2020 Høst

Start semester

70 503 Service Design 1: Methods and Tools

Emnenavn på Norwegian Bokmål:

Tjenestedesign 1: Metoder og verktøy

Credits:

Course code:

70 503

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Kaja Misvær Kistorp

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.

Curriculum

This is service design doing: Applying service design thinking in the real world’ by Stickdorn, M., Hormess, M. E., Lawrence, A., & Schneider, J.

This is Service Design Methods: A Companion to this is Service Design Doing. by Stickdorn, M., Hormess, M. E., Lawrence, A., & Schneider, J.

An Introduction to Service Design: Designing the Invisible. Laura Penin.

Papers and other literature will be distributed as appropriate.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	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 activity	Comment
Attendance	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.

Workload activity

Comment

Attendance

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“

Emnenavn på Norwegian Bokmål:

System orientert design: “Design for meget komplekse systemer“

Credits:

Course code:

70 504

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

Norwegian / English

Year:

2020

Maximum number of students:

Person in charge

Birger Sevaldson

Required prerequisite knowledge

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

About the course: IMPORTANT!

This course contains two modules

Module 1 (20 ETCS) is done in collaboration with OsloMet department of design, Kjeller. About half of the teaching will be held at Kjeller.

Module 2 (4 ETCS) Circular Mountain Systems Design

In addition, a specialization course of 6 credits is chosen.

The course will be theory heavy with many lectures and a partially scientific approach. Most of the lectures are linked to practical exercises and project work.

The content of the course may differ from what is stated here.

Additional teachers

Tobias Luthe, Andreas Wettre

Tore Gulden, Kristin Støren Wigum, James Lowley, Abel Crawford

Course content

The course is suitable for all design topics including architecture, urbanism and landscape architecture and is open for all programmes at AHO. 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

MODUL 1: Design for very complex systems

There are many partners in the course. The topics range from, the public sector, services and organizations to products, architecture, sustainability and democracy. Students can choose one of the partners or self-program.

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
- be part of a circular economy transition
- to learn to design as nature: (1) with materials and products, and (2) on a systems level in organizational economic transitions
- to acquire methodological, contextual, technical, and social skills in circular regenerative design, i.e. life cycle analysis, engineering design with renewable materials, circularity indices, transitioning of a tourism service economy, and alike
- to develop the designers' ability to integrate holistic thinking and circular design in a real-world context of mountain economies, tourism, and global environmental change
- getting better at handling different perspectives, interests and values

This course is for you if you…

- is independent and manages to create own problem statements
- is capable of living with uncertainty and does not depend on everything being planned for you.
- is willing to take in new knowledge and to read independently.
- likes to work with difficult things that give resistance
- is good at taking the initiative and seeking guidance and criticism
- is able to critique there and then and actively participate in the design of the course along the way

If you feel that you do not meet these requirements you should think carefully, but if you are willing to improve in the above requirements then you are most welcome.

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

MODUL 2: Circularity in Mountain Systems
Systemic relations from products to behavior to land use and regional (circular) economy

Mountain regions are complex social-ecological systems, vulnerable to global environmental change, often dependent on single industry sectors like tourism, forestry, or mining. How to design a more resilient, regenerative mountain economy? How to create circularity in mountain regions, with a more diversified, flexible, connected economy, where (winter) tourism is one pillar of a circular economy? What is the role of the consumer, the tourist, the products we consume, the choices we make? How do product design, skis, mobility, local identity, and a circular economy in mountains correlate? How can designers design for circularity? Mountain systems are intrinsic part of Norwegian landscape, culture, economy, history, and future. They experience change the first and the worst. They are sink and source of resources, livelihoods, travelers, sorrows and dreams. They are extreme environments and antennas for future developments.

In this course, we explore and design circular mountain systems, that are more resilient and regenerative. We design for circularity from two different directions, in two groups:

Group (1) designs from the “zoom in” perspective, the detail, the material, the resources, via the product “ski”, and zooms out to its use in mountain tourism;

Group (2) designs from the “zoom out” perspective, the mountain region, the local economy, the landscape use, from the current linear to a future circular economy, and zooms in to the different economic activities and consumer behavior. This is where groups (1) and (2) merge their work on circularity of mountain systems; the systemic product designer and the systemic service-landscape designer cooperate “bottom up” and “top down” to develop a common systems strategy communication map for circular mountain systems.

This course in Circular Mountain Systems Design (as part of the general AHO teaching offers in Systems Oriented Design SOD) provides a rich and highly complex learning field, starting with a circular designed product, its materiality and supply chains (group 1), then expanding to the user and his/her interaction with the skis and natural snow environment, mobility behavior and general consumption, to the natural landscape and mountain regions with their nature and economy in transition towards circularity (group 2).

Please do not hesitate to contact tobias.luthe@aho.no for questions.

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.
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
Team work

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.

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. Group work is preferred.

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

Luthe, T. 2018. Designing More Resilient Arctic Communities: Change Means Chance. The Circle 2/2018. WWF Arctic Program.

