weeks. Weekly online Informal Conversation sessions on Zoom enable all participants to come together, share and discuss key ideas, questions or possibilities emerging from their studies and extending their professional practice.
Professional practice integration
Participants explore the diverese ideas, approaches, perspectives and knowledge from different fields and trial them in their professional practice or other situations. As they test the relevance and worth of these practice-based possibilities, participants are tasked with generating transdisciplinary learning opportunities within their particular setting. Core subjects also provide opportunities for participants to review and adjust their learning goals, to shape their individual inquiry, to chart their individual learning pathways through the program and to ensure continued relevance of their learning. When coupled with the related Studio subjects, participants dive deeply into and experience transdisciplinary learning, designing and inquiry in action.
Content (topics)
- Creative methods and inquiry approaches
- Bricolage approaches in education for designing and researching
- Boundary objects
- Design methods and service design methodology
- Provotyping and prototyping methods
- Design-Based Research approaches
- Recognising individual and collective learning in operation
Assessment
Assessment task 1: Design provocations and insights
| Objective(s): | This task addresses the following subject learning objectives: 1 This assessment task contributes to the development of course intended learning outcome(s): 2.2 |
|---|---|
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 30% |
Assessment task 2: Transdisciplinary designing, provotyping and prototyping: An initiative proposal
| Objective(s): | This task addresses the following subject learning objectives: 2 and 3 This assessment task contributes to the development of course intended learning outcome(s): 1.2 and 3.2 |
|---|---|
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Individual |
| Weight: | 70% |
Minimum requirements
Students must make a reasonable attempt to meet the expectations outlined for each assessment task and achieve an overall pass grade in order to pass this subject.