2016 Høst

Start semester

GK1 Introduksjon til arkitektur

Emnenavn på Norwegian Bokmål:

GK1 Introduksjon til arkitektur

Credits:

Course code:

80 110

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

There are no prerequisites beyond admission to the study program

Course content

GK1 is an introductory course to the professional studies of architecture at AHO. The course is organized around design projects and constitutes the larger part of the first semester.
The students are divided in two studios, however the teaching is the same for both studios. Students will work individually and in groups. There are three half time teachers in each studio as well as teachers responsible for teaching free hand drawing and computer aided design.
In addition to the design work there will be courses in:
The use of AHO's work shops
Analytical free hand drawing
Digital design and representation

Learning outcome

The course establishes a platform for further studies at AHO.
After the end of the course the student should have :
An understanding of working methods and different approaches towards thinking and communicating within the discipline.
Knowledge of two- and three dimensional visualization in connection to concept development and project presentation.
Experience in written and oral communication of subjects related to the discipline.
Knowledge of the school workshops.
Experience with analytical free hand drawing.
Basic knowledge of the use of computer aided design.

Working and learning activities

Teaching will be mainly in the form of weekly tutoring, pin-ups, lectures, seminars and work shops. The contact between teachers and students happens one on one, in groups or in the presence of the whole studio. Common reviews where the student must present his or her work to the studio for open discussion constitutes an important part of the training.
There will be an excursion abroad common to all students at the beginning of the semester.The course uses Moodle as it's digital learning platform for communication concerning schedule and program.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	-	Portfolio i frihåndstegning vurderes i slutten av semesteret Deltakelse og faglig utvikling når det gjelder dataundervisning og frihåndstegning vil være del av vurderingsgrunnlaget

Start semester

Service Design 1: Methods and Tools

Emnenavn på Norwegian Bokmål:

Service Design 1: Methods and Tools

Credits:

Course code:

70 503

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses at AHO or relevant and equivalent education (Design related bachelor).

Course content

The course has two main sections. The first one is an introduction to the concepts, methods and resources used for the design of services; the second one is a project for a partner (private company or public organization), where the students will work as professional Service Design consultants. The course’s orientation is essentially practical, ii builds on the idea that the best way to develop skills is by means of projects and exposing them to feedback from multiple observers.

Learning outcome

a. Knowledge:
• Be able to describe the difference between products and services and what it means to design a service.
• Understand how to use Service Design methodologies such as AT-ONE and User Centred Design ones for the development of service design projects.
• Understand how service design can influence a company’s strategy and value creation.

b. Skills:
• Refine the skills of observation, analysis and creativity that lead to the formulation of relevant and valuable solutions for the user(s).
• Develop the skills to understand how businesses think, and hunt for business opportunities.
• Visualize, communicate and prototype, both the current experience (What is) and the suggested new one (what could be).
• Develop skills to evaluate the proposed solutions and business projects, according to the differential potential in the eyes of the user(s) and service provider.
• Be able to plan and facilitate workshops for project teams.
• Take a proactive and professional role in a team in collaboration with project partners.

c. General competence:
• Gain methodical insight by participating actively in a service design process.
• Promote professional experience in a real organization, strengthening the ability to work in a team with an emphasis on results.

Working and learning activities

The main teaching will be based upon tutoring sessions in the classroom, AT-ONE
Innovation workshops, structured presentations and discussions within the course group.

The course also integrates lectures, studio work (groups and individual), and project(s) in collaboration with external partners where the students will form and work as design consultancies.

Work effort.
This is an intensive course and it demands consistent and hard work from the participants. Students are required to attend at least 90% of the main course events described in the detailed program.
Although the project is developed in groups, individual deliverables will be required and are mandatory.

Presence required
Not required

Start semester

Systems Oriented Design: “Design for Democracy“

Emnenavn på Norwegian Bokmål:

Systems Oriented Design: “Design for Democracy“

Credits:

Course code:

70 504

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Bachelor degree or equivalent in design or architecture.

Course content

The course is suitable for all design topics including architecture, urbanism and landscape architecture. The course ranges from micro to macro scale and students can develop and choose their perspective. The course has a main theme but even individual programming is possible. The course well suited as preparation for the diploma.

