2022 Vår

Start semester

60 412 Landscapes in print

Emnenavn på Norwegian Bokmål:

Landscapes in print

Credits:

Course code:

60 412

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Luis Callejas

Required prerequisite knowledge

Open to Architect students and Landscape Architect students.

Basic Adobe InDesign.

Basic Adobe InDesign

Course content

The Oslo School of Architecture is recognized for instigating and safeguarding a particular sensitivity to landscape. Originally as a unique and enduring way to engage with architecture, and more recently, as a sensitivity that evolved into a landscape architecture program.

When we discuss landscape as a medium for design at the school, what kind of print visual material and references do we often use? What do we own in the library and our archives that contribute to making our school special regarding the intimate relationship between architecture and landscape? Is it possible to discuss this unique aspect of the school just by judging what we own in the library?

In an attempt to break through the myth of the architect and landscape architect exclusively looking at natural scenery, we will unravel and expose the best landscape specific drawings in original print form located in the AHO library and archives.

Secondarily, after almost two years of limited traveling or library visits, the students will focus on what renown designers collected when they traveled. What did they see in distant landscapes, which landscapes were they compelled by, how were they documented and contained in print media? The elective will privilege descriptions and drawings done by designers describing geographies and designed landscapes away from home. The exercise will not only reveal and curate a collection of drawings and texts, ultimately the elective aims to teach students how to discuss landscape drawings as meaningful intellectual contributions.

Learning outcome

Advance use of library resourses

Capacity to evaluate and curate visual material found in different print sources

Introduction to research methods useful in pre diploma, diploma and other projects that require the critical evaluation and organization of visual material.

Understanding the relationship between architecture and landscape through the critical evaluation of visual material that directly addresses landscape media.

Understanding the artistic merit of landscape representations from different printed sourses

Working and learning activities

Conversations about weekly findings

Setting up a final exhibition of findings.

The elective meets in the library every Tuesday. Each student will spend one hour discovering drawings and one hour discovering texts based on suggestions arising at the end of the previous class. The found material must directly address the ground, rocks, vegetation, trees, water, soil, or animals with a high degree of artistic merit.

The drawings and texts focus on how architects and landscape architects engage with the representations of what was unfamiliar landscape elements to them; therefore artistic merit will privilege over scientific accuracy.

We will only focus on the post-WWII period. The exercise is deliberatively undisciplined, as the range to cover and geographic locations are broad. Rapid visual curation will privilege over scholarly rigour.

Half of the designers to be researched are suggested by Luis Callejas at the beginning of the semester. In contrast, the other half is discovered over the multiple visits to the library. At the end of the semester, the course will produce a compilation of the best and most interesting landscape representations and descriptions available in the AHO library. In addition, we will propose a new wish list for library acquisitions.

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	Individual	Pass / fail	individual final booklet and contribution to final exhibition

Start semester

80 404 Speculative Ideation: Hand Drawing as Explorative Medium in Architecture

Emnenavn på Norwegian Bokmål:

Speculative Ideation: Hand Drawing as Explorative Medium in Architecture

Credits:

Course code:

80 404

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Carsten Oeding Loly

Required prerequisite knowledge

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

Course content

"Speculative Ideation..."

adresses the capability of the student of architecture to think with and through drawing by hand.
is practice-based
sets out from the particular ´wants`and ´needs` of the participating student.
encourages exploration and developement of strategies for personal meaning making by drawing.

"Speculative Ideation" contains three main components:

Individual study

The participants choose a subject to pursue through the period of the course.
The subject to investigate and explore can be related to ongoing or earlier studio-courses, but this is not a requirement.
Notes on intentions and reflections over past work in the course will accompany the practical work serving to clarify guidelines and the revision of these.

Individual exercises

Intend to invigorate foundational skills and knowledge and introduce new ones. These exercises draw upon analytical and intuitive approaches familiar to art and architecture.
Keywords: Materiality, gesture, composition and expression, formal analysis.

