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2019 Vår

70 303 Digital fabrication, technologies and processes

Credits: 
6
Full course name in Norwegian Bokmål: 
Digital fabrikasjon, teknologier og prosesser
Course code: 
70 303
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Maximum number of students: 
15
Person in charge
Steinar Killi
Required prerequisite knowledge

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

Prerequisite prior knowledge: Completed foundation education or equivalent. Basic prior knowledge in CAD tools such as Rhino, Solidworks, Alias, Blender etc. is required.

Recommended prior knowledge:

Prior knowledge of 3D printing and related technologies is recommended.

Course content

Digital fabrication is in rapid development and increasingly involved in design and architectural processes, as a tool for prototyping and construction. The course is meant for design- and architectural students at master's level, that seek a deeper insight in the utilization of digital fabrication, in their studies and elsewhere.

This course will give insight into use, limitations and possibilities with some of these technologies through practical, hands- on exercises. The course is meant for both design and architecture students who want a practice based understanding of existing and emerging digital fabrication technologies. The course will enable the students to explore many of these technologies through small workshops and exercises.

SUPPLEMENTIVE INFORMATION

The course is a collaboration between the academic staff at the Institute of Design, the Institute of Architecture and staff at the workshops at AHO.

Learning outcome

KNOWLEDGE 

At the end of the course the students will

  • have knowledge about SLA, SLS, FDM, 3DP, lasercutting, knifecutting and 3D scanning.
  • have hands-on knowledge in how to run the different machines.
  • know how to evaluate the usefulness of the different processes.

SKILLS
With the completed studies the student will

  •  be better equipped in utilizing the latent potentials of the technology in the setting of product-/interaction- and architectural design.
  • possess the necessary knowledge involved in preparation and pre-processing of digital CAD files. 

GENERAL COMPETENCE 
The student should be able to explain the choice of methods for realizing the tangible object, and why.

Working and learning activities

As with other elective courses the course will consist of weekly learning activities, lectures, material exploration and use of available digital fabrication processes through exercises in the workshops. The course culminates with an exhibition demonstrating selected outcome of the course.

Curriculum

Anderson, C. (2012). Makers: the new industrial revolution. Random House.

Hopkinson, N., Hague, R., & Dickens, P. (2006). Rapid Manufacturing: An Industrial Revolution for the Digital Age. John Wiley & Sons.

Thompson, R. (2007). Manufacturing processes for design professionals. Thames & Hudson.

Mandatory courseworkCourseworks requiredPresence requiredComment
Exercise 5RequiredThere are 7 small modules in the course, each with a deliverance. In order to pass the course at least 5 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.
Obligatoriske arbeidskrav:
Mandatory coursework:Exercise
Courseworks required: 5
Presence required:Required
Comment:There are 7 small modules in the course, each with a deliverance. In order to pass the course at least 5 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / fail The deliverances from each module and a final exhibition makes up the basis for assesment.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment: The deliverances from each module and a final exhibition makes up the basis for assesment.
Workload activityComment
Attendance 100% attendance is expected for the whole course.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment: 100% attendance is expected for the whole course.

Start semester

65 605 Lofoten Biosphere

Credits: 
20
Full course name in Norwegian Bokmål: 
Lofoten Biosphere
Course code: 
65 605
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

The course is part of the Tromsø Academy of Landscape and Territorial Studies and requiers that the students live in Tromsø for the duration of the course.

Recommended prerequisite knowledge: Working knowledge of hand-drawing/sketching, Adobe InDesign/Illustrator/Photoshop, CAD (Civil 3D). Basic 3D modelling and GIS experience an advantage

Course content

This studio takes the local Lofoten initiative to become part of the UNESCO Biosphere as a point of departure. The students will develop projects that can support and promote sustainable development in the region with a particular focus on ecology and practises in the landscape.

 

Launched in 1971, UNESCO’s Man and the Biosphere Programme (MAB) is an Intergovernmental Scientific Programme that aims to establish a scientific basis for the improvement of relationships between people and their environments.

MAB combines the natural and social sciences, economics and education to improve human livelihoods and the equitable sharing of benefits, and to safeguard natural and managed ecosystems, thus promoting innovative approaches to economic development that are socially and culturally appropriate, and environmentally sustainable.