Design for a complex world
Designers today are confronted with an increasing complexity. Constantly new fields and tasks are opened up for designers and the importance of design increases. Complex socio-technical, problems are addressed by designers, both in the development of design solutions and the development of processes for complexity. To be better prepared for this development, we as designers must learn to handle greater complexity, understand larger contexts, learn more about the consequences of our choices, both for businesses, customers, individual users as well as and society.

Systems thinking
A deeper understanding of processes and entanglements of systems is called systems thinking. In Systems Oriented Design (SOD), we have developed an approach to systems thinking that is especially developed for practicing designers. It is the designerly approach to systems. We follow in the footsteps of many great SOD projects that have opened up new fields and which has given the design profession extra weight and more substance.

SOD is part of a larger movement with many approaches called Systemic Design (systemic-design.net). This movement was started by SOD teachers here at AHO and other people mainly from Canada and the US.
Read more on
www.systemsorienteddesign.net
www.systemic-design.net

Focus theme: Design for Democracy
We are experiencing major unrest in the world, democratic values are at stake, people fleeing from their homes and from war. Many nations are heading to democracy but it is a cumbersome way forward. Even established democracies are struggling, examples we have from the European Union and the United States. Norway is not an exception when it comes to the need for better participation and accountability of voters and citizens in general. The democratic systems' inherent short term perspectives together with the complexity of the driving processes makes it very difficult for citizens to voice long-term considerations and to know how to claim participation. Local democracy is underdeveloped compared to the major tasks that communities are confronted with. These range from sustainability to economic development and integration.

On the other hand, design has a long tradition of developing processes from a democratic perspective. Universal Design and Participatory Design processes are examples of this. Also designer have been involved in democracy in designing voting processes and information distribution for a long time.
But design for democracy can be developed further. Can we, through design, envision and describe a future that supports a balanced distribution of power, values, and resources? Can we contribute to building democratic cultures and lowering the threshold for participation in democratic processes? Can we design processes that make it easier to think long term and through this encourage sustainable development? Can we, through the design of our surroundings help the emergence of democratic organizations?

The theme Design for Democracy seeks innovation to support democratic processes in small and large scale. Democracy is under pressure and there is no guarantee that democracy will prevail without a comprehensive effort to protect and develop democratic processes. This effort for developing democracy may in many ways be perceived as a design process, and designers have a lot to contribute.
In our age where the Internet has made it possible to reach out with ones opinions and where Democracy 2.0 has been relevant for a while, it is important with an effort to find out how designers can help.

The theme may involve a number of areas and issues where design can be a crucial factor:

- How to convey democratic history? - How to help people to vote for their long-term interests?
- How to make discussions of sustainability more accessible?
- How to vote on behalf of others, your children, grandchildren, future generations or others who cannot vote? (Agency)
- How Designing voting process as an interactive service?
- How Reveal / uncover and communicate processes that undermine democracy?
- How to fight for democracy? (Activism) What is the role of digital media in the ongoing popular uprisings?
- How to build democratic cultures?
- How to design our environment, cities, architecture and nature in democratic processes and democratic expression?
- How designing new democratic arenas?
- Networks, Technology and mobile phones as the venue for Democracy 2.0.
- Design for variety, tolerance and integration.
- Crowd Sourcing. (Self-organizing systems)
- How can design fight oversimplified solutions and populism?
- How can design make economic processes transparent.

The course is open to all students at AHO and it endeavors to think in transdisciplinary perspectives and to develop new perspectives or take positions that are not covered by the AHO disciplines. Examples include organizational design and design for action (action design) or entirely new perspectives.

The course should obviously be interesting for service and interaction design but also for product design, where one can think of many approaches that could lead to democratic products. Just think of the refinement of social signals and separation embedded in automobile design. On the systems level it is a big problem with today's mass production, which can be socially destructive and oppressive, and where there are big challenges when it comes to sustainability. Another interesting issue in the realm of products is the current development of 3D print technology. While general main steam commercialization tends to streamline and drain cultural expression, how might distributed manufacturing influence a growing diversity and new opportunities for individuals to express themselves? The tolerance for and thriving of diversity is a hallmark of democracy.

