QCF260 Creative Design
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QCF260 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2024, Kelvin Grove, Internal
| Unit code: | QCF260 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Aleea Monsour | at.monsour@qut.edu.au |
Overview
In QCF260 Creative Design you will develop an understanding of approaches to problem solving, creativity and design thinking frameworks. Creative thinking is increasingly valued as a key success factor in professional and educational sectors as it allows you to engage with complex and ever changing environments. You will be introduced to ways of working that are applicable to a broad range of real world contexts. You will use creativity and design thinking frameworks to generate solutions to a given problem and to develop creative solutions.
Learning Outcomes
On successful completion of this unit you will be able to:
- Recognise and use creative thinking and problem solving tools, models and processes (CLO1)
- Practise creative thinking skills, using appropriate tools (CLO1, CLO2)
- Evaluate and critique your own creative and problem solving processes (CLO2, CLO5)
- Communicate effectively, using written, oral, visual and other modes (CLO3, CLO6)
- Select and apply problem solving skills and design thinking processes to a range of problems to develop a creative outcome. (CLO2, CLO4, CLO6)
Content
Each module in this unit progressively builds and develops creative thinking and problem solving skills individually and within a group structure.
Module Topics
1. Building Creative Confidence
This module will build students creative confidence through a range of divergent and convergent processes that will involve, brainstorming, risk taking and play. Students will be engaged in problem-based and design thinking frameworks.
2. Creative Problem Solving and Thinking Tools
This module will explore a variety of creative thinking tools, models and techniques that are useful in the development of creative responses to given problems
3. Building Empathy and Effective Collaboration
This module focuses on producing a creative design solution that responds to a prescribed design problem. Students also explore effective oral communication strategies.
Learning Approaches
QCF260 Creative Design uses a design thinking process grounded in a problem-based learning framework. This approach will enable you to learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. You will work through the complex process of designing which involves using the design thinking framework; Inspiration, Ideation and Implementation.
Feedback on Learning and Assessment
In this unit a feedback process will support your learning and help you to develop your skills and strategies for seeking and applying teacher feedback. You will use teacher feedback in order to modify your work, develop a deeper understanding of the assessment tasks, enhance your creative and design thinking skills. Engagement with ongoing feedback will enable you to become a critical, resilient and flexible thinker. Individual feedback on summative assessment tasks will be provided and will align with the criteria provided at the start of the teaching period. There will be opportunities for one on one consultation with your teacher, peer review and self reflection.
Assessment
Overview
In QCF260 Creative Design you will do three summative assessments: a visual map with justification, a reverse design task and a design project and presentation. During classes, opportunities are provided for you to develop your creativity and design thinking skills. Formative assessment will support your learning by giving you an opportunity to practise the assignment or task and learn from feedback before completing it for marking purposes.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Visual Map with Justification
You will design and create a personal visual map using Sway. Your visual map should include a mix of stimulus that relates to you. To complement your Sway you will submit a 400-word justification that explains your selection and the connection between the various stimuli that you have chosen. Choose 8 pieces of stimulus from lists provided. Once you have selected your stimulus, use Sway to combine your selected stimulus into your final visual map.
This is an assignment for the purposes of an extension.
Assessment: Reverse Design
You will reverse design an object to better meet the needs of a QUT College student using the methods and modes taught in class. You will investigate the critical decision making process undertaken in the development of the object through observation and analysis of its structure, function, and operation.
Your response will be a critical analysis of the original design in the form of a Sway. Your Sway may include annotated drawings, photographs, diagrams, sketches and brainstorms.
This is an assignment for the purposes of an extension.
Assessment: Design Project
This project has two parts.
Part A:
Due Date: Week 12
You must produce a product (design solution) that responds to the prescribed design problem related to QUT. The solution must be in the form of a product or service that you will develop using the design thinking process (inspiration, ideation, implementation).
Weighting: 30%
Part B:
Due Date: Week 13
This is a recorded presentation of your product
approximately 5 minutes in length
Weighting: 20%
Both Part A and Part B are considered an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC08 Standard Foundation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Design Project - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Design Project - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Model ethical and culturally responsible behaviour and self-regulated academic practice
Relates to: Visual Map with Justification, Reverse Design - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Visual Map with Justification, Reverse Design, Design Project
QC18 University Preparation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Design Project - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Design Project - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Model ethical and culturally responsible behaviour and self-regulated academic practice
Relates to: Visual Map with Justification, Reverse Design - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Visual Map with Justification, Reverse Design, Design Project
Unit Outline: College 2 2024, Kelvin Grove, Internal
| Unit code: | QCF260 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Aleea Monsour | at.monsour@qut.edu.au |
Overview
In QCF260 Creative Design you will develop an understanding of approaches to problem solving, creativity and design thinking frameworks. Creative thinking is increasingly valued as a key success factor in professional and educational sectors as it allows you to engage with complex and ever changing environments. You will be introduced to ways of working that are applicable to a broad range of real world contexts. You will use creativity and design thinking frameworks to generate solutions to a given problem and to develop creative solutions.
