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Systemorientert Design med ID, IX of SD
Emnenavn på Norwegian Bokmål:
Systemorientert Design med ID, IX of SD
Credits:
24
Course code:
70 504
Level of study:
Master
Teaching semester:
2014 Autumn
Language of instruction:
English
Required prerequisite knowledge
Passed foundation level courses at AHO or equivalent education (bachelor) in design
Course content
Systems Oriented Design´s objective is to learn to deal with increasing complexity, larger contexts and understand greater depth and more of the consequences of our choices, both for business, trade, retail, public services and community. Such deeper understanding is called systems thinking. System Oriented Design has developed an approach to systems thinking that is special for practicing designers.
Read more on www.systemsorienteddesign.net
Learning outcome
Expected learning outcomes
- To introduce all students to the Systems Oriented Design as a tool and approach to work with a higher degree of complexity.
- To prepare students for professional design within one of the selected specializations (PD ID or SD) or by SOD or other directions chosen by the student or within a more general (hybrid) direction in design.
- To initiate the opening and development of new fields of design.
- To prepare students for further training towards a more academic career in design research.
Knowledge:
Systems thinking provides a foundation for developing a deeper understanding of sustainability, ethics, culture and social understanding communication and technology. These aspects will be discussed in lectures but will also be discussed naturally in the projects. The contents of these discussions will be related to the respective projects and will vary.
Students will gain a general understanding of systems thinking and especially about SOD. They should have knowledge of adaptive expertise and competence in opening new design fields.
Skills
On completing the course, students will have learned the techniques of SOD including GIGA-Mapping, Timeline mapping, Rich Design Space, Zip analysis. They will have training in facilitation and co-design.
Competences
On completing the course, the student will gain understanding in a;
DESIGNERLY APPROACH: Provide the student with knowledge in design thinking and in research by design.
AESTHETICS: Give students an understanding that aesthetics are an integral part of GIGA-Mapping and advanced design thinking. Understanding composition and visual thinking as the designer's key overall approach.
SUSTAINABILITY: Understanding the broader concept of sustainability as a systemic concept
ETHICS: Understanding ethical issues from a systemic approach, in special relation to intended and unintended consequences of design.
CULTURAL AND SOCIAL UNDERSTANDING: Understanding society from a systemic approach. How systems relate and interact with each other and why a holistic approach is needed and how to achieve that.
PROCESS, TOOLS AND METHODS: Make students able to handle an open process where the goal is not a foregone conclusion. Learning the ability to handle the uncertainty that comes from working with great complexity. Learning to recognize the designer's strengths and weaknesses in collaboration with opening up new fields for design. Learning to be both humble and courageous.
Learning the tools, concepts and methods from system-oriented design. Very Fast Learning (VFL) and rich designer (Rich Design Space) taught as concepts to support the handling of complexity. Systemic Design overarching approach and field. System-oriented design specific approach. GIGA-Mapping and timeline mapping, Zip analysis and synthesis techniques.
COMMUNICATION: Learning to communicate with partners. Learning to produce very complex projects in an understandable way.
MATERIAL AND TECHNOLOGY UNDERSTANDING: Learning to understand the materials and technologies like systems. Depending on the type of project and partner
Working and learning activities
Students work closely with a partner (organization or enterprise) . They rehearse on co-design, on building their expert networks and facilitation. By applying Very Fast Learning (VFL) to get a deeper insight into the problem and your partner.
GIGA-Mapping form the foundation for a very quick learning process. Students work individually or in groups and build up their activities and partial learning shapes itself according to the their projects require.
It is mandatory participation in RSD3 symposium in October.
DESIGNERLY APPROACH: Through lectures and discussions.
AESTHETICS: Through lectures on visual thinking and diagramming. Also through developing giant maps in several iterations where the aesthetic expression is integrated into the overall thinking.
SUSTAINABILITY: In lectures and practiced in the project
ETHICS: Discussed in lectures and project work through a systemic approach.
CULTURAL AND SOCIAL UNDERSTANDING: Discussed in lectures and in relation to project work through a systemic approach.
PROCESS, TOOLS AND METHODS: Through lecture and project-related discussions. Individual projects are trained in cooperation with external partners combined with internal guidance. Through workshops, lectures, discussion of examples and group learned SOD and GIGA-Mapping, Very Fast Learning (VFL) and Rich Design Space. Synthesis Techniques discussed and practiced.
COMMUNICATION: Communication within the project trained through co-inquiry, co-mapping and co-design and use of giant maps to form consensual images of complex situations. Communication externally trained through lectures, exercises and the use of appropriate techniques such as posters, video or narratives.