Architects are encouraged to apply. Architecture has a long history in serving the establishment and power. Today ethical discussions and an awareness of social responsibility increases. A deep knowledge of the process mechanisms, economics, cultural drivers and ethics in this is crucial. There is great frustration in parts of the Norwegian population of many of today's development projects and the accompanying processes. Participatory design processes should be explored.
The course is also relevant for urbanism and urban development as well as landscape and nature management. Participation in place development is statutory by Norwegian law but "we have bad processes for participation" (Geir Vikan, Councilman Tønsberg Municipality)

Collaborators

All students will be working closely with a partner.
All partners to be confirmed
Possible partners for the theme Design for Democracy is Tønsberg Municipality and Svelvik Municipality.
We intend to cooperation in this with Norsk Eiendom or a big entrepreneur as well as the authorities in a chosen municipality as an expert partner for architecture, urbanism and landscape.
Other institutions and suggestions from students are also appropriate

Self-programming
Students can even program their own themes. In such cases the students must acquire partner on their own but we will assist where needed.

Excursion
We are planning a study tour to RSD5 (Relating Systems Thinking and Design 5) at OCADU Toronto October 13 to 15.
RSD is an extremely successful, interesting and rewarding conference series that was started up at AHO in 2012. The symposium has something for everyone also has a separate track for architecture
see www.systemic-design.net
And www.ocadu.ca

Learning outcome

Expectations to the student:
Students are expected to be able to work independently and be able to use their previous experience from design or architectural education into their project. We expect a high level of activity and effort. More than 20% of undocumented absence in lectures and other announced activities will result in a fail.

Students are expected to evaluate their project systemically. This applies to the approach to the task, the threshold for systemic impact and synergy. It is expected of students that they can describe a problematique or problem-field, and specify a field for mapping / exploration.

The course aims to prepare students to work professionally as a systems-oriented designer or architect within, product, service interaction design or architecture, or a more general (hybrid) direction in design. It is expected that the student demonstrate maturity in execution, development and implementation of their design project.
Students are expected to open up new themes or areas to work within as a designer or architect.

Skills and competences
Students will be introduced to System Oriented Design (SOD) as a method and an approach, to be able to work with a greater degree of complexity.
System Thinking is a foundation to develop a deeper understanding of sustainability, ethics, culture and society, and to develop the understanding of communication, technology and innovation. These aspects will be discussed in lectures but will also be discussed during tutoring sessions in the projects. The contents of these discussions will be related to the respective projects and will thus vary. Students will gain a general understanding of systems thinking and especially on SOD. They will develop skills in adaptive expertise, Very Rapid Learning, collaborative processes and participatory design and in opening up new fields as design projects.

The students will learn the techniques of SOD including GIGA-mapping, Timeline mapping, Rich Design Space, ZIP analysis. Training is also given in facilitation, co-design, scenario building, foresight, risk analysis, literature search.

SOD seeks to make designers able to handle an open process where the goal is not defined in the outset. It involves learning the ability to manage the uncertainty that comes from working with great complexity and get to know the designer's strengths and weaknesses in cooperation that break new ground for new fields of design. System oriented designers need to be both humble and courageous.
We will train skills in communicating with partners in workshops and participatory design processes. We will guide in communicating very complex projects in an understandable way using posters and video so that the projects become available to outsiders.

There will be an introduction to General Systems Theory. Furthermore, students will be involved, through lectures and discussions through out the process, in a number of areas such as design thinking, aesthetics, sustainability, ethics, culture and social understanding, materials technology and socio-technological systems. These topics will be discussed from a systemic approach.

Working and learning activities

Students working on semester project individually or in groups (recommended size of groups is maximum two students). Project Plans are created for each project individually according to the their demands. Each project requires, in principle, its own project design.

The course itself is a dynamic social system that must be adjusted and tweaked in real time. Therefore, students must be actively involved in designing the course. We expect corrections of the course and changes in the approaches along the way.
We emphasize that the students must be very active in designing their own project.