The exercises take place at the early stages and come to a halt approximately after one-third of the course period.

Plenary talks & discussions

See working and learning activities.

Learning outcome

Knowledge:

Enhanced capabilities and awareness of hand drawing´s potential as a personal medium for speculation and ideation in architecture.

Skills:

Encourages students to develope skills and practical know-how that are informed by the students´ personal ´wants` and ´needs` and adapted to the individual student´s particular workflow.

General competence:

Develop the capability to think with and through drawing by hand.
Develop the awareness of drawing as a medium and an approach for personal meaning making.

Working and learning activities

Excercises

Take place in the first phase of the course
See course content

In-depth study on individually selected topic/theme.

Run throughout the entire course period
See course content

Talks & discussions

Talks and subsequent discussions intend to cover best practice within architecture and art.
During the course students will be expected to present ongoing work and further give critique to work done by peers in the course

Process/evaluation/feedback :

Individual tutoring, group- and plenary discussions
Intermediate presentations

Formal evaluation

Final presentation with external sensor.

Requirements to pass

80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week.

Presence is required at all presentations - intermediate and final.

Digital hand-in of selected work from the course-period.

Curriculum

Being practice-based and grounded on the individual needs of the students, literature concerning foundational and technical aspects of drawing and essays and articles concerning best practice within art and architecture is developed during the course.

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required		Required	80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	Final presentation with external sensor . Requirements to pass 80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week. Presence is required at all presentations - intermediate and final. Digital hand-in of selected work from the course-period

Workload activity	Comment
Individual problem solving

Start semester

12 701 Diploma Architecture

Emnenavn på Norwegian Bokmål:

Diplom arkitektur

Credits:

Course code:

12 701

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

Norwegian / English

Year:

2022

Person in charge

Nina Berre

Required prerequisite knowledge

Admission to AHO and successful completion of 300 ECTS including 12 400 Pre-diploma (6 ECTS).

Course content

The diploma semester (18 weeks) is an architectural study on a theme chosen by the candidate. Program for the diploma has been prepared by the student in the pre-diploma course (6 credits).

Each student has one main appointed supervisor from AHO´s academic staff. In addition, the student can make use of the entire academic staff at AHO, and have the possibility to consult special expertise from outside of AHO, which is supported by the school by a limited amount.

Learning outcome

Knowledge

To make use of relevant knowledge in the production of an architectural project: architectural discourse, relevant project references, theory, history, technology etc.
To develop and complete a project within the framework stated in the program

Skills

To produce a diploma work with high architectural, artistic and/or theoretical qualities
To use relevant methods to develop and present the diploma work
To show professionality in craftmanship and presentation
To define the degree of complexity in the project, and be able to consider the type and depth of work accordingly

General competence

To be able to convey and discuss the content of the diploma work to an audience of architects with no special competence in the subject of the actual diploma.
To be able to reflect on the project´s relation to a wider architectural and societal context

Working and learning activities

The diploma semester is an independent study whose methods and topics are to be outlined in an approved pre-diploma brief.

The diploma semester starts of with an information meeting where both administrative and academic staff is present. Main source of information and updates during the semester is Moodle, and as a diploma student you are obligated to familiarize yourself with the AHO's diploma regulations. The regulations outlines the frame work of the diploma semester, and describes details conceringin submission, reviews and assessment.

A diploma project may be withdrawn from examination by December 1st (Fall semester) and May 1st (Spring semester). Before the withdrawal date, AHO organizes an extra review of underdeveloped projects in risk of failing. A team of teachers, including the supervisors, will give a clear recommendation to these students on whether to withdraw or deliver.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	The diploma project should be evaluated on the terms, problematics and scope that the students themselves have defined in their project and in relation to the criteria given by the examiner´s guide to diploma evaluation and the required learning outcome.