Learning Outcomes
On successful completion of this unit you will be able to:
- Recognise and use creative thinking and problem solving tools, models and processes (CLO1)
- Practise creative thinking skills, using appropriate tools (CLO1, CLO2)
- Evaluate and critique your own creative and problem solving processes (CLO2, CLO5)
- Communicate effectively, using written, oral, visual and other modes (CLO3, CLO6)
- Select and apply problem solving skills and design thinking processes to a range of problems to develop a creative outcome. (CLO2, CLO4, CLO6)
Content
Each module in this unit progressively builds and develops creative thinking and problem solving skills individually and within a group structure.
Module Topics
1. Building Creative Confidence
This module will build students creative confidence through a range of divergent and convergent processes that will involve, brainstorming, risk taking and play. Students will be engaged in problem-based and design thinking frameworks.
2. Creative Problem Solving and Thinking Tools
This module will explore a variety of creative thinking tools, models and techniques that are useful in the development of creative responses to given problems
3. Building Empathy and Effective Collaboration
This module focuses on producing a creative design solution that responds to a prescribed design problem. Students also explore effective oral communication strategies.
Learning Approaches
QCF260 Creative Design uses a design thinking process grounded in a problem-based learning framework. This approach will enable you to learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. You will work through the complex process of designing which involves using the design thinking framework; Inspiration, Ideation and Implementation.
Feedback on Learning and Assessment
In this unit a feedback process will support your learning and help you to develop your skills and strategies for seeking and applying teacher feedback. You will use teacher feedback in order to modify your work, develop a deeper understanding of the assessment tasks, enhance your creative and design thinking skills. Engagement with ongoing feedback will enable you to become a critical, resilient and flexible thinker. Individual feedback on summative assessment tasks will be provided and will align with the criteria provided at the start of the teaching period. There will be opportunities for one on one consultation with your teacher, peer review and self reflection.
Assessment
Overview
In QCF260 Creative Design you will do three summative assessments: a visual map with justification, a reverse design task and a design project and presentation. During classes, opportunities are provided for you to develop your creativity and design thinking skills. Formative assessment will support your learning by giving you an opportunity to practise the assignment or task and learn from feedback before completing it for marking purposes.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Visual Map with Justification
You will design and create a personal visual map using Sway. Your visual map should include a mix of stimulus that relates to you. To complement your Sway you will submit a 400-word justification that explains your selection and the connection between the various stimuli that you have chosen. Choose 8 pieces of stimulus from lists provided. Once you have selected your stimulus, use Sway to combine your selected stimulus into your final visual map.
This is an assignment for the purposes of an extension.
Assessment: Reverse Design
You will reverse design an object to better meet the needs of a QUT College student using the methods and modes taught in class. You will investigate the critical decision making process undertaken in the development of the object through observation and analysis of its structure, function, and operation.
Your response will be a critical analysis of the original design in the form of a Sway. Your Sway may include annotated drawings, photographs, diagrams, sketches and brainstorms.
This is an assignment for the purposes of an extension.
Assessment: Design Project
This project has two parts.
Part A:
Due Date: Week 12
You must produce a product (design solution) that responds to the prescribed design problem related to QUT. The solution must be in the form of a product or service that you will develop using the design thinking process (inspiration, ideation, implementation).
Weighting: 30%
Part B:
Due Date: Week 13
This is a recorded presentation of your product
approximately 5 minutes in length
Weighting: 20%
Both Part A and Part B are considered an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.QC08 Standard Foundation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Design Project - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Design Project - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Model ethical and culturally responsible behaviour and self-regulated academic practice
Relates to: Visual Map with Justification, Reverse Design - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Visual Map with Justification, Reverse Design, Design Project
QC18 University Preparation Program
- Demonstrate and apply theoretical, conceptual and/or technical knowledge based on the discipline of study
Relates to: Design Project - Apply critical, creative and analytical thinking and effective problem solving in a range of contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Use academic language to suit the intended purpose and audience in written, oral and multimodal genres
Relates to: Design Project - Demonstrate interpersonal communication skills and cultural awareness appropriate to collaborative and classroom contexts
Relates to: Visual Map with Justification, Reverse Design, Design Project - Model ethical and culturally responsible behaviour and self-regulated academic practice
Relates to: Visual Map with Justification, Reverse Design - Apply academic, information and digital literacy skills appropriate to undergraduate study
Relates to: Visual Map with Justification, Reverse Design, Design Project