The studio will run parallelly and collaborate closely with the new theory course «Ecology for landscape architecture». This combination will inform the students in defining their design programs within the scope of the studio. The teachers of the ecology course will also tutor in the studio- work and be part of group reviews.

 

The Arctic face climate and industrial changes that affect the ecosystems and the human settlements. The knowledge and know-how that is produced by studying these changes closely where they happen transfers to a more general range of landscapes across the world.

Learning outcome

Knowledge: Local knowledge and site-specific project work will provide and produce knowledge especially on ecology concerning spatial conditions and human practices in the landscape, with particular focus on sub-arctic conditions included the northern social and political context for the practice of landscape architecture.

Skills: The studio seeks to develop the students’ ability to acquire knowledge and develop their sensitivity to input from site, science and culture as well as the specific local context. The studio aims at training the skill to make this knowledge instrumental to the development of strong concepts and design proposals with artistic quality. The studio will work with drawing/sketching, digital tools, physical models and presentation/communication of ideas/designs.

General competence: The students are expected to learn how to use their knowledge and skills to conceptualize, coordinate and execute integral designs rooted in the specific local context and the knowledge of human-made and natural systems with special awareness of approaches to development that is ecologically sustainable and socially and culturally appropriate. The studio aims to develop an awareness and critical reflection on topics that contribute to the general professional and public discourse and to position their work in relation to this.

Working and learning activities

The students will work with chosen localities in Lofoten and the themes described above. The studio will work with models, mapping, visualisation tools and design development. The students will also be involved in on-site field investigations at localities in Lofoten with a planned study-trip/site visit during the cod-fishing season in February. This field-work will also include collaboration with the ecology teachers as well as other scientists at the University of Tromsø.

 The studio will also include a ten-day study-trip to Canada where students will engage in fieldwork on ecological systems together with landscape architecture students from The University of Calgary. The trip is supported financially by funds from The Norwegian Centre for International Cooperation in Education.

Form of assessmentGroupingGrading scaleComment
Project assignmentGroupPass / failFinal studio work is presented in group review evaluated by external sensors. Details on deliverables will be provided with the detailed studio plan but usually includes digital presentation and exhibition of model work together with printed posters/boards.
Vurderinger:
Form of assessment:Project assignment
Grouping:Group
Grading scale:Pass / fail
Comment:Final studio work is presented in group review evaluated by external sensors. Details on deliverables will be provided with the detailed studio plan but usually includes digital presentation and exhibition of model work together with printed posters/boards.
Workload activityComment
ExcursionLofoten (NO) and Calgary (CA)
AttendanceLectures, tutorials, workshops and group reviews have expected attendance at 90%.

Mandatory hand in of all designated deliverables.
Mandatory attendance to oral examination with external sensors.
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment:Lofoten (NO) and Calgary (CA)
Workload activity:Attendance
Comment:Lectures, tutorials, workshops and group reviews have expected attendance at 90%.

Mandatory hand in of all designated deliverables.
Mandatory attendance to oral examination with external sensors.

Start semester

65 403 Ecology for Landscape Architecture

Credits: 
10
Full course name in Norwegian Bokmål: 
Ecology for Landscape Architecture
Course code: 
65 403
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

The course is part of the Tromsø Academy of Landscape and Territorial Studies and requiers that the students live in Tromsø for the duration of the course.

Course content

An introduction to ecology for landscape architecture.

The terms ecology/ecological will be examined and defined. The focus will be on how ecology as science has relevance for landscape architects as inspiration, information and qualification in their work and their design.

Fundamental ecological theories, terms and concepts describing different plant types or plant forms, including their traits, coupling to soil, soil organisms and ecological function, are central to the course. It will be emphasized how ecological function is linked to plant form and thus how design based on plant form has a link to ecological function.

The course will also introduce the term biodiversity, including examples of how biodiversity is an integrated part of ecosystems and essential for ecosystem services. Examples of naturally vegetated areas in cold climates and borders towards these will be given particular focus.

