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70 167 Design for Sustainability: Enacting in the real world

Studiepoeng: 
6
Full course name in English: 
Design for Sustainability: Enacting in the real world
Emnekode: 
70 167
Studienivå: 
Syklus 1 og 2
Undervisningssemester: 
2022 Vår
Eksamenssemester: 
2022 Vår
Undervisningsspråk: 
Engelsk
År: 
2022
Maksimum antall studenter: 
15
Emneansvarlig
Tobias Luthe
Om emnet

Do you sometimes feel lost, overwhelmed, and frustrated about how we can live more sustainable lives?

This course will introduce you to ways of making sense of the complex challenges our world is facing – and do something about it! Here you will learn how to be empowered to ‘dance’ with systems through Systems-Oriented Design (SOD) and advance sustainability knowledge by and through design.

You will experience SOD in action through a real-world example of the mountain community of Hemsedal. We will visit Hemsedal for 1 week in late March, to immerse ourselves in the local place, talking with stakeholders and learning from nature in a beautiful alpine environment.

Læringsutbytte

Knowledge, skills, general competence

  • Understand what you as an individual and part of society can and should contribute – especially as future designers.
  • Identify how to take more effective action to address the crises we face -  in whatever scale you will find yourself
  • Learn how to use sustainability, systems-thinking and systemic design concepts within real-world communities
  • Learn how to visualize complexity through gigamaps and synthesize complexity through writing
Praktisk organisering og arbeidsmåter

Week 1 will be centered around an introduction to SOD and sustainability science. You will learn how design and sustainability knowledge can be merged to help take more effective action. You will also develop a QUEST, or set of questions you are interested in, to use as a guide while in Hemsedal. This will be taught through brief lectures and outdoor reflection activities

Week 2 (COVID regulations permitting) will be a multi-day field trip to observe, talk to community members and be inspired by nature-based design approaches.

Week 3 will be focused on gathering all the information you learned from Hemsedal and starting to translate your QUEST into a gigamap and small written report. This is an independently structured week – you may work alone or in small groups - we encourage you to find a time and work rhythm that fits best for you. A few tutoring sessions will be available to guide you on your gigamapping/writing journey.

Week 4 will use discussions, self-reflections, writing and mapping to support you in finalizing your project work. At the end of the week, you will present your outcomes.

Working and learning activities:

-          Lectures, discussion, tutoring, writing

-          Nature walks as “vitamin N time” and (video) reflections on course content, both individually and

            as a class

-          Readings and facilitated class discussions on articles related to core course content

-          Local field research and outdoor excursions

-          Gigamapping of content across various scales

VurderingsformGrupperingKarakterskalaKommentar
Vurderingsmappe-Bestått / ikke beståttRequire deliveries and what is part of the assessment:

-Three written reflections of about 300 words each
-Three simple video reflections of about 1-2 minutes (due at the end of each week)
-Your QUEST in written and graphical format
-Gigamap of your QUEST (as individual frame within a group map, plus explanation of how to read the map, in total about 600 words per student. This also will include an “ego-centric component – i.e., how you fit into the context )
-Final presentation
Vurderinger:
Vurderingsform:Vurderingsmappe
Gruppering:-
Karakterskala:Bestått / ikke bestått
Kommentar:Require deliveries and what is part of the assessment:

-Three written reflections of about 300 words each
-Three simple video reflections of about 1-2 minutes (due at the end of each week)
-Your QUEST in written and graphical format
-Gigamap of your QUEST (as individual frame within a group map, plus explanation of how to read the map, in total about 600 words per student. This also will include an “ego-centric component – i.e., how you fit into the context )
-Final presentation