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70 505 Design Studio

Credits: 
24
Full course name in Norwegian Bokmål: 
Design studio
Course code: 
70 505
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
30
Person in charge
Håkan Edeholt
Mosse Sjaastad
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 10th 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 2021

1.Making It – the Industrial Design Way

Max number of students: 10 

Track responsible: Håkan Edeholt

Field: Industrial design

The track "Making It – the Industrial Design Way" will prepare for both the next coming diploma project and following professional work as an industrial designer. The track is to a certain degree tailored, based on each student's perceived lack of knowledge in his or her wished direction within industrial design. However, some attempts to cluster the group's interests will be done. The overarching framework is to collaborate with local design industries to deliver new ideas to Norwegian production industry. In spite of this, the actual content of the track will primarily be quite tool-based where both digital and physical modelling tools and technologies will be scrutinized further as required by the individual student. As a final outcome we aim for a 'professional' industrial design delivery that makes it possible for the 'client' to either start production, sending it to an external model maker or for other professions to add their respective content.

 

2.Editorial

Max number of students: 6

Track responsible: Mosse Sjaastad

Field: Interaction design

Prerequisit knowledge: Students need to have passed 70 601 Interaction Design 2: Screens, or provide a portfolio, showcasing sufficient experience in designing for screenbased experience.     

In this track, we will take a broad view on 'editorial' and engagement with content and information. Through 3 modules, students will through hands-on and explorative approaches work with learning- and reading experiences, storytelling, and content strategy.

 

 

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 assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failStudents 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.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment: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 activityComment
Attendance
Workshops
Evaluation (mid term)
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:
Workload activity:Workshops
Comment:
Workload activity:Evaluation (mid term)
Comment:

70 506 Digital Service Experiences

Credits: 
24
Full course name in Norwegian Bokmål: 
Digital Service Experiences
Course code: 
70 506
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
20
Person in charge
Ted Matthews
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 10th 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, cultural innovation, ‘servitisation’, 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 assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / failStudents 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.
Vurderinger:
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.
Workload activityComment
AttendanceThe semester has an expected high general attendance from the students and has a 90% attendance at lectures and workshops.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:The semester has an expected high general attendance from the students and has a 90% attendance at lectures and workshops.

Start semester

70 304 Design Management: Innovation and entrepreneurship

Full course name in Norwegian Bokmål: 
Design Management: Innovation and entrepreneurship
Credits: 
6
Course code: 
70 304
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian / English
Year: 
2021
Maximum number of students: 
20
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 2021 course is the circular economy and business model innovation. There is a strong drive in society to change towards a circular economy as this may be the answer to develop a far more sustainable society.

For a business the shift means a completely different approach to how they are using resources and what they offer. They will have to redesign the entire organisation, as well as their product and services. Businesses need to rethink how they do business and become far more creative. For architects and designers, this is a great opportunity and may imply new roles and arenas where they can apply their skillset. In order to tap into this they have to obtain insight into business and innovation culture, methods, processes and language.

This course is for architects and designers that would like to enhance their management skills while learning about business modelling and the circular economy. The key takeout from the course is that it is relevant for those that plan to set up a business themselves as well as those that plan to work on strategic aspects of a business. The course is not a ‘how to’ set up your business but will introduce you to some of the fundamental themes when developing a business, as well as engaging with management in 2021. The course has its foundation in design management and is developed to be relevant for both architects and designers. 

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

Learning outcome

Knowledge

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

Skills

The students will obtain basic business skills of how to conduct research to develop a business, how to engage with a professional client and how to plan and present a business model. Basic tools and templates will be introduced.

General Competence

The students will get a basic understanding of commercialisation and the circular economy, as well as key questions to be aware of when developing a strategic business proposition. The course also engages with the theories and practices on how design skills and design thinking can be used in other areas than developing artefacts in design and architecture.

Working and learning activities

The course will have a mix of lectures, readings and group work.

During the autumn semester the students will be introduced to two businesses that have started to develop sustainable business practices. These will act as clients for the students. By engaging with these businesses, the student will gain an understanding of what a business model is, and the difference between the linear and circular business models. They will also gain an understanding in how to work with a client. In addition, a couple of guest speakers are invited to go deeper into some of the topics raised.

The first part of the course will be about understanding key concepts such as the circular economy, business model and architects/designers role in developing a business proposition. From various workshops with the two clients the students will learn how to identify opportunities and develop them into business propositions. 

The course culminates in a one-week practical seminar, where the students will develop a business model in groups for their client. 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. 

The course will use digital sources such as Miro. If possible, it will be mixed with physical workshops and an off-campus tour.  