Teaching and learning are centred on lectures, oral assignments, small laboratory and phytotron-based project work and includes training in and introduction to:

  • What is ecology
  • How plant form and function is linked
  • How plants, soil and soil organisms are coupled
  • Design and ecological interpretation
  • Biodiversity
  • How biodiversity, ecosystems and ecosystem services are linked

In addition, a significant amount of the course will be focused on the interpretation of existing landscape architecture projects, how they have integrated ecology and how ecology can be integrated more.

The course will work in close collaboration with the parallel studio course “Lofoten Biosphere” and give ecological input applicable to the project. The integrative approach of both courses will be supported by tutoring and participation in group-reviews for the studio project by the teachers.

Learning outcome

Knowledge:

  • Definition and delimitation of the terms ecology and ecological
  • Basic knowledge of how exterior plant traits and form are linked to ecological function and how these change over a year
  • Basic knowledge of the relationship between plants and soil, with particular emphasis on:
    • Ecological niche as a term and how an ecological niche is reflected in anatomy, physiology and basic living conditions for individual species
    • The concept of ecological interaction and associated concepts such as competition, facilitation and symbiosis between species
    • The concept of ecological processes and related concepts such as decomposition and nutrient cycling in soil
  • Definition of the term biodiversity
  • Knowledge of how biodiversity is an integral part of an ecosystem and ecosystem services

     

 

 

Skills:

  • Confident with the definition of ecology as a term
  • Can explain differences in anatomy, physiology and ecological function for different growth forms such as forbs, grasses, shrubs and trees, at a basic level
  • Can integrate abstract ecological concepts into the understanding of how plants and soil work together in a system
  • Can provide an interpretation of ecological function based on the plants present in a given landscape
  • Confident with the definition of biodiversity, ecosystem and ecosystem services as terms
  • Can identify how and to what extent ecology is integrated into existing landscape architecture projects

 

General competence:

  • Basic understanding of ecology as a relevant discipline for landscape architecture
  • Knowledge of the climate laboratory and experimentation with plants and soil
  • Know examples of ecological concepts applied to plants and soil
  • Know examples of how biodiversity is central to ecosystem services
  • Explain ecological content, written and orally
  • Ability to be inspired by ecological concepts and theory in the development of landscape architecture
Working and learning activities
  • Teaching will be provided in the form of lectures, seminars/workshops and lab/field work
  • Joint reviews where students submit individual or group work will be an important part of the training
  • The contact between teachers and students takes place in one-on-one discussions, in groups or in plenum.
Curriculum

The course responsible prepares the required reading list.

Form of assessmentGroupingGrading scaleComment
ReportIndividualPass / failWritten report to be discussed in an oral exam, assessed as passed/failed.
Vurderinger:
Form of assessment:Report
Grouping:Individual
Grading scale:Pass / fail
Comment:Written report to be discussed in an oral exam, assessed as passed/failed.

70 401 Interactive Spaces and Environments

Credits: 
6
Full course name in Norwegian Bokmål: 
Interaktive rom og miljøer
Course code: 
70 401
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Person in charge
Nicholas Stevens
Required prerequisite knowledge

Passed foundation level coures (BA-level) at AHO or equivalent, 180 ECTS. Open to all programmes at AHO.

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.

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.

Learning outcome

KNOWLEDGE

The students will

  • 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 intervention

SKILLS

The students will

  • be able to use tools and methods for prototyping interaction concepts and problem

GENERAL COMPETANCE

The students will 

  • be able 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.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. Several smaller modules will be carried out during the course, some individual and some in groups. One of the moduls shall result in a written text. All deliveries throughout the course will be evaluated accordingly.

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 assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failEach 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.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment: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 activityComment
AttendanceThe semester has an expected 80% general attendance and a 90% attendance at lectures and workshops.
Group work
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:The semester has an expected 80% general attendance and a 90% attendance at lectures and workshops.
Workload activity:Group work
Comment:

70 403 Rethinking Development and Sustainable Design

Credits: 
6
Full course name in Norwegian Bokmål: 
Rethinking Development and Sustainable Design
Course code: 
70 403
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Person in charge
Håkan Edeholt
Required prerequisite knowledge

Passed foundation level courses (BA-level) at AHO or equivalent, 180 ECTS. Open to all study programs.