MATERIAL AND TECHNOLOGY UNDERSTANDING: Through GIGA-Mapping and Very Fast Learning (VFL).
There is obligatory attendance at lectures, tutorials and presentations.
Curriculum
Booth Sweeney, L., & Meadows, D. (1995). The Systems Thinking Playbook. Chelsea Green Publishing.
Banathy, B. (1996). Designing Social Systems in a Changing World. Plenum Publishing Coorporation
Jones, P. H. (2013). Design for Care. Innovating Healthcare Experiences. New York City: Rosenfeld Media.
Meroni, A., & Sangiorgi, D. (2011). Design for Services. (R. Cooper, Ed.) (p. 266). Surrey: GOWER.
Nelson, H. G., & Stolterman, E. (2012). The Design Way: Intentional Change in an Unpredictable World (2nd ed.). The MIT Press.
Papanek, V. (1984). Design for the Real World. Human Ecology and Social Change. (Second Edi.). London: Thames & Hudson.
Seddon, J. (2008). Systems Thinking in the Public Sector. Triarchy Press.
Skjelten, E. (2014). How to deal with complexity and other beasts. The Oslo School of Architecture and Design.
Stickdorn, M., & Schneider, J. (2010). This is Service Design Thinking. New Jersey: John Wiley & Sons, Inc.
Thackara, J. (2006). In the Bubble. Designing in a Complex World. The MIT Press.
Emery, F. E. (1981). Systems Thinking: 2. (D. S. Pugh, Ed.). Penguin Education.
Simon, H. A. (1996). The Sciences of the Artificial (3rd ed.). MIT Press.
Meadows, D. H. (2009). Thinking in systems: a primer. (D. Wright, Ed.). London: Earthscan.
Wolcott, H. F. (2010). Ethnography Lessons: A Primer (p. 160). Walnut Creek: Left Coast Press.
Smith, K. (n.d.). How to be an explorer of the world. Portable life museum.
Koskinen, I., Zimmerman, J., Binder, T., Redstrom, J., & Wensveen, S. (2011). Design Research Through Practice. From the Lab, Field, and Showroom. (R. Roumeliotis, Ed.). Elsevier Inc.
Brown, T. (2009). Change by Design (p. 272). HarperCollins.
Gray, D., & Vander Wal, T. (2012). The Connected Company. (J. Steele & M. Treseler, Eds.). California: O´Reilly.
Yin, R. K. (1994). Case study research : design and methods. Thousand Oaks: Sage Publications.
Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential ethnographic methods : observations, interviews, and questionnaires (Vol. 2, p. 318). Walnut Creek, Calif.: AltaMira Press.
Schensul, J. J., & LeCompte, M. D. (1999). Enhanced ethnographic methods : audiovisual techniques, focused group interviews, and elicitation techniques (Vol. 3, p. 162). Thousand Oaks, Calif.: Altamira Press.
Schensul, J. J., & LeCompte, M. D. (1999). Mapping social networks, spatial data, and hidden populations. (J. J. Schensul & LeCom, Eds.) (Vol. 4, p. 205). Thousand Oaks, Calif.: AltaMira Press.
Schensul, J. J., & LeCompte, M. D. (1999) Designing and conducting ethnographic research. . Thousand Oaks, Calif.: AltaMira Press.
Latour, B. (2005). Reassembling the Social. Oxford University Press.
Keeley, L. (2013). Ten Types of Innovation. Wiley.
Jones, J. C. (1992). Design Methods (Second Edi.). Wiley.
Gray, D., Brown, S., & Macanufo, J. (2010). Game Storming. (C. Wheeler, R. Monaghan, & A. Dyoly, Eds.). O´Reilly.
Cooper, R., Junginger, S., & Lockwood, T. (2013). The Handbook of Design Management. (R. Buchanan, R. Boland, & K.-W. Chung, Eds.) (Second Edi.). Bloomsbury Academic.
Boland, R., & Collopy, F. (2004). Managing as Designing. Stanford Business Books.
Csikszentmihalyi, M (1997) Creativity: Flow and the Psychology of Discovery and Invention
| Presence required |
|---|
| Not required |
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Other assessment method, define in comment field | - | Pass / fail | Se forventet arbeidsinnsats |
| Workload activity | Comment |
|---|---|
| Lectures | Grunnleggende forelesninger i SOD |
| Lectures | Deltagelse på selvvalgt RSD3 Workshop |
| Written assignments | RSD3 symplosiet, deltagelse på keynotes of paralelle sesjoner |
| Giga-mapping, Co-research og co-designworkshops med partnere | |
| Skrive eget essay |