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2019 Høst

Start semester

70 503 Service Design 1: Methods and Tools

Credits: 
24
Full course name in Norwegian Bokmål: 
Tjenestedesign 1: Metoder og verktøy
Course code: 
70 503
Level of study: 
Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
English
Maximum number of students: 
15
Required prerequisite knowledge

Passed foundation level (BA-level) courses at AHO or equivalent, 180 ECTS.

Recommended previous knowledge:

  • User centred design methodologies
  • Qualitative research and analysis
  • Ideation techniques
  • Prototyping
  • Concept communication
Course content

This semester allows Masters level students to develop and practice the key competences of service design within projects together with professional partners and in real service design settings. It aims to reflect on the methodologies related to service design in a real context, where projects are intended to be desirable and viable.

The course has two main sections, both developed by means of projects. The short project is intended to be an applied introduction to the concepts, methods, and resources used for the design of services; the second one is a broader project for a partner (a private company or a public organization), where the students will work as professional Service Design consultants.

The course’s orientation is essentially practical, it builds on the idea that the best way to develop skills is by means of projects and practical experiences, and by exposing the students to different experiences and feedback from multiple observers.

 

Learning outcome

KNOWLEDGE

  • Understand and appropriate Service Design methodologies such as AT-ONE and User Centred Design for the development of service design projects.
  • Develop a reflective mindset about the Service Design, its approach, process, deliverables, possibilities, limitations and implications.

SKILLS

  • Refine the skills of observation, analysis, and creativity that lead to the formulation of relevant and valuable solutions for the user(s) as well as viable and feasible for the service provider.
  • Develop the skills to understand how businesses think, and  its relation to service design 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.
  • Develop collaborative skills to work with other designers, users, and different stakeholders that enable a proactive and professional role in teams and in collaboration with project partners.

GENERAL COMPETENCE

  • Be able to describe the difference between products and services and what it means to design a service.
  • Gain methodical insight by actively participating in a service design process.
  • Promote professional experience in a real organization, strengthening the ability to work in teams with an emphasis on results. 
  • Understand how service design can influence a company's strategy and value creation.
Working and learning activities

The main teaching will be based on tutoring sessions at the studio, AT-ONE Innovation workshops, structured presentations and discussions within the course participants. 

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. 

The course has two main sections, both developed by means of projects:

  • Short project: An applied introduction to concrete concepts, methods, and tools used for the design of services.
  • Broad project: A project developed with a partner (a private company or public organization), where the students will work as professional Service Design consultants.

Being a practice-driven course, the student’s progression through both projects will be presented by means of:

  • Group and individual mid-term deliverables and presentations 
  • Workshops
  • Evidencing material

Details regarding the calendar,  main events, deliverables, and evaluation criteria will be described and detailed in the briefing for each project at the beginning of each section. 

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / failBeing a practice-driven course, the student’s progression through the course will be assessed by means of:
• Evidencing material
• Group and individual mid-term deliverables
• Presentations
• Project reports

The course has 2 modules. Each module will consist of a main project with group and individual deliverables that will receive qualitative assessment to identify strengths and weaknesses. The project will have a final presentation, that will be assessed in pass or fail by an external sensor and the course leader. The details for each project regarding deliverables and evaluation criteria will be described in the brief for each project at the beginning of each 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 deliverables presented by the student during the semester, additionally to the final presentation), will be carried out by the course leader and a second Service Design lecturer from the Institute at the end of the semester to finally decide if the student has reached the desired learning outcomes presented in this document.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment:Being a practice-driven course, the student’s progression through the course will be assessed by means of:
• Evidencing material
• Group and individual mid-term deliverables
• Presentations
• Project reports

The course has 2 modules. Each module will consist of a main project with group and individual deliverables that will receive qualitative assessment to identify strengths and weaknesses. The project will have a final presentation, that will be assessed in pass or fail by an external sensor and the course leader. The details for each project regarding deliverables and evaluation criteria will be described in the brief for each project at the beginning of each 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 deliverables presented by the student during the semester, additionally to the final presentation), will be carried out by the course leader and a second Service Design lecturer from the Institute at the end of the semester to finally decide if the student has reached the desired learning outcomes presented in this document.
Workload activityComment
AttendanceThis is an intensive course and it demands consistent and hard work from the participants. Although the projects are often developed groups, individual deliverables will also be required during the projects.