Course content

The elective course "Rethinking Development and Sustainable Design" is a reading course that takes a critical stance by scrutinizing both "Development" and "Sustainability", as public discourses typically seem to understand these two interrelated concepts today. The goal is to reveal and discuss what kind of developmental paradigm these discourses typically try to sustain and if there are other alternatives to be found that also could be promoted and acted on. The final deliverable is a reader containing reviews of literature read and discussions held.

Learning outcome

On completing the class, the students will have:

KNOWLEDGE

  • improved their knowledge about "Development" and "Sustainable Design".
  • knowledge about and experience in critical readings of texts.

SKILLS

  • developed their skills to write their own texts.
  • developed their skills to describe and discuss their own and others´ texts in an academic seminar setting.

 

GENERAL COMPETENCE

  • developed a critical and reflective stance towards society, trends, development and design.

 

Working and learning activities

The content of the class spans from practical work with texts to lectures, discussions, student presentations and the final Reader. Students are expected to deliver two reviews each of two books or other relevant sources; one being from the reading list and one that has been found through own research.

Curriculum

no value

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / failSelf-assessment and assessment by; peer students, internal sensor and teachers in the course. Each student’s contribution to the course and how this relates to the expected “Learning outcome”. Together with active attendance this will be the main issues to be assessed.

The final deliverable is e.g. a reader containing reviews of literature read and discussions held.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment:Self-assessment and assessment by; peer students, internal sensor and teachers in the course. Each student’s contribution to the course and how this relates to the expected “Learning outcome”. Together with active attendance this will be the main issues to be assessed.

The final deliverable is e.g. a reader containing reviews of literature read and discussions held.
Workload activityComment
AttendanceActive attendance and involvement in producing the final Reader is expected.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:Active attendance and involvement in producing the final Reader is expected.

Start semester

80 611 AHO futures

Full course name in Norwegian Bokmål: 
AHO futures
Credits: 
24
Course code: 
80 611
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
15
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Course content

Background

The Oslo School of Architecture and Design (AHO) currently resides in Maridalsveien 29. Since moving there in 2001 both the organisation and the number of students has increased by roughly 250 to a total of 650 people. The school, now filled to the brim with employees and students, has begun to feel an ever-increasing pressure upon its premises. In addition, politicians and authorities have for a long time made plans for a new art university, a merge between KHIO, AHO and Musikkhøyskolen. Some claim this scenario is put on ice, while other say it is just a matter of time before the schools are merged together. 

Challenge- what's at stake.

A lot of work has been done to investigate how these challenges can be met. In order to broaden the discussion, AHO Futures- School of tomorrow wish to operate beyond the immediate needs of the school in and explore freely how the institution can change and adapt to the future. How can the premises be developed? How is the relation to the city.

  • Urban strategies: A part of the studio will be to develop urban strategies for the school. These will be translated into specific architectural proposals
  • Integration: The school’s location by Akerselva is in an environment of buildings and landscape with various levels of listing. The urban context is transformed and in transformation. How can the institution integrate (or not) architecturally and professionally, what components does it consist of? What and who is it relating to?  Position in the city, separation vs unions of different professions.
  • Internal and external organization: We will develop alternative organigrams. Under this topic how architecture relate to pedagogics and aim for the role of the professions. What kind of spatial qualities and atmosphere should the future school of architecture and design have?

The goal is that this work can develop and establish visions for the future of the school through a variation of specific architectural responses.

Learning outcome

The course will provide skills/tools for formulating frames for a complex architectural proposal: What, for whom, where?

The course will provide tools for the translation from an overall intention to a more specific program for design; setting up a room program, controlling dimensions, relational diagrams, studying reference projects, identifying site specific conditions and possibilities.  

  • Context: The course will provide experience in various contextual approaches: social, political, geographical, physical, energy, economy etc
  • Situation: The course will provide experience in several approaches to relationship between the project and place.
  • Program to project: The courses provide experience in translating program / intentions into architectural proposals with specific architectural qualities and atmospheres.
  • References: Students will during the courses become familiar with and analyse references.
  • Construction: Become familiar with constructive and technological principles and bring this into their proposals.
  • Process: Be familiar with various process tools, working methods and approaches.
  • Communication / presentation: The courses will provide experience in tools and techniques of presentation. Here, the development of narrative of the project will be crucial.
  • Multidisciplinary workshop: Be familiar on the input that may come from other disciplines. How do we involve both students and teachers from landscape and design

The courses will give experience in architectural representation relevant to the tasks at hand.