Start semester

2022 Vår

40 645 Radical Architecture II : Works + Words

Emnenavn på Norwegian Bokmål:

Radical Architecture II : Works + Words

Credits:

Course code:

40 645

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Lisbeth Funck

Matthew Anderson

Required prerequisite knowledge

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

Part of course series: Radical Architecture

Course content

Studio Positions’ course series Radical Architecture aims towards a radical understanding of architecture through a critical and conceptual approach to the creation of architecture. To be radical requires the critical thinking or rethinking of what something is, what made it what it is, and its potential for development with regards to architecture. With this aim the studio engages with architectural cases and places to build a holistic understanding of architecture’s role in society. Furthermore, the studio engages with language, philosophy, and ethics in order to take care of and renew architecture.

Our times are changing rapidly, as do the contexts in which architects operate. We believe there is a need for a radical or speculative architecture that evolves from the past and the present to give way to new architectural possibilities.

We are aiming for the edges of what architecture can do and seek to develop our capacity to imagine a future architecture that builds on but nevertheless,and alters established orders – and thus, deconstruct architectural and social norms.

The task: A HOUSE

The spring semester of 2022 will be the second in a series of courses that focus on critically thinking (rethinking) and questioning contemporary architectural practice and the built environment.

The culture, particularly the architecture, of Japan will be the background for the discussion on the radical in architecture. The building tradition in Japan can be perceived as a process of continuous and unique development, up to and including our time. Why and in what way?

One reason is that Japan is an island nation, naturally separated from continental influences. Japan was also politically isolated for several centuries (Sakoku, 1603-1868), a period in which the government imposed severe limitations on relations and trade with other countries.

Throughout history, the developing culture of Japan has been firmly integrated into its architecture, and thus daily life - and still is. The architectural qualities of the Machiya (townhouse) and Minka/Noka (artisans’ and farmhouses) are a continuous source of inspiration for contemporary architectural practice. The architecture of Kazuo Shinohara (1925-2006), Kazunari Sakamoto (1943-), Toyo Ito (1941-), Kazuyo Sejima (1956-), Ryue Nishizawa (1966-) Momoyo Kaijima (1969-), Junya Ishigami (1974-), and Go Hasegawa (1977-), among others, are considered to be anchored in Japan’s tradition without being considered traditionalist.

In what way are architectural qualities passed on – both the measurable qualities and non-measurable qualities belonging to the common architectural heritage, while at the same time challenging and renewing established values? What is recurrent in new architectural interpretations of the tradition, and what is left behind?

We will, through case studies of selected buildings, question the act of translation and interpretation in architecture. Furthermore, by discussions and practical workshops, we will examine the relationship between works and words, and question what radical architecture is or can be, asking – what does radical architecture mean today and why do we need to discuss it?

The semester task is to reflect on architectural qualities found in a given case study, and to develop and alter these qualities into a new architecture.

Parallel with the development of a spatial structure, the students are asked to write an ongoing process text taking various positions when describing the work; the Subjective, the Poetic, and the Tactile.

The overall outcome of the studio will be a collection of work-based individual and common architectural reflections towards future architectural projects.

Learning outcome

Knowledge:

practice knowledge through case studies,
practice knowledge through architectural design (semester project)
material and structural knowledge

Skills:

work based and theoretical research skills,
conceptual architectural thinking,

General competence:

critical thinking, and
ability to develop an argument through an architectural project and written reflection.

Working and learning activities

Pedagogy

The studio has a research-based teaching, were the student is encouraged to develop an individual formal language, and through different medias investigate architectural issues/questions based on a given topic. With a practice-based research and a sensual approach to technical challenges, we aim at a deeper understanding of the fundamentals of architecture and thus position oneself in the continuous architectural discourse.

Structure:

The semester is organized and the project (works) are continuously developed through with the following progression:

Framing an architectural concept
Imagining a life (scale, materiality, activity, accessibility, structure)
An architectural project

This work is accompanied by continuous written reflection (words) to be discussed in plenum.

