2018 Vår

Start semester

40 615 Living in the City_The Metropolitan Façade

Credits:

Full course name in Norwegian Bokmål:

Living in the City_The Metropolitan Façade

Course code:

40 615

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

English

Year:

2018

Maximum number of students:

Person in charge

Neven Mikac Fuchs

Young Eun Choi

Required prerequisite knowledge

Passed 7 semesters

Course content

The Guest Professor Studio ‘Space & Technique’ offers an advanced master course in architectural design. In the spring semester 2018 the guest professor in the studio will be English architect Peter St John, from London and Zürich based office Caruso St John Architects. Peter taught at the University of North London, visiting Professor at the University of Bath and ETH in Zürich, visiting critic at the Graduate School of Design at Harvard University. He has been teaching at London Metropolitan University.
https://www.carusostjohn.com/

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The project would have a general title like “Living in the City_The Metropolitan Façade”.
To design a mixed use building of medium scale in the centre of the city, of apartments, with another use on the ground floor (shop/café/restaurant?) and (possibly) city offices. The site in Oslo would be special, in an older densely developed central part of the city, in a district of high value, where new buildings are quite unusual. The site should also be in a prominent position, for example a corner on a junction or roundabout, or facing a park or small square. In other words a place in which students would never expect to be able to intervene. The new building would replace an existing building (ideally) of lesser value than its neighbours, with some justification for replacement. Students would work within one particular quarter of the city, and have a choice of sites, so their projects collectively would be a comment on possible changes to the quarter. Ideally there would several sites within view of each other, for example around a city junction. This would have a more interesting spatial effect, but may not be realistic. The new building would be a bit larger (taller) than the existing buildings around it. The project is not about being polite or too contextual. Its about confidence and quality, giving a charge to the place, while still respecting the quality of the place. The sites would not be too large, for example between 1 and 4 decent sized apartments per floor, so that the proportion of the building is vertical and figural. But not towers (because then the façade is a different thing altogether. The shaping of the top is important.
The main product of the work is a large coloured model at the scale 1.50, plus the design of one apartment (a special apartment, not a utilitarian one), and the detailed design of one façade. The project is not about solving problems or drawing every plan level.
The students work on the project in stages, first on the form of the building on the site, then the character of one apartment and the implications of its organisation the façade, and finally resolve the whole with a detailed model. The project is about how the character of a city is made by the quality of its buildings, especially the facades within a dense city with streets. How facades in the city give a charge to the space in front of them and make public (metropolitan) space. And how an interesting city façade is designed with priorities both from the outside and the inside, for instance, Brussels and Paris 1900-1920, Milan 1920-1960, Hamburg 1930, and Zurich now. Muzio, Hoger, Gaudi, Lasdun and Siza (berlin).
The model is very important because the project should not be a block. It’s a figure with a profile and a form, seen from a number of different directions (crudely, like a statue with a front back and side profile)

Learning outcome

Formulating the independent and prejudice-less thinking about architecture and about working with its constituent material.
Stimulating the individual awareness of todays positions in architecture.
Stimulating the awareness of one’s own architectural position and one’s own attitude toward the work with architecture.

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After finishing the course, the student should:
- be able to discover and sharpen his/her own working method
- be able to develop principles for structuring of both basic and complex architectural material and develop it into a final project
- be able to develop and structure the architectural knowledge on the base of specific project themes chosen to work with during the studio
- be able to learn how to creatively use architectural research in the work with architecture.
- be able to present and communicate his/her architectural ideas and his/her final project through the appropriate forms of representation, with drawings, models, diagrams, photos, 3Ds, etc.
- benefit from the work with a foreign guest-teacher and from the confrontation with his architectural thinking, knowledge, experience and imagination.

Working and learning activities

The underlying aims of the teaching in the studio will be:
- to create motivation for the analytical thinking and causal architectural decision-making and expression
- to stimulate, cultivate and articulate personal discussion with teachers, as well as open public discourse within the studio, on the base of architectural ideas developed through the project

PROJECT WORK:
The studio-work during the semester will be conducted in 4 steps. The duration of each step will be approximately 1 month.
- the first part of the semester: individual research with open public discussions in the studio
- the second part of the semester: individual work on the project structured in 3 steps in-between 3 public reviews in the studio
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During the semester, each step would be discussed both independently, as combined with each other and connected into the main project as a whole. In this way, each of the steps will hopefully leave clear traces onto the final project. Weaving the research in and around the main project would lead students to make visible another story, the story of their own position and understanding of architecture. The short assignments or workshops will be introduced during the work.
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Our particular interest will be to investigate the relationship between architectural structure, materiality and the concept, starting from an idea of architecture that coherently fuses representation and its internal spatial and tectonic qualities. Therefore, beside the drawings, the projects will be investigated and developed with the help of architectural models in different scale, specially big models. They will then be photographed to test the anticipated ideas of the project. The final project will be presented with text, big-scale drawings and models, photographs, renderings, etc.