Medical absences won't affect the participation, but they need to be presented on time (not further than 8 days after the absence) to the course leader and to the Student Administration.

Students are expected to attend at least 90% of the main course events described in the detailed calendar for each project, in order to be able to pass the course. The course leader will take attendance 15 minutes after the beginning of each session. She/he will inform the students if they are close to failing the course, due to lack of attendance.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:This is an intensive course and it demands consistent and hard work from the participants. Although the projects are often developed groups, individual deliverables will also be required during the projects.

Medical absences won't affect the participation, but they need to be presented on time (not further than 8 days after the absence) to the course leader and to the Student Administration.

Students are expected to attend at least 90% of the main course events described in the detailed calendar for each project, in order to be able to pass the course. The course leader will take attendance 15 minutes after the beginning of each session. She/he will inform the students if they are close to failing the course, due to lack of attendance.

Start semester

70 504 Systems Oriented Design: “Design for Very Complex System“

Credits: 
24
Full course name in Norwegian Bokmål: 
System orientert design: “Design for meget komplekse systemer“
Course code: 
70 504
Level of study: 
Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian / English
Person in charge
Birger Sevaldson
Required prerequisite knowledge

Passed foundation level (BA-level) courses at AHO in design or architecture or equivalent, 180 ECTS.

Additional teachers 

Tobias Luthe

Andreas Wettre

Course content

The course is suitable for all design topics including architecture, urbanism and landscape architecture. The course has two main themes to choose between but even individual programming is possible. The course is 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. Designers address complex socio-technical problems, both in the development of solutions and processes. To be better prepared for this development, 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 society and the environment.

 Systems thinking

A deeper understanding of complex processes 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.

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, India, Italy and the US.

Read more on
www.systemsorienteddesign.net

www.systemic-design.net

Focus theme 1: Design for very complex systems, public sector, services and organizations

The public sector is facing major challenges in cross-sectoral work between directorates and departmental sectors to improve the ability to create holistic public services and to simplify and improve internal procedures. These issues are addressed in the project Stimulab initiated by the Agency for Public Management and eGovernment (DIFI) Read more here

https://www.difi.no/stimulab

As a master student in this focus theme, you will work with DIFI and DOGA, and one or more design offices that are contracted to carry out projects. In addition you will collaborate with our PhD candidate, who is related to the project.

Focus theme – autumn 2018: Design for Democracy

We continue our theme, design for democracy for the fourth year. Design for democracy is at the forefront of an international movement based on initiatives by Ezio Manzini and Victor Margolin. Design for democracy has a relatively long history starting with designing election situations. However, there has been a long development where democracy today is better understood in all its nuances. We have previously worked with participation (Tønsberg Municipality), workplace democracy (Gjensidige Forsikring and UDI), and involvement (Dagens Næringsliv). This year we will focus on finding ways to draw political and strategic discussions from being based on singular issues to focussing on holistic thinking. We will seek to cover both public and private fields in the choice of partners. Read more and see previous projects here:

http://systemsorienteddesign.net/index.php/projects/design-for-democracy

Who should take this course?

This is the course for you if you wish

- to take up a challenge to work with very complex problems,

- to develop the designers' abilities of holistic thinking,

- to have a strategic role in your future work as a designer.

- to combining multiple perspectives and diversified views, as well as conflicting interest, such as sustainability while maintaining profit, or working with dialogues while maintaining diversity

- getting better at handling different perspectives, interests and values

The course is open to all students at AHO and it endeavours 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.