Communication
Communication within the project acquired through co-inquiry, co-mapping and co-design and use of gigamaps to form consensual images of complex situations.
Communication outwardly practiced orally at the project presentations in open reviews and using appropriate techniques such as posters, video or narratives.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	Submission of semester project communicated in an easily accessible manner with video or other visual techniques and in terms of exhibition to AHO WORKS EXHIBITION. The main delivery is a project report with the following specifications: 1) Full name and contact info and private email (not aho email when it disappears.) 2) Abstract of maximum one page 3) One title picture representing project. 4) All permits obtained and anonymization completed 5) Table of Contents at the beginning 6) COMPLETE reference list at the end! 7) ALL images numbered and with copyright cleared and with credits. 8) All other deliveries as video and slides must be cleared with rights on all materials. The report should contain the following structure and sections: Title and subtitle Abstact Introduction, (Shortly about the fields, state of the art, approach, project, results) Research and inquiries (present data, information, findings and insights) Process and methods The project presentation Discussion (criticality is required, pro et contra) Conclusion and further work The students are evaluated on the basis of participation and effort, milestone reviews, assessment and final project delivery. Minimum delivery: Project report, video and exhibition that easily communicate project. The course is assessed as; Pass / Fail. It is compulsory attendance at lectures, tutorials and presentations. More than 20% absence will result in a fail.

Start semester

Norwegian Architecture

Emnenavn på Norwegian Bokmål:

Norwegian Architecture

Credits:

Course code:

80 301

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

This course is only open for exchange students, international students and Norwegian students who are admitted at master level.
Verbal and written command of English language.

Course content

This is an introductory course to Norwegian architecture, its history and the contemporary sphere.
The course is primarily based on seminars and field trips, involving walking tours, proactive research and work with different media (drawing, Internet, sound, photography, video, etc).

The course is presented as a retrospective, through a reversed chronology, addressing issues crucial to the contemporary understanding of space and architecture in Norway. Through readings, class discussions and critical writing, this seminar will address the meaning of national identity, and explore a few of the ideas that dominated the means of architectural production through history in Norway. Parallel to this, great attention will be given to the act of looking back in time and examining a work.

What is history? How do we talk about it? How do we engage with it? How do the means of recording and communication affect its continuation, meaning and perception? These will be some of the questions addressed in order to rethink the way we relate to and engage with architectural history through different methods and media.

In a quasi-journalistic manner, we will report on the findings of our research and field trips through a class blog. This class blog, is to serve as an informal guide to Norwegian architecture for both local and vising architects and students like you.

Through out the entire duration of the course, invited architects and experts will join us to give account on past and current trends of the practice.

Learning outcome

a. Knowledge:
Participants will gain an understanding the evolution of the architectural thought and practice within the Norwegian context. Participants will learn and experience relevant works of Norwegian architecture through the study of the principles of construction in relation to the time and architectural ambitions of the author.

b. Skills:
Participants will be introduced to scholarly practices such as building analysis, academic writing, working with archives, conducting interviews and editorial work.

c. General competence:
Students will engage in the production of knowledge and experimentation with different media.

Working and learning activities

There will be an excursion in almost every meeting. Lectures will supplement the field trips and provide necessary background.

Work effort
Students are expected to attend all meetings and be active contributors and participants.

Class will be structured in two parts: with a seminar meeting from 10-11.30h and excursions in the afternoon.
Excursions will take place in the Oslo metropolitan area and often joined by local architects and other school faculty.
Field trips will be carried out regardless of weather conditions. Warm and waterproof clothing is recommended, especially in the second half of the field trip schedule.
Students are responsible for their own transportation arrangements and bringing any necessary documentation and equipment.

Curriculum

Uncreative Writing. Kenneth Goldsmith, Columbia University Press. 2011.

Genius Historiae. Mari Hvattum + Genius Loci - Place? Christian Norberg-Schultz. + The Place is not a Post-Card -The Problem of Genius Loci. Alberto Pérez Gómez. An Eye for place: Christian Norberg-Schulz: Architect, historian and editor. 2009.