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The teaching will consist of the studio-work, the individual and public discussions and table reviews and lectures structured in-between the public reviews. During the semester we could imagine two short study-trips: one trip to Milan in the beginning and another to London for review with Peter St.John.

TOOLS:
- Texts, drawings and models in different scale, photographs and 3D illustrations
- Prepared public discussions and reviews of the individual projects with projections
- Digital- and hand-production of models in different scale will be one of the primary design tools of the studio
- Final project will be presented with the detailed drawings, big models and renderings

LITERATURE:
The pensum- and literature list will be given later.

Curriculum

The teaching will consist of the work in the studio, the individual discussions and desk-crits, case studies, public discussions, seminars, films and lectures, structured in-between 3 public reviews. After the first working phase there will be an organized study-trip to Italy, a kind of project in itself, following the premises of the studio.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	EXAMS AND ASSESMENT METHODS: - the active presence and work on the project in the studio during the whole semester - in the research part of the semester the assessment will focus on: 1. the architectural sensibility and awareness of the architectural problems, 2. the clarity of argumentation, built-up during the process - in the project part of the semester the assessment will be based on: 1. the evaluation of the quality of the project idea, 2. the strength of conversion of idea into an architectural project, 3. the evaluation of the artistic, intellectual and architectural capacity to confront the creative risk involved in the project - the prepared project-material and presence at 3 public reviews - the delivered complete project for the exhibition AHO Works and for the final review 01 – 05.06. 2015 - the studio-work is evaluated with Passed ‚or Not passed, jf. Regulation for Master Studies at AHO‚ pt. 6-14.

Start semester

60 401 Landscape and Urbanism

Full course name in Norwegian Bokmål:

Landscape and Urbanism

Credits:

Course code:

60 401

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

English

Course content

The contemporary city, with its processes of upscaling and rapid mutation, produces, together with great possibilities also great contradictions and risks that question the very idea of a city. Emerging are new forms of spatial inequalities and injustice, new problems of metabolism related with the management of in-out flows (such as water, energy, goods, people) and their carrying structures. These processes are related resulting in a more difficult and uncertain condition. This condition challenges the role of designer and design practice as a specific means of knowledge production. Does this condition, “between chaos and potentials” (Koolhaas 2014) make the project of the contemporary city and territory possible? What are the constitutive features of a project that is able to absorb these contradictions and create new conditions of possibilities in the framework of a meaningful order? The praxis and reflection of different agents are today reframing the fields of urbanism and landscape architecture; new concepts and principles replace others at the centre of these disciplines and guide the construction of new discursive as well as spatial forms. Landscape Urbanism is one of the successful neologisms. In the notion of Landscape Urbanism, positions converge that have in common the retrieval of concepts such as memory, social utility and ecology. A depth that leads to new forms of description and prefiguration. As cultural construct, landscape is made and remade. The interpretation of landscapes imply - using the terms of Umberto Eco - the distinction between the “intentionality of the author”, that is what the author wants to communicate; the intentionality of the “reader”, that is what the reader interpret and use. And the “intentionality of the work itself”, that is what - independently from the intentionality of the author – the constructed landscape suggests remaining open to new interpretations.

Learning outcome

The scope of the course is improving the interpretative and projective toolkit of the designer as reflective practitioner. The course will explore themes, approaches and tools (conceptual and practical) throughout a sequence of critical operations that complement each other and take place both in the studio and as fieldwork. In particular, the students will be engaged in three types of critical reading; reading of essays by relevant authors (rhetorical analysis), reading of real-world-space (film and photography) and reading of spatial projects (mapping).

Form of assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / fail

Workload activity	Comment
Attendance

Start semester

70 401 Interactive Spaces and Environments

Credits:

Full course name in Norwegian Bokmål:

Interactive Spaces and Environments

Course code:

70 401

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

English

Year:

2018

Person in charge

Nicholas Stevens

Ståle Stenslie

Required prerequisite knowledge

For students at Master level.

Course content

The course looks at an expanding overlap between interaction design, architecture and media arts, to explore how the ideas and methods of interaction design can be applied in larger environments and spaces. The course investigates emerging trends in responsive spaces and installations, environments and interactive architecture, focusing on larger scale experiences, using physical spaces as the arena for interaction. These investigations will look beyond the direct point and click‐style interactions to less direct forms: the environment becomes an eco‐system where people are possibly one, but not the only, active ingredient. Environments and experiences can then be considered as responsive systems, and the interactions can be designed as ephemeral, passive, playful and incidental ‐ rather than deliberate, for a specific purpose and with a specific and predictable result. Interactive Spaces and Environments is aimed at both design and architecture students, working in cross‐disciplinary collaboration, and aims to foster thinking and designing beyond the material object; to understand the space of sensorial range and effect that modulate in a feedback relation our environment. The course gives an introduction to the following four fields and how they shape and inform our interaction and spaces: • LIGHT and SPACE – see for example oslolux.no • INTERACTIVE SOCIAL SPACES – how do immaterial experiences shape our real spaces? • INFLATABLES – large scale spatial environments and how to manipulate space. • AUGMENTED/MIXED REALITIES and MOBILE TECHNOLOGIES and their effect on space and experience.