 If you are in doubt, don’t hesitate but contact birger.sevaldson@aho.no

 

Learning outcome

Students will be introduced to System Oriented Design (SOD) as a method and approach, to be able to work with a greater degree of complexity.

Knowledge

Students are:

  • introduced to System Oriented Design (SOD) as a method and approach, to be able to work with a greater degree of complexity.
  • expected to learn system-oriented design.
  • given a thorough introduction to System Oriented Design, Rich Design Space, GIGA mapping, ZIP analysis and systemic evaluation.
  • Given an understanding and a general knowledge of systems thinking, systems theory, systems dynamics: cause and effect relationships and complexity for practicing designers.   

Skills

Students will acquire skills in:

  • SOD as process-led methodology
  • Research by design methodology
  • Develop a sensibility for systems, relationships and consequences: cause and effect
  • Unfold, understand complexity and work with “problematiques” (multiple interlinked problems)
  • Workshop facilitation
  • Participatory design

General competence

Students will be able to use this methodology to understand and tackle complex problems and to think systemically. Systems thinking in design is a highly relevant skill as the world is becoming increasingly interconnected, and since the challenges the world need us to solve today are fuzzy and consists of a great degree of complexity. This competence is often required by design consultancies today as they take on a higher degree of projects that demands design capacity that can work with Wicked Problems.

The Systems-oriented designer is a valuable member in a design team, with other specialists in product, service or interaction design. The SOD designer will improve the ability to think systemically and to understand the context and complexity in a team. The systems-oriented designer will be able to better foresee consequences of design proposals with the objective to create sustainable solutions for the future.  

Holistic perspectives, ethics and sustainability as well as cultural, organizational, economic and technical considerations are central to the Systems oriented designer. These perspectives and the ability to have the project overview is a very good competence for a designer in a team, and also excellent proficiency for a project leader. Systems-oriented designers can play a decisive role in managing complexity in future societal developments. Systems-oriented designers typically can work in design consultancies, in organizations, in municipalities with service design, on policy level, in the private sector to give some examples.

Systems-oriented designers are trained in techniques such as Gigamapping, this enables them to cope with complexity, - and to take more responsibility for the consequences of their actions. The systems-oriented designer is also a skilled workshop facilitator and leader of co-design processes, to achieve the holistic picture of complex design problems with different stakeholders.

Working and learning activities

Students will work on a semester project individually or in groups.

Project plans are created for each project individually according to 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.

 

Curriculum

Sevaldson, B. & Blaasvær, L. (2016). 70504 Systems Oriented Design: Design for Democracy. Hentet fra http://aho.no/en/course/8455/8456/IDE/2013

Sevaldson, B. (2011). GIGA mapping: Visualization for Complexity and Systems Thinking in Design. Artikkel presentert på Nordic Design Research Conference, Helsingfors 2011.

Sevaldson, B. (2008). Rich Design Research Space. FORMakademisk, 2008 bind 1 (1) s. 28–44.

Meadows D. (2008). Thinking in Systems. A Primer. Redaktører: Wright D. Forlag: Chelsea Green Publishing Company.

Sevaldson, B. (2012). Can Designers Design Anything? AHO WORKS STUDIES 2011–2012. Oslo: Arkitektur- og designhøgskolen i Oslo.

Manzini, E. og Margolin, V. (2017). Open Letter to the Design Community:
Stand Up For Democracy. Hentet fra http://www.democracy-design.org/open-letter-stand-up-democracy/

Nelson, H. og Sevaldson, B. (2017). The Democracy Files. Hentet fra http://www.systemsorienteddesign.net/index.php/projects/design-for-democracy/the-democracy-files

 

 

 

 

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / failProject presentation and report, video and exhibition that easily communicate the project for the AHO WORKS EXHIBITION. The report is the man delivery.

The students are evaluated on the basis of participation and effort, milestone reviews, assessment and final project delivery.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment:Project presentation and report, video and exhibition that easily communicate the project for the AHO WORKS EXHIBITION. The report is the man delivery.