Luthe, T., Lumpe, T., Schwarz, J., Schuetz, M. and K. Shea. 2017. Teaching Systemic Design For Sustainability In Engineering By Building Eco-Skis. Proceedings of the 21st International Conference on Engineering Design (ICED 17) Vol 9: Design Education, Vancouver, Canada, 21-25.08.2017.ISBN: 978-1-904670-97-1, ISSN: 2220-4342.

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

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

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

Systems Oriented Design: www.systemsorienteddesign.net

Systemic Design www.systemic-design.net

Syllabus literature beyond this will be given during the course.

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

Workload activity	Comment
Attendance	Students are expected to attend all lectures, tutorials and presentations.

Start semester

70 505 Design Studio

Emnenavn på Norwegian Bokmål:

Design studio

Credits:

Course code:

70 505

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Rachel Troye

Required prerequisite knowledge

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

A third semester Master course (only available for students in their final year). Open for all design fields, but students are required to follow up and go in depth within their previous chosen specialisation/field in which they can document advanced design skills through a portfolio and application.

You upload the portfolio here before 14th May: https://nettskjema.no/a/147817

Please specify which track you prefer.

Recommended prerequisite knowledge

This course builds on the design skills and methods learnt across the previous Foundation and Master courses. In “Design Studio” students and teachers integrate and push these skills and mindsets to create rich projects with a high degree of professionally. For students who want to take part in “Design Studio” a strong sense of curiosity, experimental outlooks and independence are therefore required. “Design Studio” allows students to tailor their own personal development as a designer in preparation for their diploma.

Course content

“Design Studio” is an advanced Master course where the students will develop projects across themes and partners curated by the Institute of Design. These can be connected to research projects, external partners or emerging problematics within the field of design. The ambition for this course is to develop stand-out projects where students go in depth into the issues they chose to work with, and create high level outcomes. The core values of the course are exploration and professionalism – meaning that the course encourages the development of reflection, criticality and new knowledge about emerging fields, but also has the ambition of developing high quality deliveries and communication.

In this course students will have a large degree of freedom and responsibility as to how their projects are developed. ‘Design studio’ is a place for students to integrate the knowledge they have gained throughout their education and work towards exploration, professionalism and specialisation. A central part of the studio course is to develop project-experience and knowledge about how different forms of larger design projects can be structured and executed.

Students work individually or in small groups. Each project will be followed throughout the semester by a supervisor and typically, a partner. Partners and supervisors depend on the specialisations and/or themes that the projects take up. Each track supervisor will be responsible for the students that choose to follow his or her track. The track may consist of one long project or several projects.

The main teaching structure is mentoring on project level and the ongoing evaluation of progress. There is a common structure for milestones and core-deliverables throughout the course (development of project descriptions and plans, documentation and deliverables, and main presentations). Co-learning is central across the projects, and students will be involved in developing research, lectures and course-materials for the whole group.

Projects will come out of curated themes and partners developed by the Institute of design or from research topics across the institute’s research projects. Projects can both be done as specialisations towards specific fields or in inter-disciplinary groups, where students from industrial design, service design and interaction-design work together.

Tracks Autumn 2020

1.Design for rich media workplaces // Kjetil Nordby + Ocean Industries - ca 5 students

The course will explore user centered design of advanced digital multi screen and multi modal workplaces. It will make use of design tools connected to OpenBridge and expand them into a multi modal workplaces integrating tangible and screen based interactions.

The course will carry out sketches, prototyping, field studies, user involvement, VR prototyping and industry involvement as part of the course and it will be integrated in ongoing research projects at AHO.

The course requires a high level of skills and motivation for participating students. There are ca 5 spaces available.

2.Disrupting and challenging // Steinar Killi - ca 10 students

Minimum one of the master courses in Industrial design must have been passed, either Technoform or Transform/Protohype

Prerequisit knowledge: Good industrial design skills; CAD, Drawing, workshop, production.

The course prolongs the topics of Technoform and Transform, it aim to work towards a future possibility, seeing both incremental and radical solutions. This year the course will work in relation with Norwegian production companies. The goal is to design necessary products based on a possible critical situation, whether its todays Pandemic or tomorrows crisis. Could manufacturing companies be challenged and disrupted to change their production? Based on some possible critical areas; Energy, logistic, Food, Medical and spare parts, key products will be selected and designed for the competencies available in these companies.

Expected Learning outcome:

Knowledge: gaining knowledge on how manufacturing companies work, how they adjust and how they adapt. Gaining knowledge on how a reverse design process could be developed and carried out. Gaining knowledge on how to frame and design in respect for companies historical positive values(including aesthetical values) for users, society and the workers

Skills: Adapt and understand different competencies in different manufacturing companies, from culture to hardware- Using methods and tools developed for transdisciplinary projects

General Competencies: Be able to get insight into manufacturing companies workflow, how to analyze manufacturing competencies. How to adapt existing skills to a reverse designing process where production competencies will steer the design, and at the same time challenge this competencies.