Learning outcome

Knowledge: • get an overview of a broad range of existing work and theories in the fields of sensate space, interactive architecture, immersive environments and digital installation art. • gain a grounding in basic sensor and interactive technologies and how they can be used to create reactive and interactive experiences. • build a theoretical and practical framework to begin to predict how people are likely to react to such interventions Skills: be able to use tools and methods for prototyping interaction concepts and problems General competence: ability to utilize knowledge and skills (as defined above) in an independent manner in different situations and collaborations, within and across disciplines.

Working and learning activities

Different workshops and projects to be arranged according to activity plan. • Project: During the final project and exam week, it is expected that the students are participating in a bigger group work building an experimental and interactive room/environment. The project needs to be documented with a short, written report.

Curriculum

Recommended reading:

Grau, O. (2003). Virtual art: from illusion to immersion. Cambridge, Mass.: MIT Press.

Fox, Michael & Kemp, Miles (2009) Interactive Architecture. Princeton Architectural Press.

Ihde, Don (2010) Embodied Technics. Automatic Press / VIP.

Novak, Marcos (1991) ‘Liquid Architectures in Cyberspace’, Cyberspace: First Steps. (PDF)

Shepard, Mark (2011) Sentient City. MIT press.

Schwartzman, Madeline (2011) See Yourself Sensing – redfining human perception. Black Dog Publishing, London/UK.

Recommended reading:

Bullivant, L. (2005).4dspace: interactive architecture. London: Wiley‐Academy.

Bullivant, L. (2007) 4dsocial: interactive design environments. London: Wiley.

Noel, S., Rucki, E., & Freyer, C. (2008) Digital by design: crafting technology for products and environments. London: Thames & Hudson.

Fox, M. and Kemp, M. (2009) Interactive Architecture. Princeton University Press

Roosegaarde, D. (2010) Interactive Landscapes. Amsterdam.

NAi Bullivant, L. (2006) Responsive Environments: Architecture, art and design. London: V&A Contemporary.

Stenslie, Ståle (2010) Virtual Touch. AHO.

Uexküll, J. v. (1936). Niegeschaute Welten: die Umwelten meiner Freunde : ein Erinnerungsbuch. Berlin: Fischer.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Each student is expected to conduct research on interactive spaces and environments in relation to their own field of interest. Evaluation will be based on the following elements in percentage: • 80% Design projects, presentations, online deliverables, workshops and appropriate presentation material for the end of term AHO‐works exhibition. Projects will be assessed for their creativity, expression, innovation, usability and appropriateness of design. • 20% Evaluative report.

Workload activity	Comment
Attendance
Group work

Start semester

70 602 Service Design 2: Service Design futures

Full course name in Norwegian Bokmål:

Service Design 2: Service Design Futures

Credits:

Course code:

70 602

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

English

Year:

2018

Person in charge

Natalia Lucia Agudelo Alvarez

Jonathan Romm

Required prerequisite knowledge

Students who have taken Service Design 1 will be preferred, but this is not a requirement for this course.

Recommended previous knowledge:

Service Design concepts and methodologies
User-centered design methodologies
Qualitative data analysis
Ideation techniques
Prototyping
Concept communication

Course content

Service Design 2 has a research by design focus. This course builds upon Service Design 1 but goes deeper and broader.

Deeper, by focusing on specific aspects of service design.
Broader, by addressing larger service design issues that influence the design of service experiences.

It will use the methods that the students have already learned and will allow them to gain more experience by using these methods in the framework of Design Research. In addition, it will give the opportunity to learn new approaches and areas for Service Design and to begin finding an own focus within the field. The semester will be closely linked to the research that AHO is doing together with the Centre for Service Innovation (CSI), and the Centre for Connected Care (C3).

Learning outcome

Ability to read, understand and contribute to design research
Ability to analyze a service design problem in relation to relevant research theories and models
Ability to translate theoretical models into practical tools
The ability to reflect upon the nature of service design in relation to other disciplines
The ability to describe your position within the field of service design

Working and learning activities

The course is run differently from service design 1. In service design 2 students will be working more independently and in close collaboration with the researchers that are part of C3 and CSI.

The main learning activities will be based upon Ph.D. projects in collaboration with external partners, where the students will be part of the research team. The course also integrates studio work (group and individual), tutoring and reflective sessions in the classroom, workshops, structured presentations, and discussions with the course participants.

Curriculum

C3 module spring 2018, January 15th – March 23rd: The C3 module is about public service design. It will be targeted towards design for care in collaboration with Akershus University Hospital (Ahus).