Detoured Installations. Karl Otto Ellefsen - AD, 2015

Landscape Rituals - National Tourist Routes in Norway. Karl Otto Ellefsen, AU 2013

An Allegory of the City - Byen i Mennesket. Martin Baathen. Place and Displacement: Exhibiting Architecture, 2014

Additional literature will be listed in the syllabus.

Mandatory coursework	Presence required	Comment
Excursions	Not required	Class will be structured in two parts: with a seminar meeting from 10-11.30h and excursions in the afternoon. Excursions will take place in the Oslo metropolitan area and often joined by local architects and other school faculty. Field trips will be carried out regardless of weather conditions. Warm and waterproof clothing is recommended, especially in the second half of the field trip schedule. Students are responsible for their own transportation arrangements and bringing any necessary documentation and equipment.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	-	Throughout the semester students will work in couples or individually on a series of assignments adding up to the execution of a collective class project. Evaluation will take place through presentations, delivered material and one test.

Workload activity
Individual problem solving
Group work

Start semester

Design Management

Emnenavn på Norwegian Bokmål:

Design Management

Credits:

Course code:

70 302

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Person in charge

Rachel Troye

Berit Lindquister

Required prerequisite knowledge

Passed 6 semesters Foundation Level

Course content

Design management gives the students an insight into the field of design management as a practical and theoretical field dealing with various issues that arise at the intersection between design and management. The course will give a short introduction to the history of design management and then mainly focus upon several dimensions of design management and design leadership. The Course gives the students insight into how they can use a designerly approach to solve new challenges, also in collaboration with other disciplines. The course places design in larger cultural and social setting. Communication around the field is focused upon.

The course gives insight into:

Operational design management  
Managing the design process and project (from design brief and project management, to coordinating interdisciplinary design teams to meet business goals). Here several methods and tools are taught.

Brand management  
Branding and brand management; the process of developing a new brand (a product or service), from analysis to concept development, to implementation. Management and maintenance of existing brands.

Strategic design management
Using design processes and design thinking for innovation. How can design help an organizations achieve their strategic goals and face future challenges?.

Learning outcome

Knowledge:
The students shall gain knowledge and an understanding of the relationship between design and management.
The students will have training in academic research and communicating this to a broader audience. They will also develope new ways of presenting / visualizing theoretical material.
The students will gain theoretical insight to the field of design management and how it relates to practical design cases.

Skills:
The students will gain practical experience and skills through relevant tasks and cross disciplinary workshops.

General competence:
Verbal and visual communication around the field is important. The students will learn to reflect upon and discuss verbally and in writing issues related to design management.

Working and learning activities

A series of lectures in part from external lecturers from a broad range of backgrounds related to design management. The lectures will be followed by discussion seminars and workshops, as well as cross disciplinary collaboration.

A workshop and project with business and entrepreneurship students will give the design students insight into business and innovation culture, methods, processes and language.

The students will prepare a “Peer learning” presentation based on lectures / workshop,reading material and their own research.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. (80% participation is required in order to pass). Students are expected to take advantage of the time allotted for self study and to read the given and recommended literature within their chosen or given area of design management. Students are expected to actively participate in classes and workshops and contribute to a professional and constructive cross disciplinary collaboration.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	-	Based on the students active participation in classes and workshops and their ability to reflect on the subject, as well as the “peer learning” presentation, the student is assessed as pass/fail.

Workload activity	Comment
Group work	Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. (80% participation is required in order to pass).
Individual problem solving	Students are expected to take advantage of the time allotted for self study and to read the given and recommended literature within their chosen or given area of design management.

Start semester

GK5 By- og byplanhistorie

Emnenavn på Norwegian Bokmål:

GK5 By- og byplanhistorie

Credits:

Course code:

60 151

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Gjennomført grunnundervisningens første og andre år

Course content

Kurset gjennomgår by- og byplanhistorien fra de første bymessige bossettingene til i dag. Det legges spesielt vekt på byutviklingen fra industrialismen og framover, og by- og byplanhistorien fra de to siste tiårene behandles spesielt grundig.
Faget undervises med en arkitektfaglig innfallsvinkel med vekt på byens morfologi og sammenheng mellom morfologi og samfunn. I undervisningen trekkes forbindelsen til studiokurset GK5 gjennom diskusjon av byplanidealer og byplanstrategier

Learning outcome

Studentene skal etter endt kurs ha tilegnet seg grunnleggende kunnskaper om byhistorie og byplanhistorie.
Kunnskapen skal kunne anvendes som referanse i prosjektarbeid innenfor urbanisme og byforming og gi studenten grunnlag for refleksjon omkring eget arbeid og
fagkritikk av byplanpraksis.