The students are evaluated on the basis of participation and effort, milestone reviews, assessment and final project delivery.
Workload activityComment
AttendanceStudents are expected to attend all lectures, tutorials and presentations.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:Students are expected to attend all lectures, tutorials and presentations.

Start semester

MARV5

Credits: 
6
Full course name in Norwegian Bokmål: 
Moderne arkitekturstrategier
Course code: 
MARV5
Level of study: 
Executive Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2019
Person in charge
Even Smith Wergeland
Kolbjørn Nesje Nybø
Course content

Modulen består av et sammenhengende tema fordelt på to seminarer: I Seminar I kommer det en rekke eksterne bidragsytere for å snakke om nylig utførte eller pågående plan- og arkitekturprosjekter der vern har en sentral rolle. Fokus ligger på hvordan vern kan håndteres gjennom ulike arkitektoniske strategier, både på overordnet nivå gjennom planer og helt ned til detaljnivå i prosjektering. Dette temaet belyses gjennom ulike faglige perspektiv, fra arkitekter, eiendomsutviklere og kulturminneforvaltere. Det er også lagt inn en ekskursjon i Oslo der vi skal befare relevante eksempler.

Seminar II Intensiverer fokuset på arkitektonisk praksis i møte med vern, samt kulturminneforvaltningens møte med arkitektonisk praksis. Det vies særlig plass til vern i møte med bestemte sektorinteresser, som idrettsanlegg, sosial boligbygging og kulturarenaer.

Learning outcome

Studentene skal bli bedre kjent med viktige arkitektur- og planstrategier som retter seg inn mot vern, og hvordan slike strategier håndteres i praksis av norsk kulturminneforvaltning. Modulen setter også søkelys på aktuelle teorier om strategiske valg og faglige diskusjoner knyttet til kontroversielle eksempler og løsninger. Et særlig anliggende er å skjønne dynamikken mellom ulike aktører i bestemte prosjekter, fra arkitekt og oppdragsgiver til offentlig forvaltning og allmenne interessenter. Gjennom befaringer vil studentene få et konkret møte med nylige avsluttede og pågående kulturminneprosjekter, presentert av ulike aktører ute i feltet. Studentene skal dessuten få prøve ut et annet skriveformat i eksamensoppgaven, nærmere bestemt faglige artikler rettet mot publikasjon i norsk presse. Dette vil kunne gi en annen forståelse av fagstoffet og måten det kan formidles på.

Working and learning activities

Modulen består av seminarer, ekskursjoner, skrivetrening og litteraturstudier.

Seminar I:        

  • Forelesninger, ekskursjoner og diskusjoner.

Seminar II:       

  • Forelesninger, skrivetrening og diskusjoner.
Form of assessmentGroupingGrading scaleComment
Home ExaminationIndividualPass / fail
Vurderinger:
Form of assessment:Home Examination
Grouping:Individual
Grading scale:Pass / fail
Comment:

Start semester

61 130 Systemer - Landskap og hydrologi

Full course name in Norwegian Bokmål: 
Systemer - Landskap og hydrologi
Credits: 
20
Course code: 
61 130
Level of study: 
Bachelor
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2018
Person in charge
Elisabeth Ulrika Sjødahl
Required prerequisite knowledge

Bestått studiodelen av første og andre semester. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i første studieår.

Course content

Emnet gir kunnskap om og forståelse av hydrologiens rolle i formingen av landskap og større territorier, med særlig fokus på nordlige områder.

Vannet og samspillet mellom vann og omgivelsene brukes som verktøy til å lese landskapets historie, topografi, geomorfologi, vegetasjon og økotyper.

Landskapenes videre endring studeres i forhold til naturlige prosesser, klimaendringer og byutvikling.