Service Design component: Students will be supporting real healthcare service design projects with case-specific user-oriented qualitative exploration, analysis of findings, design material production, service design concept development, service touch-point prototyping and the development of material that may be used in pilot-test guidelines and protocols.
Research component: For the C3 module, the course will be establishing a Design Lab at Ahus during the module. This work is closely linked to C3’s work package 3 that will be using Participatory Action Research (PAR) and Research by Design as an approach. This means that the students will be invited to take part in loops of so-called “look, think, act” cycles and be engaged in qualitative data collection and reflexive sessions while working at the C3 Design Lab, with researchers at AHO.

CSI module spring 2018, April 4th – May 25th: The CSI module explores how to design more meaningful service experiences through the view of service design as a cultural intermediary. The Trendslation method for translating cultural phenomena into brand relevant and innovative service offerings will be tested and further developed together with the students, through a qualitative and explorative approach. The CSI module is linked to selected industry/CSI partners

Service Design component: Students will work with the Trendslation method - understanding how to identify and translate trends into customer experiences through developing future service concepts in the context of industry partner related to areas of co-creation and/or circular economy. Introduction to Brandslation, Trendslation, meaning-driven concept innovation, experiential evidencing and experiential touch-points.
Research component: The CSI module is built on an explorative Research by Design approach, in which the students act as researchers through participating as designers. Reflexive feedback loops between ‘doing’ and ‘thinking’ feed into ongoing research around how the designer synthesizes and translates socio-cultural phenomena into meaning, and how this meaning is translated into service concepts and service details through a Triple semantic transformation in service design.

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required		Required	This is an intensive course and it demands consistent and hard work from the participants. Students are required to attend at least 80% of the main course events described in the detailed calendar for each project to pass the course. The course leader will take assistance 15 minutes after the beginning of each session and will inform the students when they are close to failing the course due to attendance.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	-	Being a practice-driven course, the student’s progression through the both projects will be presented by means of: • Group and individual mid-term deliverables • Workshops • Evidencing material In each module students will have group and individual deliverables that will receive qualitative assessment to identify their strengths and weaknesses. The course will involve the participation in one or more modules related to CSI, C3 and/or DOT projects and the research connected to these. At the beginning of each module, the structure, contents and examination form will be detailed. Each project will have a final presentation and report that will be assessed in pass/fail by an external sensor and the course leader. The details for each project regarding particular deliverables and the evaluation criteria will be described in the brief for each project at the beginning of the module. The students need to pass both modules to pass the course. For those students that fail one of two modules, a portfolio assessment of the whole coursework (this comprises all group and individual mid-term deliverables presented by the student during the semester, additionally to the final presentation), will be carried out by the course leader, the module responsible and a second Service Design lecturer from the Institute at the end of the semester to finally decide if the student has reached the course learning outcomes.

Workload activity	Comment
Curriculum	Since this is research-based there will be some reading. Don't worry, it's not that bad
Lectures	There will be specific lectures from designers, researchers, and external guests
Group work	Students will work individually or in groups with relevant research questions
Planning assignment	Students will run workshops with companies, researchers, and colleagues, depending upon the module
Individual problem solving	Students will be designing as part of research projects, together with external partners

Start semester

Interaction Design 2: Screens

Full course name in Norwegian Bokmål:

Interaction Design 2: Screens

Credits:

Course code:

70 601

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

English

Maximum number of students:

Person in charge

Mosse Sjaastad

Required prerequisite knowledge

Passed foundation level courses at AHO or relevant and equivalent education (bachelor). The students must have passed Interaction Design 1 or other relevant experience from Interaction Design.

Course content

The second part of the interaction design programme focuses on the complex connected world we now live in, where visual interfaces are increasingly prevalent (from mobile phones to large public information systems, to multiuser and multitouch) and presenting designers with fascinating, complex and highly relevant challenges. The course explores how these interfaces can be effectively integrated into networks and spaces; the information they contain and the messages they impart; and how we, as users, engage and interact with them.

New digital technologies, and the internet in particular, have changed the ways of production and consumption of information. The internet itself has undergone a sea-change in recent years, from primarily static and closed systems to infrastructures where openness, information sharing, collaboration and creativity are key ingredients. Users have become both producers and consumers of content and information. Massive information datasets and structures need to be presented in dynamic, user-friendly and accessible ways, allowing for easy navigation, providing an overview as well as detailed analysis.

These sophisticated design challenges will be explored in a range of workshops and projects.The course will provide students with appropriate practical skills, design methods and design thinking tools, enabling them to tackle advanced screen-based design issues, and leading to the creation of engaging, informative and effective interfaces.

The semester is a compilation of several smaller modules and workshops to introduce the students to the new and more screen specific methods, processes and tools that will form the core of the term. This will be followed by one final project, where students will develop more in-depth conceptual frameworks.