Working and learning activities

The course will be studio based. There will be teachers present at least 2 days a week and there will be individual and group tutorials, and course reviews.

The course will be divided in 2 parts:

1) FRAME(s) will deal with establishing the overall intentions. The intention is translated into specific ideas for interventions, choosing field of interest, programme, and setting up a world of relevant references both collectively and related to specific proposals.

2: PROPOSAL(s) Will deal with translation of FRAME into specific design proposals.  In this phase there will be workshops with input and deliveries on specific topics: Intuitive models, Situation, Structure and Architecture, Material Philosophy, Essential detail.

The students may work in groups or individually.

Study trip:  

Flight Rotterdam train Delft, Ghent, Paris, Nantes. Flight Paris – Oslo

Work to see(preliminary list) : Architect school Delft, Architect school Ghent, Versailles. School of architecture Nantes ENSA.

Curriculum

As part of FRAME we will study relevant theory/ readings in Workshopform.

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required RequiredAttendance and participation in announced reviews, lectures, meetings, seminars and workshops is mandatory.
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:Attendance and participation in announced reviews, lectures, meetings, seminars and workshops is mandatory.
Form of assessmentGroupingGrading scaleComment
Project assignment-Pass / fail The students may work in groups or individually.
Vurderinger:
Form of assessment:Project assignment
Grouping:-
Grading scale:Pass / fail
Comment: The students may work in groups or individually.
Workload activityComment
ExcursionThose who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment:Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.

12 803

Credits: 
30
Full course name in Norwegian Bokmål: 
Diplom Landskapsarkitektur
Course code: 
12 803
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Required prerequisite knowledge

Successful completion of 90 ECTS, successful completion of a pre-diploma report, approved by an advisor and the head of department.

Course content

The diploma semester at AHO is an independent research and design task on a theme chosen by the candidate. In consultation with a chosen advisor, the candidate is to produce a complete work of exceptional quality contributing to the discipline’s dis-course.

Learning outcome

∙ An ability to give form to architecture through artistic and scientific research
​∙ An understanding of the given natural, social, cultural and technological conditions that govern architectural, urban and landscape design work
∙ A mastery of the methods, tools and media inherent in architectural, urban and landscape design
∙ An awareness of architecture’s, urban and landscape design’s historical, societal and theoretical underpinnings
∙ An ability to communicate ideas and results to professional and laypersons
∙ An independent and responsible attitude to individual learning
∙ An understanding of one’s own individual position with the discipline

Working and learning activities

The diploma semester is an independent study whose methods and topics are to be outlined in an approved pre-diploma brief. Interim presentations and a final presentation is mandatory.

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Required2 mid term reviews
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Required
Comment:2 mid term reviews
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failReport and presentation of diploma project. External censors
Exercise-Pass / failHovedmodell og potteklare plansjer, samt abstract 1-4 A4-sider med tekst og bilder. Etter denne innleveringen kan studenten kun jobbe med formidling av prosjekt, ikke utvikling.
Exercise-Pass / failOppheng av prosjekt og innlevering av skissebøker, utstillingsmateriell, prosessmateriale etc.

Ved teoretisk prosjekt leveres trykket utgave.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:Report and presentation of diploma project. External censors
Form of assessment:Exercise
Grouping:-
Grading scale:Pass / fail
Comment:Hovedmodell og potteklare plansjer, samt abstract 1-4 A4-sider med tekst og bilder. Etter denne innleveringen kan studenten kun jobbe med formidling av prosjekt, ikke utvikling.
Form of assessment:Exercise
Grouping:-
Grading scale:Pass / fail
Comment:Oppheng av prosjekt og innlevering av skissebøker, utstillingsmateriell, prosessmateriale etc.

Ved teoretisk prosjekt leveres trykket utgave.

65 701

Credits: 
6
Full course name in Norwegian Bokmål: 
Pre-Diploma Landscape Architecture (Tromsø)
Course code: 
65 701
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Required prerequisite knowledge

Successful completion of 60 credits. Last semester before diploma.