Learning outcome

Kunnskap 

  • Grunnleggende kunnskap om hydrologiens rolle i formingen av landskap og større territorier 
  • Grunnleggende kunnskap om samspillet mellom naturlige og menneskeskapte vannsystemer 
  • Kunnskap om betydningen av sesongmessige variasjoner i forvaltningen av landskap i kaldt klima
  • Kunnskap om geografiske informasjonssystemer (GIS)

Ferdigheter

  • Evne til å beskrive hydrologiske systemer og sammenhenger fra et territorielt nivå til et lokalt nivå
  • Evne til å bruke media til å beskrive hvordan ulike systemer virker sammen 
  • Evne til å observere, analysere, forstå og gjengi hvordan vann virker i ulike tilstander, kvaliteter og dimensjoner 
  • Evne til å anvende GIS i analyse av hydrologi og landskap

Generell kompetanse

  • Anvende forståelsen av hydrologiske forhold i utformingen av landskap 
  • Anvende forståelsen av ulike økotyper i utformingen av landskap
  • Anvende forståelsen av sesongmessige variasjoner i utformingen av landskap i kaldt klima
Working and learning activities

Undervisningen foregår først og fremst i form av ukentlig veiledning og gjennomgang av prosjektarbeider.

I tillegg kan undervisningen gis i form av forelesninger, seminarer, workshops og feltarbeid. Felles gjennomganger der studentene legger frem eget arbeid eller gruppearbeid i plenum utgjør en viktig del av undervisningen.

Kontakten mellom lærere og studenter foregår på tomannshånd, i grupper eller i plenum.  

Curriculum

Emneansvarlig utarbeider pensumliste

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not required
Presence required Required
Annet - spesifiser i kommentarfeltet Required
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Required
Comment:
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / fail
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:

Start semester

61 131 Landskapsmedia - Terrengutforming

Full course name in Norwegian Bokmål: 
Landskapsmedia - Terrengutforming
Credits: 
6
Course code: 
61 131
Level of study: 
Bachelor
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2018
Person in charge
Elisabeth Ulrika Sjødahl
Required prerequisite knowledge

Bestått studiodelen av første og andre semester. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i første studieår.

Course content

Emnet gir en innføring i geomorfologi, herunder vannets rolle i utformingen av landskapet. Studenten introduseres for verktøy og metoder for terrengutforming, herunder kotering. 

Learning outcome

Kunnskap 

  • Grunnleggende kunnskap om geomorfologi 
  • Kunnskap om verktøy og metoder for terrengutforming
  • Kunnskap om sentrale begreper om terrengutforming, herunder massebalanse 

Ferdigheter

  • Evne til å analysere og gjengi et landskaps geomorfologi 
  • Evne til å forme og manipulere terrenget og forstå konsekvensene av det.

Generell kompetanse

  • Kunne anvende forståelsen av geormorfologi i utformingen av terreng
  • Kunne anvende verktøy og metoder til utformingen av terreng,
Working and learning activities

Undervisningen foregår som en serie forelesninger og prosjektarbeid. Prosjektarbeidene skal resultere i ukentlige innleveringer på Moodle

Curriculum

Emneansvarlig utarbeider pensumliste

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required Required
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualA-F
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:A-F
Comment:

Start semester

61 132 Landskapsarkitekturens historie 2

Full course name in Norwegian Bokmål: 
Landskapsarkitekturens historie 2
Credits: 
4
Course code: 
61 132
Level of study: 
Bachelor
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2018
Person in charge
Rainer Stange
Required prerequisite knowledge

Bestått studiodelen av første og andre semester. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i første studieår.

Course content

Emnet definerer de viktigste spørsmålene innen landskapsarkitektur i dag. 

Emnet gir en bred innføring i landskapsarkitektur som en form for praksis og diskurs, og tar mål av seg å videreutvikle studentenes evne til å analysere og reflektere. 