Working and learning activities

Ukentlige forelesninger med etterfølgende seminarer.

Presence required
Not required

Start semester

GK5 Introduksjon til Urbanisme

Emnenavn på Norwegian Bokmål:

GK5 Introduksjon til Urbanisme

Credits:

Course code:

60 152

Level of study:

Bachelor

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Gjennomført første og andre studieår med tilhørende fordypningskurs

Course content

Disiplinen urbanisme/byplanlegging er faglig sett sammensatt og henter kunnskap fra mange ulike fagtradisjoner. Kurset definerer de viktigste problemstillingene innen urbanisme i dag og gjør rede for ulike tilnærminger til å arbeide med disse problemstillingene. Pedagogisk sett gjøres dette gjennom å presentere ulike prosjekter og praksisformer innen urbanisme.

OPPLEGG
Kurset er delt i to parallelle forløp med ulike innfallsvinkler til urbanismefaget. Del 1 fokuserer på relevante redskaper og metoder for fagpraksis. Del 2 har en diskursiv innfallsvinkel til byplanleggingsfaget, med Oslo som case. Kurset avsluttes med et toukers gruppearbeid kalt Atlas Oslo. Samlet skal kurset gi en bred introduksjon til urbanisme og byplanlegging som praksisform og diskurs.

Learning outcome

Studentene skal etter endt kurs ha tilegnet seg grunnleggende kunnskaper om problemstillinger og arbeidsmåter innen urbanisme/byplanlegging. Studenten skal kunne anvende denne kunnskapen som grunnlag for prosjekterarbeid innen urbanisme/byplanlegging og urban design/byforming.

Working and learning activities

Undervisningen består av forelesningsserier med tilhørende pensum, koordinert med prosjektundervisningen. Studentene skal i tillegg levere inn en individuell skriftlig oppgave.

Mandatory coursework	Presence required	Comment
Presence required	Not required	For å bestå kurset må studentene delta på forelesninger

Form of assessment	Grouping	Grading scale	Comment
Written Exam	Individual	Pass / fail	For å bestå kurset må studentene delta på forelesninger samt levere inn stilte oppgaver. Kurset evalueres som bestått/ikke bestått.

Start semester

GK3 Interaktive Produkter

Emnenavn på Norwegian Bokmål:

GK3 Interaktive Produkter

Credits:

Course code:

70 130

Level of study:

Bachelor

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Einar Sneve Martinussen

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

‘Interaktive produkter’ introduserer studentene for feltet Interaksjonsdesign. Interaksjonsdesign handler om å formgi hvordan vi bruker og opplever teknologi. Interaksjonsdesignere utvikler blant annet digitale produkter og grensensitt, som for eksempel mobil-apper, spill, nett-tjenester og sosiale medier. Fagfeltet henger tett sammen med den digitale utviklingen i samfunnet, og er en stadig viktigere del av designeres arbeidsfelt.

‘Interaktive produkter’ gir en innføring i digitale materialer og designmetoder for å skape opplevelser og uttrykk gjennom teknologi. Når man designer interaktive produkter bruker man både tradisjonelle design-materialer, som tre og plast, men også tekniske materialer og verktøy som elektronikk, bruker-data og programmering. Emnet har særlig fokus på produkter som ligger i skjæringspunktet mellom det fysiske og det digitale, og bygger slik videre på praktiske og estetiske ferdigheter opparbeidet i tidligere emner.

Foruten å gi en praktisk innføring i Interaksjonsdesign, tar emnet også for seg sammenhenger mellom kultur, formgivning, kommunikasjon og teknologi. Vi spør hvordan design kan forme vårt digitale hverdagsliv? Hvordan kan design brukes til å forstå og fortolke teknologi kreativt, og slik skape gode bruker-opplevelser og estetiske uttrykk?