Evaluation form: The course will be evaluated on the delivery: Analysis, design process and prototype/model of a physical product

Workform and teaching activities: This course has a high level of independent work, the teacher will have weekly tutoring sessions and the different companies are expected to be an asset for the students.

Expected work effort: This course depends on personal effort, the capacity to work and seek out answers independently.

This course will utilize both the schools workshops and the companies facilities. The students will visit the facilities. Literature will be announced.

Learning outcome

KNOWLEDGE

The core knowledge outcome of the course is to integrate and mature the processes and methods learnt across the Master of Design.
Further, students are expected to develop domain-specific knowledge across their projects.
Knowledge about how advanced design projects can be structured and organised.

SKILLS

Develop and mature individual skillsets as designers.
In “Design Studio” students develop and expand core project-handling skills. Including scoping, research, project-description, time-management and communication.

GENERAL COMPETENCE
Across “Design Studio” the goal is to develop the maturity of the students’ design competence and skills. This is done by both focusing on exploration and professionality on an advanced project-level.

Working and learning activities

The main activities of the course will be project- and specialisation-specific. Across the course there will be a focus on learning project planning, developing and scoping. The course is run in a studio setting, and co-learning across the projects, with some shared lectures and presentations etc, are important. The students will be required to make and present one topic specific “lecture” to the whole “design Studio:”

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	Students accepted to the different Design Studio tracks must define their own learning outcome together with the track responsible, after deciding their focus area. This will be the basis for their final evaluation. The assessment method is to be decided by the track responsible in dialog with the student. Students need to present and submit all projects, documentations and presentations in order to be assessed for the course. Students also need to schedule their own mentoring sessions.

Workload activity	Comment
Attendance
Workshops
Evaluation (mid term)

Start semester

70 506 Digital Service Experiences

Emnenavn på Norwegian Bokmål:

Digital Service Experiences

Credits:

Course code:

70 506

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Mosse Sjaastad

Required prerequisite knowledge

A third semester Master course (only available for students in their final year). Open for all students from interaction and service design. Students are required to have passed at least one of the interaction and service design courses given at the Master level (Interaction design 1&2, Service design 1&2). Priorities will be given to students that have passed two of these courses. Students are required to follow up and expand on their previous chosen specialisation/field (interaction and/or service design) in which they can document advanced design skills through a portfolio and application.

Students must apply with a portfolio. Upload you portfolio here - before 14th May: https://nettskjema.no/a/147817

Recommended prerequisit knowledge

This course builds on the design skills and methods learnt across the previous Master courses in interaction and service design. In “Digital Service Experiences” students and teachers integrate and push these skills and mindsets to create projects that explores the possibilities for designing for digital service experiences across interaction and service design. The course is recommended for students with a strong foundation in interaction or/and service design, that want to develop and extend their skills across these fields.

Course content

“Digital Service Experiences” is an advanced Master course in interaction and service design. The course addresses current developments in the design of digital services, with an emphasis on experiential, creative and innovative qualities. The field of digital services is growing, and the design possibilities and challenges in this field are rapidly evolving. As designers we need to interpret and explore this changing landscape, and create our own methods and perspectives on how digital services can deliver valuable and meaningful experiences, empowering users and citizens, and through this expand the tools and mindsets for design as a discipline.

In this course students will develop projects across 3-5 themes and modules. Themes and modules will reflect current research and industry trends and will be updated each year. The modules will be run by different teachers, and involve a range of internal and external experts. The modules can be connected to research projects, external partners or emerging problematics within the field of interaction and service design. The themes will reflect current developments in the fields, and therefore change over the years. Current themes might include: new methods for digital service prototyping, ritual design and experience, novel techniques and creativity methods in digital design, exploration of technology in an interaction and service context, the ethics and politics of digital services, pop-up service piloting, as well as themes that reflects innovations in the digital service sector.

Students work individually or in small groups depending on the demands of the themes and modules. Each module will be followed by a supervisor and/or a partner. Partners and supervisors depend on the themes that the projects take up. Each module supervisor will be responsible for the students during the module.

As this is a final year Master course the students are expected to be self-driven and mature within their own practice. Together the students are expected to integrate skills and knowledge across interaction and service design, working either individually, inparallel, or in teams.

The main teaching structure is mentoring on project level and an ongoing evaluation of progress. There is a common structure for milestones and core-deliverables throughout the modules (development of project descriptions and plans, documentation and deliverables, and main presentations). Co-learning is central across the modules and students will be involved in developing research, lectures and materials that will be shared with the whole group.

Learning outcome

a. Knowledge:

- The core knowledge outcome of the course is to integrate and mature the processes and methods learnt in interaction- and service- design across the Master of Design.

- Further, students are expected to develop domain-specific knowledge across their projects.

- Knowledge about advanced themes in the field of digital services.

b. Skills:

- Develop and mature individual skillsets as designers across interaction- and service-design.