Learning outcome

Kunnskap 

  • Kunnskap om landskapsarkitekturens historie, teori og metoder
  • Kjennskap til sentrale begreper innen landskapsarkitektur

 

Ferdigheter

  • Kunne bruke tegninger i analyse av referanseprosjekter

 

Generell kompetanse 

  • Evne til å analysere og kritisk reflektere over aktuelle trender og prosjekter
Working and learning activities

Undervisningen foregår som en serie forelesninger, gruppearbeid, befaringer og presentasjoner individuelt eller i gruppe.

Curriculum

Emneansvarlig utarbeider pensumliste

Mandatory courseworkCourseworks requiredPresence requiredComment
Exercise Not required
Presence required Required
Obligatoriske arbeidskrav:
Mandatory coursework:Exercise
Courseworks required:
Presence required:Not required
Comment:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualA-F
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:A-F
Comment:

Start semester

MURB4

Credits: 
6
Full course name in Norwegian Bokmål: 
Urbaniserte landskap
Course code: 
MURB4
Level of study: 
Executive Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2019
Person in charge
Lisbet Harboe
Peter Hemmersam
Marianne Skjulhaug
Course content

I denne modulen studerer vi mangfoldet av urbaniserte landskap og byforståelsesmodellene som beskriver disse. Det handler om suburbane og periurbane landskap, storbyregioner, småbyer og bygdebyer. Vi tar utgangspunkt i de norske bylandskapene, men ser på disse urbaniserte landskapene som del av en global utvikling. Internasjonal forskning, moderne historie og nye strategier bringes inn, der de ulike byformene beskrives som fysiske, sosiale, funksjonelle og meningsfulle landskap. Vi ser på forskning og verktøy for å realisere en mer bærekraftig utvikling i disse bylandskapene. I modulen inngår diskusjoner om urbanitet, livskvalitet og skjønnhet.

Learning outcome

Studentene kjenner viktig forskning som karakteriserer og analyser forskjellige typer urbaniserte landskap inkludert de livsformer og næringstyper som eventuelt karakteriserer landskapene. Studentene kan drøfte variasjonen av urbane omgivelser og trekke inn internasjonal forskning. Studentene kjenner til nye strategier og prosjekter rettet mot realiseringen av en god og bærekraftig utvikling for de forskjellige bylandskapene.

Working and learning activities

Modulen består av pensumlitteratur, to seminarer, selvstudium og hjemmeeksamen.

Seminar I: 

  • Forelesninger, diskusjoner og gjennomgang av enkelte eksamensbesvarelser.

Seminar II: 

  • Forelesninger og diskusjoner.
  • Sesjon om å skrive og drøfte.
Form of assessmentGroupingGrading scaleComment
Home Examination-Pass / fail
Vurderinger:
Form of assessment:Home Examination
Grouping:-
Grading scale:Pass / fail
Comment:

Start semester

MARV4

Credits: 
6
Full course name in Norwegian Bokmål: 
Arkitekturhistorie og urbaniserte landskap
Course code: 
MARV4
Level of study: 
Executive Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2018
Person in charge
Even Smith Wergeland
Kolbjørn Nesje Nybø
Course content

Storparten av modulen er viet norsk og internasjonal arkitekturhistorie, blant annet om hvordan ideologiske forankringer, produksjonsforhold og andre drivkrefter påvirker arkitekturen. Første seminar er i sin helhet viet eldre arkitekturhistorie, fra antikken til midten av 1800-tallet. Andre seminar handler om nyere arkitekturhistorie, fra midten av 1800-tallet frem til i dag. Hovedpoenget er å bli kjent med ulike perioder, stilistiske ideal, byggeskikker og sentrale begrep i arkitekturhistorien, samt å forholde seg kritisk til arkitekturhistorieskriving gjennom historiografiske innsikter.

Første dag av seminar II er felles med urbanisme, under tittelen «urbaniserte landskap», som dreier seg om mangfoldet av urbaniserte landskap og byforståelsesmodellene som beskriver disse. Det handler om suburbane og periurbane landskap, storbyregioner, småbyer og bygdebyer, med utgangspunkt i norske bylandskap.