 

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://doga.no/aktuelt/-alle-kan-fa-til-sirkularokonomi/

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

https://www.circulardesignguide.com

http://www.flourishingbusiness.org

https://www.circularity-gap.world/2021

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

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 [recommended- not mandatory]

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 assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)GroupPass / failActive participation in classes and the ability to communicate and reflect on the subject will count.

Deliverables
• Group presentation of project plan
• Group presentation of a business model
• Individual reflection paper on key learnings




Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Group
Grading scale:Pass / fail
Comment:Active participation in classes and the ability to communicate and reflect on the subject will count.

Deliverables
• Group presentation of project plan
• Group presentation of a business model
• Individual reflection paper on key learnings




Workload activityComment
AttendanceParticipation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is expected and necessary to take part in.

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 contribute to a professional and constructive cross disciplinary collaboration
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is expected and necessary to take part in.

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 contribute to a professional and constructive cross disciplinary collaboration

70 305 Creative Technologies

Full course name in Norwegian Bokmål: 
Creative Technologies
Credits: 
6
Course code: 
70 305
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
20
Person in charge
Kai Reaver
Required prerequisite knowledge

The course is open to masters students of design, architecture, urbanism and landscape. A mix of students from each discipline will be promoted.

Prerequisite prior knowledge    

Completed foundation education (180 ECTS) in design, architecture, urbanism or landscape architecture.

Recommended prior knowledge        

The course is focused on giving an introduction to how technologies can be explored as materials and tools for creative processes. Prior experience with, and an interest in technology tools and platforms, is recommended. Students are expected to work in groups and individually.

Course content

The course has two objectives. Firstly, it aims at informing students of the various tools and techniques involved with technologies that are currently becoming increasingly relevant for design, architecture and urbanism; such as mixed reality (AR, VR, etc), machine learning, 3D scanning, sensors, data and creative code. Secondly, it seeks to engage with these technologies and tools in a critical fashion, through open-ended exploration, play and error. The course aims to expose students to emerging technologies, tools and methodologies, and the content of the course will therefore be updated each year. Through these objectives, the course seeks to teach master students at AHO the various possibilities that lay in emerging technologies that are available for design-processes and which might guide their studio work. As such, the course has a theoretical and practical approach to technology. It involves a series of lectures, as well as individual case work among students.

Students will be expected to create case study related to an existing service, protocol or platform which may be improved/modified through their work.

The themes and exercises of the course will cover:

  • Creative exploration of new or emerging technologies.
  • Making use of technology in creative processes
  • Interdisciplinary exploration of technology as materials and tools for creative processes.
  • Hands-on exercises
  • Larger in depth project for the final week with an individual project from each student or in a group.
Learning outcome

Knowledge

With the completed studies the student will have a broader understanding of how emerging technologies effect design-processes, as well as be able to explore a set of technologies for creative purposes.

Skills

With the completed studies the student will be better equipped in utilizing the latent potentials of emerging technology in the setting of product/interaction, architectural, urban or landscape design.

General competence

The student should be able to explain the choice of methods and technologies for realizing their chosen projects, and why. The student should be able to critically reflect on the role of technology in their creative processes

Working and learning activities

As with other elective courses the course will consist of weekly learning activities, lectures, material exploration and use of available technology resources. Each course day will focus on a student's project work with new assignments given on a bi-weekly basis. Assignments will be presented at the beginning of each following course day, with the occasional supplement of lecture in subjects such as ‘Theory of Mechanical Production’, ‘Research through design’, ‘Technology in a historical perspective’, ´The So-called Smart City´, etc.

During the elective course week at the end of the semester, a larger project is to be conducted and presented for the rest of the group. There are several goals for the one-week projects. Aside from being a chance for students to engage in a particular context of use, a goal for the course is to disseminate on experimental uses of 5g, located based services, and digital zoning.

Curriculum

The reading-list will be updated for each year’s themes. This is the curriculum for 2020:

Design Nonfiction - Tellart. Video-series. http://www.designnonfiction.org

Barfield, Woodrow. “Commercial Speech, Intellectual Property Rights, and Advertising Using Virtual Images Inserted in TV, Film, and the Real World”. UCLA Entertainment Law Review, 2006.

Barfield, Woodrow ´Fundamentals of Wearable Computing and Augmented Reality. 2. Edition. CRC Press, 2015.