- Developing knowledge on emerging or newly relevant themes in the field of digital services.

- In “Digital Service Experiences” students develop and expand core project-handling skills. Including scoping, research, project-description, time-management and communication.

c. General competence:

Across “Digital Service Experiences” the goal is to develop the maturity of the students’ design competence and skills . This is done by both focusing on exploration and professionality on an advanced project-level.

Working and learning activities

The main activities of the course will be project- and module-specific. Across the course there will be a focus on maturing skills for self-driven project planning, developing and scoping. The course is run in a studio setting, and co-learning across the projects, with some shared lectures and presentations etc, are important. Students need to schedule their own mentoring sessions and develop project plans for each module.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	Students need to present and submit all projects, documentations and presentations in order to be assessed for the course. The course consist of 3 - 5 modules, and all modules need to be passed in order to pass the whole course. Evaluation will be based on the following elements: design projects, presentations, minor deliverables and workshops. Projects will be assessed for their relevance to the frame set in each module. 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.

Workload activity	Comment
Attendance	The semester has an expected high general attendance from the students and has a 90% attendance at lectures and workshops.

Start semester

70 303 Digital fabrication, technologies and processes

Emnenavn på Norwegian Bokmål:

Digital fabrikasjon, teknologier og prosesser

Credits:

Course code:

70 303

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

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 coursework	Courseworks required	Presence required	Comment
Exercise	5	Required	Assignments will be given between ordinary course days

Form of assessment	Grouping	Grading scale	Comment
Oral Exam	Individual	Pass / fail

Start semester

70 304 Design Management: Innovation and entrepreneurship

Emnenavn på Norwegian Bokmål:

Design Management: Innovation and entrepreneurship

Credits:

Course code:

70 304

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Monika Hestad

Required prerequisite knowledge

Passed foundatin level courses (Bachelor) at AHO or equivalent, 180 ECTS.

Course content

The theme of the Design Management: innovation and entrepreneurship 2020 course is circular economy and business model innovation. There is a strong drive and change in regulations towards a circular economy. For a business this means a completely different approach to how they are using resources and what they offer. They will have to redesign distribution channels, as well as their product and services. With this shift there are tremendous opportunities, as well as challenges, as businesses need to rethink and become far more creative. For designers and architects this implies a new market where they can apply their skillset, but in order to tap into this they have to get insight into business and innovation culture, methods, processes and language.

In this course the students will be introduced to entrepreneurship, design thinking, as well as business and innovation theories related to business modelling and circular economy. The students will solve specific business challenges in teams and apply their design skills in business development.

Learning outcome

Knowledge

Understanding what circular economy is, what the difference between a traditional linear business model and a circular business mode is, as well as challenges and opportunities from a business perspective within circular economy. General knowledge of design thinking in a business context.

Skills

The students will get basic business skills of how to plan and present a business model for a client, how to conduct market research, and insight into considerations when setting your price.

General Competence

The students will get a basic understanding of commercialisation and how their design skills, ideas and competencies can be used to develop new and sustainable business models.

Working and learning activities

During the autumn semester the students will be introduced to three businesses that have started to develop sustainable business practices. These will be used as case-studies to get an understanding of what a business model is, what circular economy is and where the hinderances in today’s market are. In addition, the students will get guest speakers to go deeper into some of the topics raised.

Practical organisation

The course culminates in a one-week practical seminar, where the students will develop a business model in groups, for one of the businesses they have met. They will make a plan for how to conduct the research needed and in an iterative process redesign the whole or part of a business model.

Deliverables

Group presentation of project plan
Group presentation of a business model

Curriculum

Readings:

Key words: Circular economy, business models and design thinking

Links and documents will be uploaded to Moodle. If you would like to get started here are a few resources:

Online resources

https://www.ellenmacarthurfoundation.org/circular-economy/what-is-the-circular-economy

https://www.circulardesignguide.com

http://www.flourishingbusiness.org

https://www.theexplorer.no/

Online reading

Ellen MacArthur Foundation. 2012. Towards the Circular Economy Vol. 1: An Economic and Business Rationale for an Accelerated Transition. Available at:

https://www.ellenmacarthurfoundation.org/assets/downloads/publications/Ellen-MacArthur-Foundation-Towards-the-Circular-Economy-vol.1.pdf

Ellen MacArthur Foundation. 2013. Towards the Circular Economy Vol.2: Opportunities for the consumer goods sector.

Available at: https://www.ellenmacarthurfoundation.org/assets/downloads/publications/TCE_Report-2013.pdf

Guldmann, E. ; Bocken, N. and H. Brezet. 2019. A Design Thinking Framework for Circular Business Model Innovation. Special Issue: Sustainable Value Creation through Business Models. Journal of Business Models. Volume 7, No 1.