Learning outcome

Knowledge
Students will
• gain an insight and understanding of the fundamental challenges in the design of screen-based
interaction design, and apply this to the design of engaging user-experiences
• understand the roles and opportunities for the designer in a technologically driven environment.

Skills
Students will
• improve their screen-based graphical technical and production skills
• be able to use tools and methods to prototype interactive concepts

• get aqainted with the iterative design process through hands-on tasks

• develop their skills at communicating their concepts and ideas in an engaging and convincing manner

Working and learning activities

Many small modules
The semester is divided into many shorter modules, that together will form a comprehensive introduction to the field. Most of these modules will be initiated by lectures and/or workshops, followed by students working on their assignments with mentoring from the staff. Due to the intensity of the whole semester, we pride ourselves on the available supporting staff in many of the modules.

Frequent crit’s and presentations
In addition to mentoring, ‘’the crit’ is the core method for dialogue throughout the semester, and students will engage in progress discussions and presentation 1 – 2 times weekly throughout the whole semester.

Partner collaboration
In the final module the students can choose from a various tasks with external collaborators. These collaborators range from local business and design consultant companies, to design research projects and future envisioning conceptualization.

Group work
Students will be working individually or in groups of two.

Work effort
The course is intensive, and requires a high attendance from the students.

Curriculum

Designing for Interaction: Creating Smart Applications and Clever Devices. Dan Saffer.

New Riders

Microinteractions: Designing with details. Dan

Saffer. O’Reilly Media

Intertwingled: Information Changes Everything. Peter

Morville. Semantic Studios

Inventing the medium: principles of interaction design asa cultural practice. Janet H Murray.

The MIT Press

Designing interactions. Bill

Moggridge. The MIT Press

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required		Required	The semester has an 80% mandatory general attendance and a 90% attendance at lectures and workshops.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Evaluation will be based on the following elements in percentage: • 95% Design projects, presentations, minor deliverables, workshops and appropriate presentation material for the final project. Projects will be assessed for their creativity, expression, innovation, usability and appropriateness of design. • 5% contribution towards the group exhibition The semester has an expected high general attendance from the students and has a 90% attendance at lectures and workshops. The course consist of 4 - 7 modules, and all modules need to be passed in order to pass the whole course. If during the semester the student fail in one of the modules, they will be given the option to supply material within the timeframe of the semester. And in addition the external sensor for the final module will go through all the deliverables from the whole semester for this student do a ‘portfolio evaluation. The course will be assessed by an external sensor/examiner. The course is evaluated as pass or fail. The course is assessed as pass/fail, subject to the Regulations for Master’s degree programmes at Oslo School of Architecture and Design, § 6-14.

Start semester

70 163

Credits:

Full course name in Norwegian Bokmål:

GK6 Design fordypning

Course code:

70 163

Level of study:

Bachelor

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

Norwegian

Year:

2018

Person in charge

Einar Sneve Martinussen

Course content

Emnet Design Fordypning skal utvikle studentenes evne til mestre fremtidig designfaglig praksis med vekt på forholdet mellom designer, oppdragsgiver samfunn. En viktig målsetning er å se sin egen design-praksis i en helhet som inkluderer større systemer og prosesser. Emnet har som formål både å toppe enkeltstudentenes valgte spesialisering og å trene evnen til å jobbe med partnere-bedrifter eller -organisasjoner. Emnet er rettet mot faglig spesialisering og profesjonalisering. Studentene samarbeider med en ekstern organisasjon/bedrift og kan fordype seg i Industri-, Interaksjons- og/eller Tjenestedesign. Det vil også være mulig å utforme prosjekter som går på tvers av retningene, alt etter hvilke bedrifter det samarbeides med. Prosjektene kjøres i tett kontakt med designere i bedrifter, og studentene møter den profesjonelle design-hverdagen gjennom disse. Emnet inneholder en videreføring av undervisningen innen Industri-, Interaksjons- og/eller Tjenestedesign. Her er fokuset på profesjonalisering og samarbeid med bedrifter eller organisasjoner. I emnet er det forventet at studentene viderefører det de har lært i tidligere emne, og viser evne til å sette dette sammen på relevante måter.

Learning outcome

Studentene forventes å fordype seg i en eller flere av de tre hovedretningene Interaksjons-, Industri- og Tjeneste-design.

a.Kunnskaper:
Gi studenten kunnskap om hvordan en designmessig praksis kan forstås og utføres. Gi en mer bevisst forståelse av design-begreper med vekt på/ut fra organisasjonens/bedriftens identitet, oppgaver og formål. Gi en større forståelse og generell kunnskap om forholdet mellom oppdragsgiver/samarbeidspartner, samfunn og designer.

b. Ferdigheter:

Utvikle studentens evne til å gjennomføre et selvstendig designprosjekt, samt på en profesjonell måte dokumentere prosjektets prosess og resultat ved bruk av hensiktsmessige verktøy. Trene sensibilitet for relasjoner og konsekvenser. Trene evnen til samarbeid opp mot bedrift. Trene ferdigheter til å kommunisere prosessen og resultatet på en profesjonell måte.

c. Generell kompetanse:
Gi studentene en dypere forståelse for sammenhenger i et designprosjekt. Gi grunnleggende kompetanse i å samarbeide med bedrift og profesjonelle designere. Gjøre studentene i stand til å anvende kunnskaper og ferdigheter i kontekst.