The studio emphasizes and facilitates peer-review of works and words as a vital aspect of the learning environment.

Studytrip: Japan

A study trip to Japan of 8 days is planned at the end of the semester (mid May). This is subject to travel restrictions related to the pandemic.

Curriculum

Recommended readings:

Fiction:
Haruki Murakami, After Dark
Haruki Murakami, First person singular
Banana Yosimoto, Kitchen
Seishonagon, The Pillow book
Laszlo Krashnahorkai, Seiobo There Below
Yoka Tawada, The last children of Tokyo

Non-fiction:
Kazunari Sakamoto: The world of architect
Kazunari Sakamoto: Lecture
Kenzo Tange, Katsura Imperial House
Atelier BOW-WOW, Graphic Anatomy
Momoyo Kaijima,Junzo Kuroda, Yoshiharu Tsukamoto, Made in Tokyo
Takaharu+Yui Tezuka, Nostalic Future
Kazuo Shinohara, On the Threshold of Space-making
Kazuo Shinohara, Complete Works, JA (The Japan Architect) nr 93, 2014
Arata Isosaki, Japan-ness in Architecture
Mori Art Museum/ Kenchiku-shir, Japan In Architecture - Genealogies of its Transformation

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail

Workload activity	Comment
Attendance	Participation and attendance in lectures, supervision at the desks in the studio, seminars and workshops is expected.
Excursion	Excursion to Japan. Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this. Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.

Start semester

12 802 Diploma Design

Emnenavn på Norwegian Bokmål:

Diplom design

Credits:

Course code:

12 802

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

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 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’.

Start semester

70 700 Pre-diploma Design

Emnenavn på Norwegian Bokmål:

Pre-Diplom Design

Credits:

Course code:

70 700

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

Norwegian / English

Year:

2022

Person in charge

Monika Hestad

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 assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / 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.

Start semester

70 600 Industrial Design 2: Transform

Emnenavn på Norwegian Bokmål:

Industridesign 2: Transform

Credits:

Course code:

70 600

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

Norwegian / English

Year:

2022

Maximum number of students:

Person in charge

Nina Bjørnstad

Håkan Edeholt

Required prerequisite knowledge

Passed foundation level courses at AHO (BA level) or equivalent education of 180 ECTS. Experience with 3D modeling.

Students with Industrial Design I will have priority.

2 year international master students must have been approved for industrial design.

Course content

Transform is a course in industrial design dealing with new tools for developing, prototyping and conveying design solutions. Primacy is given to new contexts and themes that rather propose radical than incremental solutions. The course is organized around two extensive main iterations and phases. The first phase is based on a foresight a few decades ahead and then, as a second phase, the result of the first phase is back-casted in time and transformed by design to a more contemporary context. The outcome of both phases will be physical products presented by digital media and physical models.

The course focuses specifically on the use of various forms of physical and digital prototypes that supports the creative ideation process. Traditional sketching and model building will therefore be blended with e.g. material explorations, digital visualization and other forms of conveying a rich variety of different design concepts. Independent of which technology is used, emphasis will always be on the core competences traditionally found in industrial design.

Learning outcome

The student shall after the course be able to participate in more advanced and complex design processes; and doing so by building upon their training as an independent designer with a creative, aesthetic and designerly approach.

KNOWLEDGE

By the completion of the course the student shall have further knowledge about:

the kind of solution driven design process being so inherent in the industrial design tradition.
video techniques and storytelling in different media
the kind of practical and theoretical research methods developed within the industrial tradition.

SKILLS
By the completion of the course the student shall have further strengthened the ability to:

use an industrial designer’s toolbox including (but not limited to); sketching through different media, creative methods, team work, foresight and presentation.

