DVB305 Co-Design and Future Design Practices


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 Outline: Semester 1 2027, Kelvin Grove, Internal

Unit code:DVB305
Credit points:12
Coordinators:Nicole Vickery | nicole.vickery@qut.edu.au
Jeremy Kerr | jeremy.kerr@qut.edu.au
Nicole Vickery | nicole.vickery@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This unit focuses on co-design, participatory design and emerging methodologies as inclusive, ethical, and collaborative approaches to problem-solving. You will explore how design can build strategic partnerships with communities, users, clients, and institutions to address complex social, environmental and systemic challenges. The unit introduces key theories, methods, and practices of co-design, including power dynamics, facilitation, trust-building, and collective authorship. It examines models for improvement and innovation, such as behaviour change frameworks, systems mapping, future prototyping, and transition design. Examples from a range of industry domains will be studied, such as health, social innovation, education, public services, and civic engagement. You will deepen your practical skills through hands-on engagement with participatory methods, and critically reflect on the role of the designer as an enabler of inclusive and transformative design processes.

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Demonstrate a critical understanding of contemporary issues and approaches to utilising co-design and other transformative design approaches in various contexts.
  2. Identify, evaluate and critically analyse a range of best practices and leading industry exemplars that apply co-design and other emerging design approaches to solve complex strategic problems.
  3. Explore and develop individual and collaborative practices and approaches to design strategy.
  4. Apply a variety of design tools and processes to develop user-centric solutions in various contexts.
  5. Communicate coherently and collaboratively using a range of media to convey design prototypes

Content

This unit presents lectures and practical classes which address content such as:
 
• theoretical foundations of co-design and other design approaches for strategic problems
• application of user-centred design approaches, usability and user experience in a range of contexts
• understanding of multiple user groups
• capacity to identify a strategic design opportunity and to analyse contexts for design application
• creating conceptual design that respond to a brief and an identified design context
• low- and high-fidelity prototyping techniques
• fundamental approaches to evaluate outcomes against design goals
• understanding and writing design rationales.

Learning Approaches

Lectures are supported by presentations, online and video-resources, demonstrations of user-centric design and contextualisation within the field of design as well as other diverse sectors. Resources include selected readings, handouts and case studies. Teaching activities will deliver key practical skills and consist of problem-based learning activities and supervised practical workshop sessions to explore and apply concepts. Assessment is based on real-world briefs and scenarios for health and wellbeing, social and cultural change, environmental sustainability, and business sector innovation. Industry leaders will provide expert feedback on your ideas. In the online mode of this unit, you will learn through engaging in a variety of online activities, online self-directed learning, and weekly research and readings that are designed to support your learning experience. The recorded lectures will examine conceptual and theoretical principles and issues across a variety of design areas, with a focus on contemporary case studies. Throughout the online delivery of this unit, you will receive support from your instructors and peers. You will have access to online resources and materials, and you will be able to communicate with your instructors and peers via various online platforms. A variety of support materials will be published on the Canvas website to coordinate the unit.

Feedback on Learning and Assessment

Feedback in this unit is provided to you in following ways:

  • criteria sheets
  • in-class formative exercises
  • peer and tutor feedback
  • Canvas general comments to cohort group

Assessment

Overview

 

This unit includes two summative assessment items that require you to propose and present prototype design solutions developed through co‑design and a range of design methods appropriate to your chosen context.

 

 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Design Project Proposal

For this assignment, you will research and analyse a real-world industry-led brief, and create a design project proposal that addresses user needs. You will use various formats, such as video, to present your proposal, and it should be based on in-depth research and analysis of leading examples in the field. Your proposal should showcase your skills in conceptualisation, development, and presentation of design projects, and demonstrate your ability to create innovative solutions that meet real-world challenges.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1, 2

Assessment: Design Project Prototype Presentation

You will present a developed prototype that addresses the design problem/brief and implements the identified design goals. The presentation includes a design rationale that communicates the outcome, context and goals. The prototype may take various forms depending on the project, such as physical models, digital models, or interactive mock-ups. The presentation includes detailed documentation and evidence of testing to demonstrate the viability of the design.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Weight: 50
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 2, 3, 4, 5

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

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.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

To enable your full participation in the virtual learning environment, including taking part in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, a webcam, a headset, and a microphone. You will also need a suitable learning environment where you can participate without interruptions when required.

 

 

Resource Materials

Prescribed text(s)

A list of resource materials for this subject will be provided on the subject’s Canvas site. The set textbook for this unit is ‘The Art of Co-Design: A Guide to Creative Collaboration’ (ISBN 9789063696924). 

Risk Assessment Statement

All students and staff are required to complete Tier 1 of CIESJ Student HSE Inductions for access to campus buildings and facilities. This must be completed online.

Tier 1 Visit and review all sections of the health, safety and environment 

If requiring access to Z5, 10, 11, 12, 13 (Kelvin Grove) workshops, you must complete Tier 2 - Workshops HSE induction

Where substantial computer-based work is required, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.

Further information can be found on the unit Canvas.

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

BA01 Bachelor of Arts

  1. Demonstrate the ability to understand and apply knowledge about society, culture and technology, for a range of contexts, audiences and purposes.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  2. Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  3. Independently formulate questions, and apply foundational research methods and analysis to investigate relationships between society, culture and technology.
    Relates to: ULO3, Design Project Prototype Presentation
  4. Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
    Relates to: ULO4, Design Project Prototype Presentation
  5. Work productively as a reflective learner, team member and collaborator to achieve goals and to build personal and professional networks and develop entrepreneurial thinking in community and workplace contexts.
    Relates to: ULO3, ULO4, Design Project Prototype Presentation

DE43 Bachelor of Design

  1. Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  2. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  3. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  4. Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  5. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
    Relates to: ULO5, Design Project Prototype Presentation
  6. Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
    Relates to: ULO3, Design Project Prototype Presentation
  7. Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
    Relates to: ULO3, Design Project Prototype Presentation
  8. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
    Relates to: ULO4, Design Project Prototype Presentation
  9. Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
    Relates to: ULO4, Design Project Prototype Presentation

DE45 Bachelor of Design - International

  1. Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  2. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  3. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  4. Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  5. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
    Relates to: ULO5, Design Project Prototype Presentation
  6. Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
    Relates to: ULO3, Design Project Prototype Presentation
  7. Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
    Relates to: ULO3, Design Project Prototype Presentation
  8. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
    Relates to: ULO4, Design Project Prototype Presentation
  9. Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
    Relates to: ULO4, Design Project Prototype Presentation

DV99 Bachelor of Design

  1. Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  2. Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
    Relates to: ULO1, Design Project Proposal, Design Project Prototype Presentation
  3. Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  4. Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
    Relates to: ULO2, Design Project Proposal, Design Project Prototype Presentation
  5. Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
    Relates to: ULO5, Design Project Prototype Presentation
  6. Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
    Relates to: ULO3, Design Project Prototype Presentation
  7. Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
    Relates to: ULO3, Design Project Prototype Presentation
  8. Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
    Relates to: ULO4, Design Project Prototype Presentation
  9. Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
    Relates to: ULO4, Design Project Prototype Presentation