Learning outcome

Studentene kjenner viktige deler av vestlig arkitekturhistorie og kan et stykke på vei problematisere historieskrivingen og de teorier, idealer og prinsipper som er brukt i utforming av arkitektur til ulike tider. De har fått et innblikk i ulike byggeskikker, materialutvikling og estetiske ideal.

Studentene skal kunne forholde seg analytisk og kritisk reflekterende til arkitekturhistorie, og kan se sammenhenger mellom økonomiske drivkrefter, ideologiske forankringer, arkitekturstrategier og fysisk utvikling. De skal også få et visst innblikk i hvordan store arkitekturprosjekt påvirker urbane landskap.

Working and learning activities

Modulen består av to seminarer og en avsluttende muntlig presentasjon.

Seminar I:

  • Forelesninger og diskusjoner

Seminar II:

  • Forelesninger og diskusjoner.
  • Første dag er felles med Videreutdanningsmaster i urbanisme. 

Muntlig:

  • Presentasjon av og diskusjon rundt studentenes litteraturoppgaver.
Form of assessmentGroupingGrading scaleComment
Home ExaminationIndividualPass / fail
Vurderinger:
Form of assessment:Home Examination
Grouping:Individual
Grading scale:Pass / fail
Comment:

Start semester

MURB5

Credits: 
6
Full course name in Norwegian Bokmål: 
Byforskning: Posisjoner, teorier og praksis
Course code: 
MURB5
Level of study: 
Executive Master
Teaching semester: 
2019 Autumn
Assessment semester: 
2019 Autumn
Language of instruction: 
Norwegian
Year: 
2019
Person in charge
Lisbet Harboe
Course content

Dagens byutvikling er en arena der ulike byforståelser og politiske ideologier møtes. Vi ser på byen fra ulike betraktningsmåter: a) Byen som økonomisk-innovativ motor; b) byen som den bærekraftige løsningen, c) byen som et rettferdig og mangfoldig fellesskap; 4) byen som en vital arena der byliv står i fokus. Vi studerer forskning og innovasjon i teori og praksis inkludert byteori, urbane eksperimenter, alternative prosjekter og kritiske diskusjoner. Innholdet i denne modulen forankres i utfordringer, posisjoner og teorier gjennomgått i Modul 1 og vil i tillegg belyse skjæringspunktene og motsetningene mellom de ulike perspektivene.

Learning outcome

Studentene forstår viktige utfordringer og kjenner forskningsfrontene innenfor ulike betraktningsmåter på byen samt problemstillinger knyttet til disse. De kjenner også til forskning og innovasjon med fokus på konsekvenser, løsninger, eksperimenter og alternative prosjekter. Studentene kan drøfte forskjellige perspektiver, teorier og praksiser, og sette disse opp mot hverandre.

Working and learning activities

Modulen består av pensumlitteratur, to seminarer, selvstudium og hjemmeeksamen.

Seminar I:

  • Forelesninger, diskusjoner og gjennomgang av enkelte eksamensbesvarelser.

Seminar II:

  • Forelesninger og diskusjoner.
  • Sesjon om å skrive og drøfte.

 

Form of assessmentGroupingGrading scaleComment
Home Examination-Pass / fail
Vurderinger:
Form of assessment:Home Examination
Grouping:-
Grading scale:Pass / fail
Comment:

Start semester

MA-SK Elective studio courses

Credits: 
24
Full course name in Norwegian Bokmål: 
Valgbare studiokurs
Course code: 
MA-SK
Level of study: 
Master
Teaching semester: 
2019 Autumn
2020 Spring
2020 Autumn
2021 Spring
Language of instruction: 
Norwegian
Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Learning outcome

Kunnskaper Ved gjennomført studium skal studenten; Ferdigheter Ved gjennomført studium skal studenten; Generell kompetanse Ved gjennomført studium skal studenten;

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