Course content

The pre-diploma semester at AHO is an independent research task on a theme chosen by the candidate. In consultation with the course teacher, fellow students and a chosen advisor, the candidate is to produce a report that details a topic to be studied, an approach or methodology, a spatial program and a plan of work. This report is the foundation of the diploma work.

Learning outcome

∙ An understanding of the complexity of a chosen urban or landscape site and topic ∙ An ability to frame artistic and scientific research ∙ An understanding of the given natural, social, cultural and technological conditions that govern urban or landscape design work ∙ An awareness of the topic’s historical, societal, theoretical and methodological ramifications ∙ An ability to communicate ideas and plan work ∙ An understanding of one’s own individual position with the discipline

Working and learning activities

The course is an individual research assignment with group discussions and interim presentations of the different research components. It concludes with a pre-diploma report containing the following elements: - Topic description - Site presentation - Maps of selected issues - Reviews and discussions of relevant literature - Summaries and discussions of interviews with experts - Reference projects presentations and discussions

Form of assessmentGroupingGrading scaleComment
Report--
Vurderinger:
Form of assessment:Report
Grouping:-
Grading scale:-
Comment:

Start semester

70 405 Design Driven Innovation in the Public Sector

Full course name in Norwegian Bokmål: 
Design drevet innovasjon i offentlig sektor
Credits: 
6
Course code: 
70 405
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
20
Person in charge
Simon Clatworthy
Required prerequisite knowledge

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

Recommend for Service Design students. Since much of the course is focused on a Norwegian context, knowledge of the Norwegian language is an advantage - but not a requirement.

Course content

The course will give an introduction to design for the public sector and the role, mandate and network of Norway's most important actors.

The course structure:

Lectures, cases and discussions with a broad variety of case owners from the public sector, and designers and others working within the public sector.

Individual tasks + reading between lectures 

The course will cover themes such as:

Introduction to Public Administration (PA), New Public Management (NPM) and New Public Governance (NPG): Introduction to concepts and basic understanding of public administration and services. How are public services organized, delivered and funded? How do new services arise? How does the dominant governance paradigm (PA, NPM, NPG) affect the design and delivery of public services?

User orientation: What does this mean for government agencies? Who is the user?

What regulations does the government impose on management in terms of user orientation? Managing ethics and privacy in public innovation projects - including sensitive personal data and regulations in the healthcare sector. 

User opinion: What do we know about users/citizens? How to develop and disseminate knowledge about users and public service interactions? What records exist for user data?

Instrument and public procurement: What actors are relevant (Innovation Norway, Difi, DogA, Research Council), how do they work together, what rules apply to public procurement in innovation, what promotes and inhibits this innovation and what role design can take.

Innovation in municipalities: Introduction to the Samveis methodology. Introduction to the evaluation of impact, and value creation and the intersection between this and service design.

Innovation management: Examples of the culture and traditions. An introduction to “Stimuleringsordningen” and the projects involved in this government funded service innovation initiative for the public sector in Norway.

Innovation in government: How design is used in the public sector internationally through, for example, labs (La27e Region in France, MindLab in Denmark, Policy Lab in the UK, Laboratorio de Gobierno in Chile, Grounded Space in Canada) to compare "the Scandinavian way" with other countries.

Digitization as a driver for innovation in the public sector, e.g. welfare technology.

 

 

Learning outcome

Students will gain an understanding of how public service development is taking place today, and how this differs from the development of commercial services.  The role design can play in supporting policy making processes and in developing effective, sustainable and citizen-centred services will be explored during this class.

Working and learning activities

Lectures, cases and discussions with a broad variety of case owners from the public sector and designers and others working within the public sector.

There will be individual tasks and reading between lectures. 