COMPETENCE
By the completion of the course the student shall:

have a State of the Arts (SoA) competence in industrial design.
have a reflective and realistic understanding of his/her present competence and what's required to achieve sufficient professional knowledge and skills within another year of practice at IDE/AHO. For each individual student, the curricula might therefore be slightly modified.
learn new things quickly, typically in entirely new context and often without any relevant users able to be informants or co-designers.

Working and learning activities

The work is arranged as a design studio with lectures, workshops and presentations woven in as a natural part of the activity. Both main phases involve workshop time, and the students inspire and evaluate each other along the way. Transform focuses in the students' reflections around a better future and doing so through design.

Curriculum

https://skepticalscience.com

https://biomimicry.net/the-buzz/resources/biomimicry-designlens/

https://www.lowtechmagazine.com

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The course will primarily be assessed through project work, self-assessments and deliveries submitted as design models, videos and presentations. The first module is assessed by involved teachers, and finally the whole course is assessed by an external supervisor. The student need pass both phases to pass the course. For students that fail one of the two modules, a supplementary delivery can be submitted before the final assessment.

Workload activity	Comment
Attendance	The students are expected to take active part and be present in the studio, attend lectures and groupwork throughout the whole course. They are expected to attend all presentations, workshops, common lectures and time with supervisors.

Start semester

70 601 Interaction Design 2: Screens

Emnenavn på Norwegian Bokmål:

Interaction Design 2: Screens

Credits:

Course code:

70 601

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Mosse Sjaastad

Required prerequisite knowledge

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

Students that have taken Interaction Design 1 will have first priority, and students with Service Design 1 have second priority.

2 year international master students must have been approved for interaction design

Course content

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

New digital technologies, and the internet in particular, have changed the ways of production and consumption of information. The internet itself has undergone a sea-change in recent years, from primarily static and closed systems to infrastructures where openness, information sharing, collaboration and creativity are key ingredients.

Massive information datasets and structures need to be presented in dynamic, user-friendly and accessible ways, allowing for easy navigation, providing an overview as well as detailed analysis. These sophisticated design challenges will be explored in a range of workshops and projects.The course will provide students with appropriate practical skills, design methods and design thinking tools, enabling them to tackle advanced screen-based design issues, and leading to the creation of engaging, informative and effective interfaces. The semester is a compilation of several smaller modules and workshops to introduce the students to the new and more screen specific methods, processes and tools that will form the core of the term. This will be followed by one final project, where students will develop more in-depth conceptual frameworks.

Learning outcome

KNOWLEDGE

Students will

• gain an insight and understanding of the fundamental challenges in the design of screen-based interaction design, and apply this to the design of engaging user-experiences

• understand the roles and opportunities for the designer in a technologically driven environment.

SKILLS

Students will

• improve their screen-based graphical technical and production skills

• be able to use tools and methods to prototype interactive concepts

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

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

Working and learning activities

Many small modules

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

Frequent critic’s and presentations

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

Partner collaboration

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

Group work

Students will be working individually or in groups of two.

Curriculum

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

Microinteractions: Designing with details. Dan Saffer. O’Reilly Media

Intertwingled: Information Changes Everything. Peter Morville. Semantic Studios

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

Designing interactions. Bill Moggridge. The MIT Press

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The course consist of 4 - 7 modules, and all modules need to be passed in order to pass the whole course. Evaluation will be based on the following elements in percentage: • 95% Design projects, presentations, minor deliverables, workshops and appropriate presentation material for the final project. Projects will be assessed for their creativity, expression, innovation, usability and appropriateness of design. • 5% contribution towards the group exhibition The course will be assessed by an external sensor/examiner. 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.

Workload activity	Comment
Attendance	This is an intensive course and it demands consistent and hard work from the participants. Students are expected to participate and be present on a daily basis with continuous work effort throughout the semester. There is at least a 90 % expected attendance for lectures and workshops.