Working and learning activities

Spesialisering og fordypning vil bli undervist gjennom prosjektarbeid sammen med eksterne samarbeidspartnere, forelesning, veiledning og i en reflekterende intern dialog. Studentene gis mulighet til å utvikle sine egne estetiske og designfaglige ferdigheter og forståelser gjennom de ulike sammenheng prosjektene er satt inn i, og ved at de får tilbakemelding fra miljøer som ofte kan ha forskjellige design-faglige preferanser og referanser. Kommunikasjon og formidling av komplekse designløsninger er en viktig del av emnet og øves gjennom studentenes presentasjoner på delgjennomganger for samarbeidspartnere og veiledere.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	A-F

Workload activity	Comment
Attendance

Start semester

70 161 GK6 Design in a system

Credits:

Full course name in Norwegian Bokmål:

GK6 Design sett i system

Course code:

70 161

Level of study:

Bachelor

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

Norwegian

Year:

2018

Person in charge

Linda Blaasvær

Birger Sevaldson

Course content

Kurset Design sett i system skal utvikle studentenes evne til mestre fremtidig designfaglig praksis med vekt på forholdet mellom designer, oppdragsgiver og samfunn. En viktig målsetning er å se sin egen design-praksis i en helhet som inkluderer større systemer og prosesser. Kurset har som formål både å toppe enkeltstudentenes valgte spesialisering og å trene evnen til å jobbe med partnere og å jobbe sammen i team.
For å oppnå dette har kurset to like store deler.

Kursets første del omhandler Systemorientert design og teamarbeid. Her skal studentene arbeide i tverrfaglige team med en felles designoppgave / partner. Hver gruppe skal ha deltagere fra alle tre spesialiseringer. Samtidig som teamet skal samkjøres og utvikle et helhetlig prosjekt skal enkeltstudenter ha ansvar for sitt spesialfelt. Det søkes samarbeid med andre eksterne profesjoner.

Andre halvpart er rettet mot faglig spesialisering og første halvpart mot samarbeid og kontekst. I første del skal studentene samarbeide med en ekstern organisasjon/bedrift og kan fordype seg i Industri-, Interaksjons- og/eller Tjenestedesign. Denne delen av kurset vil inneholde en videreføring av undervisningen innen Industri-, Interaksjons- og/eller Tjenestedesign. Her er fokuset på profesjonalisering og samarbeid med bedrifter eller organisasjoner.

Learning outcome

Studentene forventes å lære systemorientert design spesielt. Studentene skal trene å samarbeide i team med forskjellig ekspertise hvor oppgaver og utfordringer løses sammen samtidig som individuelle ansvarsområder fordeles og samkjøres.

a. Kunnskaper:
Gi studenten kunnskap om hvordan en designmessig praksis kan forstås og utføres. Gi en mer bevisst forståelse av begrepet estetikk med vekt på/ut fra en organisasjonens/bedriftens identitet. Gi en større forståelse og generell kunnskap om forholdet mellom oppdragsgiver/samarbeidspartner, samfunn og designer. Kurset gir en grundig innføring i Systemorientert design og gigamapping. Det holdes overblikks forelesninger i designmetodikk og grunnleggende forelesninger i teorier rundt teamwork og andre perspektiver slik som lean og agile.

b. Ferdigheter:
Utvikle studentens evne til å gjennomføre et selvstendig designprosjekt, samt på en profesjonell måte dokumentere prosjektets prosess og resultat ved bruk av hensiktsmessige verktøy. Trene sensibilitet for systemer, relasjoner og konsekvenser. Trene evnen til samarbeid i team. Trene ferdigheter til å kommunisere prosessen og resultatet på en profesjonell måte.

c. Generell kompetanse:
Gi studentene en dypere forståelse for sammenhenger i et designprosjekt. Gi grunnleggende kompetanse i å samarbeide med bedrift og i team og i kunnskapsgenerering og fasilitering av giga-mapping workshops. Gjøre studentene i stand til å anvende kunnskaper og ferdigheter i kontekst.

Working and learning activities

Spesialisering og fordypning vil bli undervist gjennom prosjektarbeid sammen med eksterne samarbeidspartnere, forelesning, veiledning og i en reflekterende intern dialog. Studentene gis mulighet til å utvikle sine egne estetiske og designfaglige ferdigheter og forståelser gjennom de ulike sammenheng prosjektene er satt inn i og ved at de får tilbakemelding fra miljøer som ofte kan ha forskjellige estetiske preferanser. Kommunikasjon og formidling av komplekse designløsninger er en viktig del av kurset og øves gjennom studentenes teamwork, presentasjoner på delgjennomganger for samarbeidspartnere og veiledere.