Berck, Colton. “Aug City: The Cyber-Spatial Impacts of Augmented Reality on the Field of Urban Planning.” Http://digitalcommons.unl.edu/arch_crp_theses/42 2017

Billinghurst, mark and Hirokazu Kato. “Collaborative Augmented Reality.” Communications of the ACM, no 7 (July 1, 202)

Bratton, Benjamin. The Stack, On Software and Sovereignty. MIT Press 2014

Deleuze, Gilles. “Postscript on the Societies of Control.” October 59 (1992)

Dourish, Paul. Where the Action Is: The Foundations of Embodied Interaction. MIT Press, 2001

Edwin, Gardner. “Hack the City!” Amateur Cities, 2015

Hill, Dan. “Network Urbanism.” But What Was the Question? (blog) 2016

Hill, Dan. “The Battle for the Infrastructure of Everyday Life”. Ibid, 2017

Hill, Dan. “The City is my Homescreen.” Dark matter and Trojan Horses (blog) 2019

Hill, Dan. “The Street as Platform 2050.” But What Was the Question? (Blog) 2016

Landry, Charles “The Digitized City: Influence and Impact” Comedia, 2016

Mumford, Lewis. “The City in History: It’s Origins, It’s Transformations, and It’s Prospects” Mariner Books, 1968¨

Townsend, Anthony. “Smart Cities: Big Data, Civic hackers, and the Quest for a New Utopia.” Norton & Company, 2014.

Metahaven, eds “Black Transparency: The Right to Know in the Age of Mass Surveillance.” Sternberg Press, 2015

Virilio, Paul. “Open Sky.” Verso, 2008 (English translation by Julie Rose)

Waal, Martijn de. “The City as Interface: How Digital Media are Changing the City”. Reflect #10. Rotterdam: nai010 Publishers, 2014.

Wood, David Murakami. “Towards Spatial Protocol: The Topologies of the Pervasive Surveillance Society.” Academia.edu, 2019.

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / failThere are 5 minor modules in the course, each with a deliverance. In order to pass the course at least 4 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.

The deliverances from each module and a final exhibition makes up the basis for assessment.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment:There are 5 minor modules in the course, each with a deliverance. In order to pass the course at least 4 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.

The deliverances from each module and a final exhibition makes up the basis for assessment.
Workload activityComment
Lectures There will be a lecture on creative technologies and other related subjects each Tuesday.
Individual problem solvingIndividually tasks will be given between ordinary course days.
Workshops There will be a larger workshop in elective course week.
Attendance 100 % attendance is expected for the whole course.
Forventet arbeidsinnsats:
Workload activity:Lectures
Comment: There will be a lecture on creative technologies and other related subjects each Tuesday.
Workload activity:Individual problem solving
Comment:Individually tasks will be given between ordinary course days.
Workload activity:Workshops
Comment: There will be a larger workshop in elective course week.
Workload activity:Attendance
Comment: 100 % attendance is expected for the whole course.

70 700 Pre-diploma Design

Credits: 
6
Full course name in Norwegian Bokmål: 
Pre-Diplom Design
Course code: 
70 700
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian / English
Year: 
2021
Person in charge
Jonathan Romm
Required prerequisite knowledge

Completed 240 ECTS in total.

Course content

The PreDip course aims to help students to develop a solid launch pad for their diploma projects, one that will allow them to start their design/research process from a knowledgeable and critical position and with a clear plan.

The choice of theme is primarily in the hands of each student, and the direction in which this subject is to take is mainly the result of consultations between each student and their supervisor, the institute leader, and the course staff.

The course is organized in two main phases. The first phase focus both on the individual student’s own skills and interests and the choice of the actual theme of the project. This first phase will be presented and assessed at a midterm-presentation (after app. 1 month). The second phase deals with designing the actual project with a feasible project proposal as its main and final delivery.

 

Learning outcome

KNOWLEDGE

- A reflective, constructive and critical stance to his or her own disciplinary interests, strengths and weaknesses.

SKILLS
- An ability to pitch concepts for as well peers as for potential tutors and partners.

- An ability to develop a feasible diploma project as required at the Institute of Design at AHO.

- An ability to plan an independent or colloborative project.

GENERAL COMPETANCE
- An ability to convey his or her maturity as a designer at a level that make a positive outcome for a diploma project at AHO very likely.

- An ability to conceptualize design ideas into an actionable project proposal

- An ability to propose, discuss and plan an independent study and design project.

Working and learning activities

The course will mix lectures, own research and writing with presentations and tutoring.