Available at: https://journals.aau.dk/index.php/JOBM/article/view/2122

Magretta, J. 2002. Why Business Models Matter. Harvard Business Review. Volume 80, No. 5, pp. 86-92. Available at: https://hbr.org/2002/05/why-business-models-matter

Upward, A. and P. Jones. 2015. An ontology for strongly sustainable business models: Defining an enterprise framework compatible with natural and social science. Organization & Environment. pp. 1-27. Available at http://openresearch.ocadu.ca/id/eprint/381/

Books:

Altman, J. and M. Hestad. 2019. The little booklet on: Business Design. 2nd edition. London: Brand Valley Publications. (Can be bought at AHO Infotorget, available in English and Norwegian)

Ceschin, F. and I. Gaziulusoy. 2016. Evolution of design for sustainability: From product design to design for system innovations and transitions. Design Studies. Volume 47, pp. 118-163.

Martin, Roger. 2009. Design of Business: Why Design Thinking is the Next Competitive Advantage. Boston, MA: Harvard Business Press.

McKeown, M. 2011. The Strategy Book: How to Think and Act Strategically to Deliver Outstanding Results. 1st ed. London: Financial Times/Prentice Hall.

Osterwalder, A. and Y. Pigneur. 2010. Business Model Generation: A Handbook for Visionaries, Game Changers and Challengers. London: John Wiley & Sons.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Group	Pass / fail	Active participation in classes and the ability to communicate and reflect on the subject will count. The peer-to-peer presentation, participation and final presentation of the external business project.

Workload activity	Comment
Attendance	Expectations: Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. Active participation in classes and the ability to communicate and reflect on the subject. The peer-to-peer presentation, participation and final presentation of the business project. Students are expected to take advantage of the time allotted for self-study and to read the given and recommended literature within their chosen or given area of design management. Students are expected to actively participate in classes and workshops and contribute to a professional and constructive cross disciplinary collaboration

Workload activity

Comment

Attendance

Expectations: Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. Active participation in classes and the ability to communicate and reflect on the subject. The peer-to-peer presentation, participation and final presentation of the business project. Students are expected to take advantage of the time allotted for self-study and to read the given and recommended literature within their chosen or given area of design management. Students are expected to actively participate in classes and workshops and contribute to a professional and constructive cross disciplinary collaboration

Start semester

80 302 Norwegian Tectonic Traditions in Wood.

Emnenavn på Norwegian Bokmål:

Norske tektoniske trebyggingstradisjoner

Credits:

Course code:

80 302

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

Norwegian

Year:

2020

Maximum number of students:

Person in charge

Kolbjørn Nesje Nybø

Required prerequisite knowledge

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

Course content

The first part of the course consists of lectures about, and discussions on construction types and various techniques used on wooden buildings. Parallel with this, the students builds models of construction principles, and / or they write a scientific essay on a relevant topic. The literature in the course and discussions, form an important basis for the articles and the model studies. The students work shall be delivered, and presented and discussed in plenary before the last week. This last week is very intensive and important on this course. Then the students build a timber frame building in full scale.

Learning outcome

Knowledge: Able to identify wooden buildings in relation to architectural history, and a cultural and technical context. Able to explain the building's structure and the craftsmanship related to it.

Skills: Ability to apply the knowledge by participating in the construction of a wooden structure in full scale. Able to write a scientific essay related to the course theme.

Competence: Better understanding of traditional wooden building technics and properties in the wooden material.

Working and learning activities

Lectures and discussions. Modelbuilding. Writing a scientific essay. Workshop - building a full scale timberframed building.

Mandatory coursework	Courseworks required	Presence required	Comment
Exercise	1	Required	A scientific essay will be written during the semester, with submission before elective course week. The essay must be presented orally and is part of the final assessment.
Annet - spesifiser i kommentarfeltet		Required	The elective course week is a workshop - Building a full scale timberframed building. Active participation in the workshop is required and is part of the final assessment basis.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail

Workload activity	Comment
Lectures	Attendance and participation in lectures is expected.
Written assignments	Writing of a scientific essay

Start semester

80 301 Norwegian Architecture - an introduction

Emnenavn på Norwegian Bokmål:

Norwegian Architecture

Credits:

Course code:

80 301

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Erlend Skjeseth

Nina Berre

Required prerequisite knowledge

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

This course has basically been only open for exchange students. Due to the Corona situation, the course will open up and adjust for Norwegian students.

Knowledge of architectural history is recommended.

Course content

This seminar will provide a structure for understanding Norwegian architecture. Students will be introduced to Norwegian architectural projects, past and present, in relation to the language and the concepts through which architecture is understood. This will be extended to provide a foundation for considering the history of Norwegian architecture and the history of the city of Oslo.

The seminar will investigate the main themes that have dominated architectural production in Norway. The course will study the relationship between Norwegian architecture and other cultural fields with the aim of highlighting how Norway has conveyed and invented its national identity through buildings. Case studies will provide the framework for students to discover how Norway’s built environment has dealt with questions of style, influence and institutional organisation.