Systemorientert design læres gjennom forelesningsserie, workshops med konkrete oppgaver og i prosjektarbeid i dialog med bedrift og i gruppearbeid. Teamwork er sentralt.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	A-F

Workload activity	Comment
Attendance

Start semester

60 406 Coastal mapping

Credits:

Full course name in Norwegian Bokmål:

Coastal mapping

Course code:

60 406

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

Norwegian / English

Year:

2018

Maximum number of students:

Person in charge

Espen Aukrust Hauglin

Karl Otto Ellefsen

Required prerequisite knowledge

Bachelor or basic education AHO

The course accepts student of architecture, students of landscape-architecture and students specializing in the field of service-design.

Basic knowledge of Geographical Information Systems and the use of GIS.

Or – if little knowledge of GIS – well developed computer skills.

Course content

The course discusses the consequences of the development of Norwegian Fisheries on land:

Territorial consequences
Local consequences in transformation of place

The spatial, territorial consequences are discussed for the whole Norwegian coast.

Local consequences are analysed by the use of case studies.

Statistics and visual material are processed by GIS progreams and methods.

The methodology of the study adapts to OMA/AMO methods in rural studies.

Learning outcome

Skills in mapping and in the use of GIS in mapping.

Skills in territorial mapping.

Knowledge and skills in Morphological studies.

Research training giving research capacity.

Skills in putting together and presenting a complex spatial and morphological study.

Knowledge of rural areas that gives ability to understand and do work in these types of contexts.

Working and learning activities

Lectures and seminars:

GIS
Rural and coastal areas
The Fisheries

Digital work-shop on territorial studies.

Individual Case study

Suplementary information

There are different and overlapping approaches to this cours:

In the spring of 2017, PAX Forlag presented the book: “Fiskevær – Myr på yttersida” by Karl Otto Ellefsen and Tarald Lundevall. The book discusses the consequences of the transforming Norwegian Fisheries on land. In this case, the abundant cod-fisheries in the north of Norway, and how these fisheries have constituted and changes, spatially and morphologically, territorial habitat and settlements. The intention is to widen the study of spatial consequences of the fisheries to the Norwegian Coast as such, and later to European coastal areas (autumn 2018) and with global case studies (spring 2019)
Nearly all interests in analysing architecture, habitat and settlement have in the last decades been focused on urban environment. Critical transformation processes in rural areas have not been observed. CAFA works together with CAFA (Central Academy of Fine Arts, Beijing) with the research project Urbanisation of Rural China/Countryside Construction. This project is linked to the research by OMA/AMO on transformation processes in rural areas globally. Our study of spatial context of the fisheries might also be understood in this context.
UL works with refining the use of GIS in spatial discussions on demography, industrial activities and socio-cultural characteristics. The intention is also to re-invent our morphological studies from the 1980s and the 1990s using GIS programs and methodology

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	Individual	Pass / fail	In the semester, the student will regularly present the subject for the teachers and fellow students for input and feedback. At the end of the semester the result will be exhibited in a given format. The examination is based on how the subject is visually displayed and orally presented, as well as processed and developed through the semester-evaluation of final presentation of individual mapping project.

Start semester

80 123 GK2 Arkitekturhistorie 1

Credits:

Full course name in Norwegian Bokmål:

GK2 Arkitekturhistorie 1

Course code:

80 123

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

Norwegian

Year:

2018

Person in charge

Victor Plahte Tschudi

Required prerequisite knowledge

Obligatorisk for 2. semester arkitektur

Course content

Kurset gir en innføring i vestens arkitektur- og kunsthistorie fra førhistorisk tid fram til ca. 1850. Forelesninger og pensum er konsentrert om en serie utvalgte monumenter og har til hensikt å plassere disse innenfor en bred fortolkningspraksis som favner billedkunst, litteratur, arkeologi såvel som bygningenes forskningshistorie generelt.

Learning outcome

Det forventes at studentene erverver oversikt over hovedverker, tendenser og perioder i arkitektur- og kunsthistorien. Han eller hun skal kunne gjenkjenne verk fra ulike perioder og analysere bygninger med hensyn til bruk, konstruksjon, materialer og historisk kontekst. I tillegg forventes det at studenetene kan innta en konstruktiv, kritistsk holdning til historiefaget og til dets modeller og periodiseringer.

Working and learning activities

Kurset er basert på forelesninger som følger historien kronologisk og på obligatrisk pensum, som presenteres ved semesterstart. Studentene forventes å delta aktivt i studentpresentasjoner, uhøytidelige gjennomganger og på ekskursjonen som finner sted mot slutten av semesteret.