Curriculum

Literature

  1. Design for Policy (Christian Bason, 2014)
  2. Transforming Public Services by Design (Sabine Junginger, 2017)
  3. Civic Service Design Tools + Tactics (City of New York, 2017): http://www1.nyc.gov/assets/servicedesign/index.html
  4. Designing for Public Services (IDEO, Design for Europe & Nesta, 2016): http://5a5f89b8e10a225a44ac-ccbed124c38c4f7a3066210c073e7d55.r9.cf1.rackcdn.com/files/pdfs/Nesta_Ideo_Guide_DesigningForPublicServices_100117.pdf

     

 

 

 

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failThe student will be evaluated on smaller tasks as well as participation and contribution to discussions throughout the course. There will also be a final presentation and written reflection on a self-chosen theme that shall be communicated using the vocabulary and highlighting the characteristics and potentials that are focused on in the public sector as a target audience.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:The student will be evaluated on smaller tasks as well as participation and contribution to discussions throughout the course. There will also be a final presentation and written reflection on a self-chosen theme that shall be communicated using the vocabulary and highlighting the characteristics and potentials that are focused on in the public sector as a target audience.
Workload activityComment
AttendanceThe students are expected to take active part and be present in the studio, attend lectures and groupwork throughout the whole course. They are expected to attend all presentations, workshops and formal counsellings.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:The students are expected to take active part and be present in the studio, attend lectures and groupwork throughout the whole course. They are expected to attend all presentations, workshops and formal counsellings.

Start semester

80 413 Portfolios and Political Compasses

Full course name in Norwegian Bokmål: 
Portfolios and Political Compasses
Credits: 
6
Course code: 
80 413
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
10
Person in charge
Joao Doria de Souza
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Course participants must be able to keep a steady workflow, iterating in every week in order to build complexity over time. The course methodology will facilitate for that but it is each student's own responsibility to assure continuity in their participation.

Course content

Portfolios and Political Compasses is a part-seminar part-workshop elective course dedicated to discussing the dynamic relationship between a student's own set of intentions and the multiple ways in which their portfolio-object/thing can enable, enhance, expand and create an actual experience of said intentions.

Inspired by Alejandro Zaera Polo's "Well Into the 21st Century: Architectures of Post-Capitalism?" reflections already initiated in 1998 and revisited in an article published in El Croquis in 2015, the course will equip its participants with a modest cross-media publishing toolkit through a series of exercises to speculate an own political compass for their Design and Architecture practices.

In short: what's involved in showing your work in public, and how to make it personal while at the same time relevant to others?

Some practitioners have an online presence, some don’t. Some write for newspapers, some don’t. Some make collages, other make photoshoots, other make 3D renderings. Some film videos, some do livestreams. Some write articles, some use memes. Some do all of it together and more. Some say nothing should be done. Great things have been done through sketching on napkins in bar conversations (we won’t drink in class).

Guest faculty in Art History, Graphic Design, Architecture, Journalism, Curatorial Studies and Public Programming will join us over Skype, enhancing our collective investigation.

Learning outcome

Our collective speculation on Portfolios and Political Compasses will be articulated through prototyping portfolio formats in different media (print, film, web and performance) together with discussions about dissemination strategies that can establish one's set of ideas as a thing in the world.

Working and learning activities

Course participants will exercise short writing, documentation methods, collective critique and intensive editing of their own body of work, iterating presentations to their colleagues with increasing complexity towards a final prototype to be critiqued by an expert panel by the end of the semester. 

Short software tutorials will be offered in class regarding methods for image collection and catalogging, together with simple techniques for harnessing AHO's own print lab infrastructure with a particular focus on rethinking objects such as boards, post-it walls, and xerox printing.

The course will also present current / pre-existing tools for online publishing and problematize public presentation formats such as Pecha Kucha and Keynote/Powerpoint/TED-talks, discussing the match between intentions with presentation situations.

Students are encouraged to bringing their own/previous portfolios (if existent) as an initial body of content.

Curriculum

Zaera-Polo, Alejandro. Well Into the 21st Century: Architectures of Post-Capitalism? El Croquis 187: Sergison Bates Architects 2004–16, 2016.

Manovich, Lev. “Database as Symbolic Form.” Convergence: The International Journal of Research into New Media Technologies, 1 June 1999, doi:https://doi.org/10.1177/135485659900500206.

Wall, Jeff. Pictures of Architecture - Architecture of Pictures: a Conversation between Jacques Herzog .. Walter De Gruyter & Co, 2004.

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required Required80 % presence required
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:80 % presence required
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / fail— 30% presence
— 50% iterative exercises
— 20% final delivery
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment:— 30% presence
— 50% iterative exercises
— 20% final delivery

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