Building on the work of previous years, students will continue to contribute to the Room of Possibilities blog that was established by Andrea Pinochet. Each student will report, in a semi-journalistic fashion, the findings of their research and analysis of chosen case study. The blog is intended to serve as a resource and informal guide to Norwegian architecture for both local and visiting architects and students.

During the duration of the semester, students will engage with contemporary architects, historians, academics, and artists. Lectures and excursions will support and supplement students' individual case study analysis.

Learning outcome

Participants will gain an understanding of the evolution of the architectural thought and practice within the Norwegian context.

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

Students will learn to identify a topic of interest and synthesis material in order to produce a concise report.

Students will experiment with different media and engage in the production of a shared knowledge-based resource.

Working and learning activities

Excursions will be planned for most meetings and will take place in the Oslo area. Lectures will supplement the field trips and provide necessary background information. The weekly program for this course will be structured in two parts. Seminar meetings will be held in the morning and excursions will take place in the afternoon. Local architects and other school faculty will regularly join the field trips.

Field trips and outdoor visits will be carried out regardless of weather conditions. Students are responsible for dressing accordingly. Warm and waterproof clothing is recommended, especially in the second half of the field trip schedule.

Students are responsible for their own transportation arrangements and bringing any necessary documentation and equipment.

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

Curriculum

The curriculum will be given out closer to the start date.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	As per the course description, each student will be required to produce and present a concise report with the aim of publishing the article on the Room of Possibilities blog (www.roomofpossibilities.com). Students are expected to develop and to defend a thesis that articulates their position relative to the themes covered in the seminar. The final report will include a text supported by first-hand archival research material and individually produced analytical drawings. To pass all reports must also include the following : - a good title and entry paragraph. - a text addressing an original research question followed throughout the piece. - thorough spell checking and grammar control. - photos, drawing and archival material relating to the content of the article. - well-captioned images. - correctly used citations and image credits. Students are expected to execute the assignment with care and precision. It is imperative to invest time in the processes of constructing drawings, models and laying out the report on the Room of Possibilities blog. Assignments will be evaluated on the originality of the research and also importantly on the quality of the execution. Students must upload and lay-out reports on the course website before the Final Review which takes place during Elective Week. At the Final Review, students give a public presentation of their report. There will be no assessment of reports not presented at the Final Review In preparation for the final submission, students will be required to submit several drafts over the semester. Each submission will contribute to the final assessment. Plagiarism of sources or media will not be tolerated and can lead to failure.

Workload activity	Comment
Attendance	Students are expected to attend all meetings and be active contributors and participants

Start semester

60 302 Themes and Concepts in Landscape Architecture

Emnenavn på Norwegian Bokmål:

Tema og konsepter i landskapsarkitekturen

Credits:

Course code:

60 302

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Janike Kampevold Larsen

Required prerequisite knowledge

This course is mandatory for 1st year Master of Landscape Architecture students, and open to other students that have passed the foundation level.

Course content

The course introduces the students to basic concepts and elements in landscape architecture. It provides a broad ranged introduction to the discipline and the way it is being taugth at AHO. Students will be introduced to most of the teachers at the Institute of Landscape and Urbanism who will all give a lecture on one of their fields of research and expertice. The course reflects on the disciplines intimate connection with other disciplines, on garden history, spatial planning, urban design and urban space, sustainable infrastructure and the role of water territories in the contemporary landscape.

The course is structured around lectures and seminars. Some of the teachers will take the students on fieldtrips.

Professor in charge:

Janike Kampevold Larsen, Hannes Zander

Additional staff:

Marianne Skjulhaug, Rainer Stange, Sabine Muller, Luis Callejas, Peter Hemmersam, Elisabeth Ulrika Sjødahl, Hanne Bat Finke, Jonny Aspen, Karin Helms, Giambattista Zaccariotto

Learning outcome

After passed course the student shall understand how ecological, infrastructural factors shape the urban landscape, and will have a broad knowledge of landscape architecture’ s themes and concepts.

Students will be introduced to basic landscape architectural theory and theories on contemporary urbanism.

Working and learning activities

The course consists of 11 lectures, all of which will be followed by a 2 hour text seminar. Lectures will focus on core themes within the institute's portfolio of teching and research.

Tuesday mornings 10:00 - 13:00 from August to October.

Tentative plan, order may change:

August 25: Janike Kampevold Larsen: Introduction to landscape architecture’s core concepts, relationship to other fields and to theories.
September 1: Hanne Bat Finke: Landscape art, when form is more than function
September 8: Rainer Stange: Garden history. Water in the Garden over 1000 Years.
September 15: Luis Callejas: The Nature of Image
September 22: Peter Hemmersam: Urban design
September 29: Jonny Aspen: Urban space
October 6: excursion week
October 13: Marianne Skjulhaug: Peri-urban – anticipation and temporality
October 20: Sabine Müller: Water urbanism, water machines, water places
October 27: Elisabeth Sjødahl: Beautiful Landscapes and Heavy Pollution - larger landscape projects organized as environmental infrastructures
November 3: Karin Helms
November 10: Giambattista Zaccariotto: Void as a tool in urban landscape configuration

Curriculum

Mandatory Reading:

Relevant literature for each lecture and the following seminar will be uploaded to Moodle.