Form of assessment	Grouping	Grading scale	Comment
Written Exam	Individual	A-F	Eksamensform: Skoleeksamen

Workload activity	Comment
Attendance	Det forventes oppmøte på alle forelesninger

Start semester

80 121 GK2 Introduksjon til arkitektur

Credits:

Full course name in Norwegian Bokmål:

GK2 Introduksjon til arkitektur

Course code:

80 121

Level of study:

Master

Teaching semester:

2018 Spring

Assessment semester:

2018 Spring

Language of instruction:

Norwegian

Person in charge

Anna Røtnes

Siri Moseng

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Kurset er en fortsettelse av GK1. Studentene fortsetter i to studioer, men undervisning og oppgavestilling er felles for studioene. Undervisningens hovedmålsetting er å gi studentene erfaring med fagets arbeidsmetoder gjennom prosjekteringsoppgaver. Det vil i tillegg til studioundervisning gis undervisning i verktøybruk, analytisk frihåndstegning og digitale tegneprogrammer.

Learning outcome

Kurset skal gi kunnskap som danner grunnlag for videre studier.Etter endt kurs skal studentene ha: - Kunnskap om gjennomføringen av arkitekturprosjekter - Utdypet forståelse av arbeidsmetodikk, tilnærmingsmåter og kommunikasjonsformer - Lært å beherske dataassistert konstruksjon - Solid erfaring med frihåndstegning som analyseredskap

Working and learning activities

Kurset fokuserer på prosjektutvikling der studentene hovedsakelig arbeider med individuelle oppgaver. Undervisningen foregår i form av ukentlig veiledning og diskusjon om prosjektene i ulike konstellasjoner med lærere og medstudenter. Seminarer, forelesninger og felles gjennomganger der studentene legger frem individuelle faglige betraktninger og eget arbeid for diskusjon i plenum er viktige pedagogisk elementer. Alle prosjekter krever modell som innlevert materiale. Alle tre verksteder benyttes,- tre, plast og metall. Kurset benytter Moodle som digital læringsplattform i kommunikasjon om semesterplan og kursinnhold.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Kurset består av flere likeverdige prosjektinnleveringer med gjennomgang som bedømmes til bestått / ikke bestått. Frihåndstegning bedømmes med portofolio ved endt semester til bestått / ikke bestått. Både prosjektinnleveringer og frihåndstegning må være bestått for å bestå kurset.

Workload activity	Comment
Attendance	Kursets undervisning er basert på selvstendig arbeid med eget prosjekt, og dialog mellom studenter og lærere, individuelt og i grupper. Det forventes full tids tilstedeværelse på tegnesalen gjennom semesteret.

Form of assessment:	Report
Grouping:	Individual
Grading scale:	Pass / fail
Comment:

Mandatory coursework:	Presence required
Courseworks required:
Presence required:	Required
Comment:	This is an intensive course and it demands consistent and hard work from the participants. Students are required to attend at least 80% of the main course events described in the detailed calendar for each project to pass the course. The course leader will take assistance 15 minutes after the beginning of each session and will inform the students when they are close to failing the course due to attendance.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	-
Comment:	Being a practice-driven course, the student’s progression through the both projects will be presented by means of: • Group and individual mid-term deliverables • Workshops • Evidencing material In each module students will have group and individual deliverables that will receive qualitative assessment to identify their strengths and weaknesses. The course will involve the participation in one or more modules related to CSI, C3 and/or DOT projects and the research connected to these. At the beginning of each module, the structure, contents and examination form will be detailed. Each project will have a final presentation and report that will be assessed in pass/fail by an external sensor and the course leader. The details for each project regarding particular deliverables and the evaluation criteria will be described in the brief for each project at the beginning of the module. The students need to pass both modules to pass the course. For those students that fail one of two modules, a portfolio assessment of the whole coursework (this comprises all group and individual mid-term deliverables presented by the student during the semester, additionally to the final presentation), will be carried out by the course leader, the module responsible and a second Service Design lecturer from the Institute at the end of the semester to finally decide if the student has reached the course learning outcomes.

Mandatory coursework:	Presence required
Courseworks required:
Presence required:	Required
Comment:	The semester has an 80% mandatory general attendance and a 90% attendance at lectures and workshops.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	Individual
Grading scale:	A-F
Comment:

Languages

2018 Vår

Start semester

40 615 Living in the City_The Metropolitan Façade

Start semester

60 401 Landscape and Urbanism

Start semester

70 401 Interactive Spaces and Environments

Start semester

70 602 Service Design 2: Service Design futures

Start semester

Interaction Design 2: Screens

Start semester

70 163

Start semester

70 161 GK6 Design in a system

Start semester

60 406 Coastal mapping

Start semester

80 123 GK2 Arkitekturhistorie 1

Start semester

80 121 GK2 Introduksjon til arkitektur

Pages

Workload activity:	Curriculum
Comment:	Since this is research-based there will be some reading. Don't worry, it's not that bad