Learning outcome

a. Kunnskaper:
Gjennom emnet skal studentene ha opparbeidet en grunnleggende forståelse for feltet Interaksjonsdesign; dets begreper, historikk og diskursjoner. Videre forventes det at studentene skal kjenne til og kunne vurdere muligheter og utfordringer for interaktiv teknologi i en bredere designsammenheng, f.eks innen produkt og tjeneste-utvikling.

Emnet skal gi stuentene innsikt i sammenhenger mellom kultur og teknologi, og diskutere hvordan design forholder seg til disse. Gjennom emnet vil studentene møte temaer knyttet til teknologi-bruk i et kulturelt og sosialt perspektiv, gjennom diskursjoner om bl.a innovasjon og brukeropplevelse.

b. Ferdigheter:
Studentene gis innsikt i materialer og teknologier innen interaksjonsdesign, med fokus på utforskning og fortolkning gjennom praktiske prosjekter. Her er hovedfokus på å i studentene introduksjons og øvelse i grunnlegende ferdigheter innen Interaksjonsdesign. Studentene gis innsikt og øvelse i virkemidler og metoder for å forme interaksjoner gjennom estetiske uttrykk og opplevelser over tid. Gjennom prosjekter og øvelser gis studentene innføring i praktiske ferdigheter for å formgi med interaktive teknologier; dette innkluderer bl.a elektronikk, programmering, og tolkning og visualisering av data.

c. Generell kompetanse:
Gjennom prosjekter og workshopper gis det øvelse i ferdigheter for kreativ eksperimentering og utprøvning gjennom forskjellige former for skisser og prototyper. Gjennom emnet vil studentene også gis øvelse i kommunikasjon gjennom forskjellige medier for å kommunisere interaktive produkter, som digital grafikk, film og foto.

Working and learning activities

‘Interaktive produkter’ har en praktisk tilnærming til interaksjonsdesign og undervises gjennom en serie prosjekter og workshops. Det legges vekt på å gi en oversikt over interaktive muligheter og praktisk eksperimentering. Studentene møter blant annet elektronikk, datavisualisering, film, foto, og Web-utvikling. Det er et stort fokus på kreativ eksperimentering, prototyping og utprøving, snarere enn på teknisk dybdekunnskap. Emnet har en stor andel arbeid i grupper, men også individuelle øvelser. De praktiske aspektene i kurset blir komplementert av en rekke forelesninger og samtaler fra utøvere og spesialister innenfor feltet.

Krav til arbeidsinnsats.
Gjennom semestert skal det utarbeides, leveres og presenteres en serie med prosjekter og øvelser. Disse skal også dokumenteres på nett. Det stilles krav om tilstedeværeslse, dokumentasjon og presentasjon. Studentene må presentere og levere samtlige prosjekter for å bestå kurset. Karakter settes med utgangspunkt i innsats, prosess og resultat.

Pensum, verksted, ekskursjon og annen støtte:
I kurset vil studentene lære seg å bruke enkel elektronikk. Nødvendige elektronikk-sett bestilles av den enkelte student. Dette organiseres på starten av semestert.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	A-F	Gjennom ‘Interaktive produkter’ vil studentene levere en serie med mindre prosjekter og øvelser, både individuelt og i grupper. I vurdering av den enkelte student vurderes semesteret under ett. Det legges vekt på både prosess, tilnærming og resultat. Kurset bedømmes med karakter.

Start semester

GK3 Mekanikk

Emnenavn på Norwegian Bokmål:

GK3 Mekanikk

Credits:

Course code:

70 131

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Steinar Killi

Required prerequisite knowledge

Mandatory for 3rd semester Master of Design

Course content

The course is an introduction to statics and strength of materials. Basic terms like force, graphical and analytical methods for solving static problems. Tension, bending and failure

Learning outcome

The students should be able to understand basic terms within mechanics, and be able to have discussions with engineers about their design. The student should be able to perform simple calculation of their own design.