Recommended Reading

Boulevard Book. History, Evolution, Design of Multiway Boulevards Allan Jacobs Allan Jacobs. Elizabeth MacDonald, Yodan Rofe. The MIT Press August 2003

The Fundamentals of Landscape Architecture. Waterman, Tim. AVA Publishing, Lausanne, Switzerland, 2009

Digital Landscape Architecture Now. Amoroso, N. & Hargreaves, G. Thames and Hudson 2012

Suggested Reading:

Great Streets. August 1995 The MIT Press August 1995

Des arbres dans la ville. Caroline Mollie, Actes Sud & Val'hor, Paris, 2009

Promenades de Paris. Adolphe Alphonse, Paris, 1867-73, 2002

Blågrønn hovedstad. Oslo Elveforum, Oslo, 2010

Design With Nature . McHarg, Ian. 1971, Garden City: Natural History Press.

The Granite Garden . Spirn, Anne Whiston, New York, Basic Book, Inc., 1984.

CENTER, Volume 14: On Landscape Urbanism (Paperback) The Center for American Architecture and Design; 1st edition (April 1, 2007)

Landscape Urbanism - Kerb 15 (Paperback) RMIT Press 2007

The Recovering of Landscape . Corner, ed. 1999. Princeton Architectural Press.

The Landscape Approach, Lassus, Bernard. 1998, University of Pennsylvania Press.

Mappings, Cosgrove, Denis (ed.), 1999, London

Unnatural Horizons: Paradox and Contradiction in Landscape Architecture . Weiss, Allen S., 1989, New York : Princeton Architectural Press

The Landscape Urbanism Reader, Charles Waldheim. Princeton Architectural Press; 2006

Territories: From Landscape to City . Agence Ter and Lisa Diedrich (Editor). 2008, Birkhäuser Basel

Intermediate Natures: The Landscapes of Michel Desvigne by E. Kugler (Translator), James Corner (Foreword), Gilles A. Tiberghien (Contributor) 2008, Birkhäuser Basel

The New Economy of Nature. Gretchen Daily and Katherine Ellison, Island Press, 2003

Politics of Nature, Bruno Latour and Catherine Porter. Harvard University Press, 2004

Living Systems. Margolis/ Robinson, 2007. Built examples,

innovative materials and technologies in landscape architecture praxis.

Magazines:
Daidalos

JOLA (Journal of Landscape Architecture)

New geographies

‘ scape: The International Magazine of Landscape Architecture and Urbanism

Topos: European Landscape Magazine

Also, you might want to check out following thematic websites on the internet:

LE:NOTRE www.le-notre.org

LE:NOTRE°Mundus Le Notre’s non- European partners network

ECLAS The European Council of Landscape Architecture Schools

ELASA - European Landscape Architecture Students Association

NLA- Norwegian Landscape Architects (Students) Association

IFLA International Federation of Landscape Architects

European Urban Landscape Partnership: the planning and management of the urban landscape

During the individual coaching sessions each student will be given texts and or litterature related to the topic of their assignment

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	The students are to submit a written assignment at the end of the semester. Choose one of the themes that have been presented during the semester, and write an essay of app. 4-5 pages. Supervision will be given during the elective’s week. The assignment is due November 15

Start semester

12 802 Diploma Design

Emnenavn på Norwegian Bokmål:

Diplom design

Credits:

Course code:

12 802

Level of study:

Master

Teaching semester:

2020 Autumn

Assessment semester:

2020 Autumn

Language of instruction:

Norwegian / English

Year:

2020

Person in charge

Rachel Troye

Required prerequisite knowledge

Completed pre-diploma and 270 ECTS in total.

Course content

The diploma at the Institute of Design is the final project in the Master programme. The Institute takes a broad approach to the design profession that includes products, services, systems and interactive experiences. The education brings together aesthetics and technology, creativity and design methods, culture and research. The programme has roots in Industrial Design, but today also includes Interaction Design, Service Design and Systems Oriented Design. This is reflected in the width of our students’ diplomas, and the broad range of themes that they address.

The diploma concludes our five-year Master in design and is done in the final semester. The diploma is a self-initiated and self-organised project that takes place over 18 weeks. The students develop and define their own project-descriptions (the diploma programme) in a pre-diploma’ course, in the semester leading up to the diploma. During the diploma project the students have a main supervisor at the Institute, but can also seek additional input and guidance form across AHO and externally. Diplomas are typically done as individual projects, but can also be done in groups.

The diplomas at the Institute of Design are characterised by variety and breadth. The diploma projects are typically initiated and developed by the students, and they are free to explore different themes and formats. These can be creative explorations, product development and theoretical projects, or collaborations with commercial companies, public services or researchprojects. Diplomas can also be discursive design projects that seek to raise questions or challenge societal or cultural issues. Often our diplomas are ‘hybrids’ that bring together different methods and actors, or span across our different design specialisations.