Start semester

70 602 Service Design 2: Service Design Futures

Emnenavn på Norwegian Bokmål:

Tjenestedesign 2: Fremtidens tjenestedesign

Credits:

Course code:

70 602

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Ted Matthews

Required prerequisite knowledge

Passed foundation level (BA-level) at AHO or equivalent education with 180 ECTS.

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

International 2 year master students must have been approved for service design.

Recommended previous knowledge.

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

Course content

This module based course focuses on honing existing Service Design knowledge and competencies through practice by direct access to the schools focus areas of research whilst actively contributing to their development.

In addition undertaking this form of learning through contributing to research, the students will develop their ability to reflect on their own design practice within the rigorous framework of research practice.

These research focus areas are:

Service design for Public Sector innovation and social innovation.
Design for highly experiential services.
Innovation in methods, tools and service materiality.

By working with these areas students will practice what they have learnt in Service Design I and/or GK5 and GK6 by applying these design skills through ‘research-by-design’ to ongoing research projects with in-house researchers together with their external partners.

Learning outcome

KNOWLEDGE

Understand and appropriate research methodologies used within design research projects.
Develop an analytical approach to the field of Service Design
Reflection on what design research and its methodologies mean for service design practice and vice versa

SKILLS

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

GENERAL COMPETENCE

Gain an overview of the state of the art of Service Design research
Promote an active and designerly participation within research projects

Working and learning activities

The course is run differently from Service Design 1. In Service Design 2 students will be working more independently and in close collaboration with service design researchers at the school.

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

There will also be lectures with invited guests, designers and researchers. The students are expected to read some curriculum literature.

Evaluation

Curriculum

To be announced

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

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

Workload activity

Comment

Attendance

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

Start semester

70 507 Service of Living

Emnenavn på Norwegian Bokmål:

Service of Living

Credits:

Course code:

70 507

Level of study:

Master

Teaching semester:

2022 Spring

Assessment semester:

2022 Spring

Language of instruction:

English

Year:

2022

Maximum number of students:

Person in charge

Guttorm Ruud

Ted Matthews

Required prerequisite knowledge

Admission to AHO and successful completion of three years Bachelor level studies (180 ECTS). The course is open to architecture and design students.

Part of course series: Service of living

Course content

The studio is run by the Institute of Architecture and Institute of Design together with Comte Bureau and in collaboration with OBOS as a cross-disciplinary research exercise to rethink housing in Oslo.

In the 1930s Oslo experienced challenges of inadequate and unhealthy living conditions and lack of affordable housing for families. Oslo Municipality gathered a research group consisting of architects, engineers and sociologists to work together to study and improve this housing situation. Post-war housing standards, housing cooperations, homeownership policies and planned communities were further developments of these efforts – a large part of the Oslo population lives in the resulting homes and neighbourhoods today.

In 2022 the challenges are new. An unregulated housing market means that homeownership in Oslo is becoming increasingly inaccessible. Family structures have changed: single households are becoming the norm and many feel lonely. Emerging technologies and new types of services transform our communities, social lives and neighbourhoods. Not to forget the challenges of adjusting the way we live to the new realities of climate change and environmental issues. These new challenges are reasons to rethink housing.

However, these challenges are far too complex, wide-ranging and interconnected to be addressed by one design field alone. Instead, they require cross-disciplinary problem solvers to work together to craft a new way of thinking and working. Therefore, the course will be run by the Institute of Architecture and Institute of Design together with Comte Bureau, a leading actor in developing projects merging service design and architectural competencies. We will enable architecture and design students to work together as a team and to explore a cross-disciplinary, human-based working process and methodology. The studio research involves defining the needs of target groups, translating those needs into solutions, and finally developing a methodology for testing them.

This exploration will be made in collaboration with OBOS, a housing developer that was fundamental in the post-war efforts towards good, affordable housing. The studio will rethink the broader themes defined by OBOS Living lab; an experimental living arena that aims to enable quality in affordable living today. The studio sets out to investigate how we, by combining tools and methods available from social sciences, service design and architecture may address the many factors that influence the way we live. We will investigate living today and design the living of tomorrow. We will research how decisions makers, developers, architects and designers can develop housing and neighbourhoods more fitted to present-day challenges.