Working and learning activities

Weekly lectures and written assignments.

Presence required
Not required

Start semester

Industrial Design 1: Technoform

Emnenavn på Norwegian Bokmål:

Industrial Design 1: Technoform

Credits:

Course code:

70 501

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Person in charge

Steinar Killi

Required prerequisite knowledge

Passed foundation level courses, or equivalent.
Able to use CAD tools

Course content

The course deals with the interaction between new technology and advanced form generation Through two extensive iterations, first an incremental (evolution) solution, then a radical (revolution) solution within the same area. The end result of the course will be physical products.

Learning outcome

Knowledge
Being able to perform a design process for physical products within to paradigms; as an iteration and through recontextualisation. The first part would typically be an evolutionary process and the second with radical innovations.

Skills
The course will work and research through new manufacturing trends, that could be the foundation for advanced form-generation. The student should be able to use new methods like Peer Creative development, backcasting and possibility driven design. Skills in sketching, mock up building and CAD are extensively trained during the course

Working and learning activities

Workshops, lectures, individual and in groups. Peer feedback is a core method in the course

Presence required
Not required

Comment

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	-
Comment:	Portfolio i frihåndstegning vurderes i slutten av semesteret Deltakelse og faglig utvikling når det gjelder dataundervisning og frihåndstegning vil være del av vurderingsgrunnlaget

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	Submission of semester project communicated in an easily accessible manner with video or other visual techniques and in terms of exhibition to AHO WORKS EXHIBITION. The main delivery is a project report with the following specifications: 1) Full name and contact info and private email (not aho email when it disappears.) 2) Abstract of maximum one page 3) One title picture representing project. 4) All permits obtained and anonymization completed 5) Table of Contents at the beginning 6) COMPLETE reference list at the end! 7) ALL images numbered and with copyright cleared and with credits. 8) All other deliveries as video and slides must be cleared with rights on all materials. The report should contain the following structure and sections: Title and subtitle Abstact Introduction, (Shortly about the fields, state of the art, approach, project, results) Research and inquiries (present data, information, findings and insights) Process and methods The project presentation Discussion (criticality is required, pro et contra) Conclusion and further work The students are evaluated on the basis of participation and effort, milestone reviews, assessment and final project delivery. Minimum delivery: Project report, video and exhibition that easily communicate project. The course is assessed as; Pass / Fail. It is compulsory attendance at lectures, tutorials and presentations. More than 20% absence will result in a fail.

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	-
Comment:	Throughout the semester students will work in couples or individually on a series of assignments adding up to the execution of a collective class project. Evaluation will take place through presentations, delivered material and one test.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	-
Comment:	Based on the students active participation in classes and workshops and their ability to reflect on the subject, as well as the “peer learning” presentation, the student is assessed as pass/fail.

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	A-F
Comment:	Gjennom ‘Interaktive produkter’ vil studentene levere en serie med mindre prosjekter og øvelser, både individuelt og i grupper. I vurdering av den enkelte student vurderes semesteret under ett. Det legges vekt på både prosess, tilnærming og resultat. Kurset bedømmes med karakter.

Languages

2016 Høst

Start semester

GK1 Introduksjon til arkitektur

Start semester

Service Design 1: Methods and Tools

Start semester

Systems Oriented Design: “Design for Democracy“

Start semester

Norwegian Architecture

Start semester

Design Management

Start semester

GK5 By- og byplanhistorie

Start semester

GK5 Introduksjon til Urbanisme

Start semester

GK3 Interaktive Produkter

Start semester

GK3 Mekanikk

Start semester

Industrial Design 1: Technoform

Pages

Mandatory coursework:	Excursions
Presence required:	Not required
Comment:	Class will be structured in two parts: with a seminar meeting from 10-11.30h and excursions in the afternoon. Excursions will take place in the Oslo metropolitan area and often joined by local architects and other school faculty. Field trips will be carried out regardless of weather conditions. Warm and waterproof clothing is recommended, especially in the second half of the field trip schedule. Students are responsible for their own transportation arrangements and bringing any necessary documentation and equipment.

Workload activity:	Group work
Comment:	Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. (80% participation is required in order to pass).