The purpose of the diploma is multi-layered. The students have to bring together what they have learned throughout their education to define and develop their own project. A challenge here is how the project is followed through, how it is developed and how it is executed as a design project. In the scope of the Master, the diploma is a relatively large project that demands that the student is self-driven, organised, structured and creative. At the same time, the diploma is a possibility for the student to explore his or her own identity as a designer, to research topics she or he finds interesting, or to challenge the students acquired skills and methods. The diplomas should therefore be understood holistically as projects where the students get to choose their own themes, approaches and processes, but where the challenge is also about organising and developing the project itself. Defining and developing the scope and plan for the project is done both in the project-description (diploma programme), as well as throughout the process.

It is important to note that in doing a holistic evaluation of the diplomas, the focus should be on the project itself rather than how closely it follows the initial description or diplomaprogramme.

Learning outcome

KNOWLEDGE

By completing a diploma the students base of knowledge will be about:

-design methods, materials, technologies and tools

-design history in related field

-research methods, design processes

-use of users and targets groups in projects

SKILLS

-be able to develop design solutions through artistic and scientific research, concept visualization, co-working and finalizing a project.

-master design-driven methods, tools and ways of expression, and be able to use this in a creative process, in a goal-oriented, professional and experimenting way.

-be able to reflect on the relationship between content and the project and the wider world.

-be able to communicate both process and end result in a good way.

GENERAL COMPETENCE

-be able to communicate values and concepts and inspire dialog and interdisciplinary processes through a wide range of design methods and tools.

-be able to perform a set of professional roles and cooperate well with other occupational groups.

-be able to reflect on own performance and deliveries and stretch beyond own limits.

-take responsibility for own learning and academic progression, be able to transfer knowledge into other fields.

- be considerate on own contribution and ethical questions at hand.

Evaluation

The students deliver their diplomas in the form of their collected outputs, a presentation and a report. The outputs can be a variety of formats; models, prototypes, installations, diagrams, visualisations, mappings etc. The diploma report should give an overview of the project, the process, the possible outcomes (impacts) and the student’s reflections. The report should not be evaluated on its own, but as giving an overview of the project. The students also deliver a 20-minute public presentation of their diploma on the day of the evaluation. The sensors shall evaluate the compete diploma project delivery consisting of the students collected outputs, their report and public presentation.

Evaluation process
The evaluation of the diplomas are done by an external team of sensors. This sensor-team represents the different design-directions that the students can specialise towards. All the sensors are responsible for the overall evaluation of all diplomas, but each sensor is given particular responsibility for a selection of diplomas. The sensor team is first given the diploma reports digitally. These report should give an overview of the diplomas. The reports should be read by the sensors in preparation for the evaluation at AHO. The physical outcomes of the projects is presented to the sensors at AHO. On the day of the diploma-presentations each student is given 20 minutes to present their diploma. The sensor-team then have a total of 15 minutes for questions, discussion and feedback. These 15 minutes should also include a brief summary of the sensors evaluation and overall feedback. This is a public event for the whole of the school and the intentions for this presentation-format is to facilitate dynamic discussions about the diplomas and interesting responses, as well as a learning situation for other students The sensor-team’s final evaluation is given as a written report for each project. This is delivered some time after the public presentation day.

Form of assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / fail	In evaluating a diploma, the aim is to consider how the diploma has been developed as a project; including both its thematics, its processes, its outcomes and its reflections. The diplomas should be evaluated on the terms, problematics and scope that the students themselves have defined in their project. The overall diploma project is given the grades ‘pass’ or ‘fail’.

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.

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 main delivery. The students are evaluated on the basis of participation and effort, milestone reviews, assessment and final project delivery.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	Pass / fail
Comment:	Students need to present and submit all projects, documentations and presentations in order to be assessed for the course. The course consist of 3 - 5 modules, and all modules need to be passed in order to pass the whole course. Evaluation will be based on the following elements: design projects, presentations, minor deliverables and workshops. Projects will be assessed for their relevance to the frame set in each module. 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.

Mandatory coursework:	Exercise
Courseworks required:	5
Presence required:	Required
Comment:	Assignments will be given between ordinary course days

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

Languages

2020 Høst

Start semester

70 503 Service Design 1: Methods and Tools

Start semester

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

Start semester

70 505 Design Studio

Start semester

70 506 Digital Service Experiences

Start semester

70 303 Digital fabrication, technologies and processes

Start semester

70 304 Design Management: Innovation and entrepreneurship

Key words: Circular economy, business models and design thinking

Start semester

80 302 Norwegian Tectonic Traditions in Wood.

Start semester

80 301 Norwegian Architecture - an introduction

Start semester

60 302 Themes and Concepts in Landscape Architecture

Start semester

12 802 Diploma Design

Pages

Workload activity:	Attendance
Comment:	Students are expected to attend all lectures, tutorials and presentations.