Form of assessmentGroupingGrading scaleComment
ReportIndividualPass / fail The student is responsible for taking required initiatives to make agreement with both main and secondary tutor. Furthermore, the student should submit the required deliverables and present the given assignments in plenary presentations according to the timetable of the course. The final submission consists of a final written project description and a final plenary presentation, which both are compulsory. Passed course requires approved written project description and oral presentation.
Vurderinger:
Form of assessment:Report
Grouping:Individual
Grading scale:Pass / fail
Comment: The student is responsible for taking required initiatives to make agreement with both main and secondary tutor. Furthermore, the student should submit the required deliverables and present the given assignments in plenary presentations according to the timetable of the course. The final submission consists of a final written project description and a final plenary presentation, which both are compulsory. Passed course requires approved written project description and oral presentation.

12 802 Diploma Design

Credits: 
30
Full course name in Norwegian Bokmål: 
Diplom design
Course code: 
12 802
Level of study: 
Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian / English
Year: 
2021
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 assessmentGroupingGrading scaleComment
ReportIndividualPass / failIn 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’.
Vurderinger:
Form of assessment:Report
Grouping:Individual
Grading scale:Pass / fail
Comment: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’.

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: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
English
Year: 
2021
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.

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / fail Assignments will be given between ordinary course days. 5 of these are required to be submitted in order to be assessed. The final assessement is an oral examination.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment: Assignments will be given between ordinary course days. 5 of these are required to be submitted in order to be assessed. The final assessement is an oral examination.

Start semester

MARV5

Credits: 
6
Full course name in Norwegian Bokmål: 
Moderne arkitekturstrategier
Course code: 
MARV5
Level of study: 
Executive Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Mathilde Sprovin
Even Smith Wergeland
Kolbjørn Nesje Nybø
Course content

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

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

Learning outcome

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

Working and learning activities

Modulen består av seminarer, ekskursjoner, skrivetrening og litteraturstudier.

Seminar I:        

  • Forelesninger, ekskursjoner og diskusjoner.

Seminar II:       

  • Forelesninger, skrivetrening og diskusjoner.
Curriculum

Et oppdatert pensum som bestemmes senere.

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

Start semester

MARV4

Credits: 
6
Full course name in Norwegian Bokmål: 
Arkitekturanalyse
Course code: 
MARV4
Level of study: 
Executive Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Kolbjørn Nesje Nybø
Even Smith Wergeland
Course content

Modulen omhandler analyse og verdisetting og tolkning av konkrete bygninger. Dette vil forholde seg til bygningenes stedstilhørighet, typologi og arkitekturhistoriske kontekst, samt tolkninger av enkeltbygninger – deres konstruksjoner, håndverksmessige utførelse og endringshistorikk. Modulen presenterer sentrale undersøkelsesmetoder som benyttes for å finne frem til en bygnings historikk, identitet og oppbygging.

Learning outcome

Modulen vil gi studenten kunnskap om viktige undersøkelsesmetoder som brukes på bygninger, og gi studentene bedre forståelse for sammenhengen mellom arkitektoniske helheter og -deler. Modulen skal også gi studentene bedre kunnskap om skriftlig framstilling av arkitekturanalyser, og bruk av et begrepsapparat innenfor samme.

Working and learning activities

Modulen består av to seminarer og avsluttende muntlige presentasjoner. Seminar I og II er forelesninger og diskusjoner. På sluttseminaret presenterer studentene sin oppgave i plenum, med påfølgende kommentarer og diskusjon.

Seminar I:        

  • Introduksjon. Analyser og analysemetoder. Arkiv og kilder.
  • Bygningsarkeologisk metode, dateringsmetoder, analysering og tolkning

Seminar II:       

  • Oppmåling, metoder og verktøy (også bruk av data), håndverksteknikker, m.m.
  • Tekniske bygningsundersøkelser, fargeundersøkelser, overflater, listverk, m.m.
  • Verdisetting

Muntlig:           

  • Presentasjon og drøfting av hjemmeoppgaver
Curriculum

Et oppdatert pensum som bestemmes senere.

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

Start semester

MURB4

Credits: 
6
Full course name in Norwegian Bokmål: 
Urbaniserte landskap
Course code: 
MURB4
Level of study: 
Executive Master
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Lisbet Harboe
Peter Hemmersam
Course content

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

Learning outcome

Studentene kjenner viktig forskning som karakteriserer og analyser forskjellige typer urbaniserte landskap inkludert de livsformer og økologiske forhold som karakteriserer landskapene. Studentene kan drøfte variasjonen av urbane omgivelser og trekke inn internasjonal forskning. Studentene evner å anvende denne forståelse i diskusjon og utvikling av strategier og prosjekter rettet mot realiseringen av en god og bærekraftig utvikling for de forskjellige bylandskapene.

Working and learning activities

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

Seminar I: 

  • Forelesninger diskusjoner og gjennomgang av pensum.

Seminar II: 

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

Et oppdatert pensum er klart tre uker før oppstart på modulen.

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

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