Learning outcome

KNOWLEDGE

Knowledge of the history of housing and housing politics.
Knowledge of the cultures and uses of design methods and approaches to research in the fields of service design and architecture.
Understanding of human-centred approaches to design and architecture practice.

SKILLS

Skills of observation, analysis, and design methods that lead to architectural solutions based on human needs.
Skills in working in a cross-disciplinary space that combines design thinking with architectural methods.
Visualisation skills to communicate human needs, lived experiences and possible future experiences.
Skills in full-scale testing of architectural designs (prototypes).
Skills in communicating research findings.
Collaborative skills for working in cross-disciplinary teams.

GENERAL COMPETENCE

Understanding of the role and value of each discipline involved in a cross-disciplinary project.
Broad methodical insight earned by actively participating in a cross-disciplinary process.
Relevant professional experience with cooperation in cross-disciplinary teams.

Working and learning activities

The activities will be lectures, studio work (groups and individual), tutoring sessions in the studio, workshops, structured presentations and discussions within the course participants. Furthermore, collaboration and consultation with OBOS and the OBOS Living Lab, various research activities including interviews and other interactions with informants, excursions and on-site surveys, using statistics and other publicly available information, and a main design project in collaboration with external partners.

The student’s progression through both projects will be presented by means of group and individual mid-term deliverables and presentations, workshops, research material and a final full-scale design test (prototype), report or exhibition to communicate results and findings.

Details regarding the calendar, main events, deliverables, and evaluation criteria will be described and detailed at the onset of the course.

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: • Ability to collaborate • Ability to visualize and communicate findings from insight work • Group and individual mid-term deliverables • Presentations • Final prototype/report/exhibition (Main deliverable). The course consists of a main deliverable that will be developed and defined by the students themselves as most appropriate for the dissemination of findings during the semester. The course will also consist of group and individual deliverables throughout, and students 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 the project at the beginning of the course.

Workload activity	Comment
Attendance	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. This is an intensive course and it demands consistent and hard work from the participants. Although the project will be developed in groups, individual deliverables will also be required during the projects. Whilst the course draws on the experience of the external partner involved in developing and delivering this course, there will also be a degree of experimentation and iterative development of new methods during the course.

Workload activity

Comment

Attendance

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. This is an intensive course and it demands consistent and hard work from the participants. Although the project will be developed in groups, individual deliverables will also be required during the projects. Whilst the course draws on the experience of the external partner involved in developing and delivering this course, there will also be a degree of experimentation and iterative development of new methods during the course.

Mandatory coursework:	Presence required
Courseworks required:
Presence required:	Required
Comment:	80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	Pass / fail
Comment:	Final presentation with external sensor . Requirements to pass 80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week. Presence is required at all presentations - intermediate and final. Digital hand-in of selected work from the course-period

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	The diploma project should be evaluated on the terms, problematics and scope that the students themselves have defined in their project and in relation to the criteria given by the examiner´s guide to diploma evaluation and the required learning outcome.

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

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

Languages

2022 Vår

Start semester

60 412 Landscapes in print

Start semester

80 404 Speculative Ideation: Hand Drawing as Explorative Medium in Architecture

Start semester

12 701 Diploma Architecture

Start semester

40 645 Radical Architecture II : Works + Words

Start semester

12 802 Diploma Design

Start semester

70 700 Pre-diploma Design

Start semester

70 600 Industrial Design 2: Transform

Start semester

70 601 Interaction Design 2: Screens

Start semester

70 602 Service Design 2: Service Design Futures

Start semester

70 507 Service of Living

Pages

Workload activity:	Attendance
Comment:	Participation and attendance in lectures, supervision at the desks in the studio, seminars and workshops is expected.