DYN907 Design Discovery and Review
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: | DYN907 |
|---|---|
| Assumed Knowledge: | DYN900 except: students admitted into the 1.5 years program of DE99; DE88 students; DE77 students. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,452 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | DYN907 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | DYN900 except:
|
| Coordinator: | Thea Blackler | a.blackler@qut.edu.au |
Overview
Learning Outcomes
On successful completion of this unit you will be able to:
- Master the Triple Diamond model, a fundamental framework for design thinking and problem exploration and apply this model to real-world design challenges, employing divergent and convergent thinking to navigate the stages of Discover, Define, Develop, Deliver, Deploy, and Deliberate.
- Explain the purpose of contextual reviews in design ideation, innovation, and problem-solving and articulate the role of contextual reviews in grounding design decisions in a solid understanding of existing knowledge and previous works.
- Produce a comprehensive contextual review by identifying, evaluating, and interpreting existing bodies of knowledge and prior works, combining academic literature with non-academic sources.
- Engage in constructive discussions regarding design choices, including examining and evaluating the reasoning behind specific design decisions, considering their implications, and providing well-informed feedback.
Content
This unit introduces students to the essential aspects of problem exploration and contextual review within the design process. It emphasises the application of the Double and Triple Diamond models, promoting strategic skills for problems setting and problem solving. By exploring potential solutions and conducting a contextual review, students gain valuable insights necessary for addressing complex real-world challenges.
Within this context, the broad areas to be covered will include the following:
-
Introduction to Problem Exploration: Students will start by understanding the fundamental concepts of problem exploration in design. This includes recognising the role of critical thinking and curiosity in the design process. Students will learn how to change the designer's mindset to work within planetary boundaries.
-
From the Double to the Triple Diamond Framework: Building upon the Double Diamond model, this section delves into the expanded Triple Diamond Framework: Discover, Define, Develop, Deliver, Deploy, and Deliberate. This comprehensive approach enables students to systematically navigate the entire design journey.
-
Divergent and Convergent Thinking: Problem exploration requires a balance between divergent and convergent thinking. Students will learn how to generate a wide range of ideas (divergent) and then refine and select the most sustainable and innovative ones (convergent).
-
How to Conduct a Contextual Review: Contextual reviews are a crucial part of understanding the problem space. This section provides students with the skills and techniques to conduct effective contextual reviews, such as literature searches and user studies.
-
Communicating Design Concepts: Effective communication of design concepts is vital for collaboration and decision-making. Students will explore various methods of conveying their ideas, including sketches, and presentations.
This unit's content will equip students with a solid foundation in problem exploration and contextual review, ensuring they are well-prepared to tackle complex design challenges and move forward in their advanced design projects.
The unit will also expose students to UN Sustainable Development Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation, and Goal 12: Ensure sustainable consumption and production patterns.
Learning Approaches
In this unit, you will learn through a tutorial approach, which is designed to provide you with a dynamic learning experience. You will apply theoretical knowledge and critical thinking to problem solving for project management to carry out design in an innovative environment for system design. Real world case studies will offer a ground for deep exploration of open-ended problems.
The primary learning pedagogies of this unit revolve around critical thinking, and active participation. You will engage in activities such as workshops, and group work to foster collaboration and shared learning experiences.
Key Expectations:
To make the most of the learning approaches in this unit, it is important to come prepared for tutorial activities, engage in active discussions, and attend all sessions. Regular attendance will facilitate a deeper understanding of the problem exploration methodologies and contextual review.
For your assessments, you should dedicate ample time for in-depth research, critical analysis, and thoughtful presentation. The oral critique, in particular, will help you develop not only your oral communication and presentation skills but also your ability to receive and apply constructive feedback.
Furthermore, a proactive approach to seeking feedback and incorporating it into your work is expected. The unit staff is available to guide and support you in your learning journey. This unit sets the foundation for your advanced design project, and active engagement with the learning approaches and assessments will greatly contribute to your success.
Your assessment tasks are deliberately aligned with the learning approaches. They provide opportunities for you to apply the knowledge and skills acquired during the unit and showcase your understanding of the problem exploration methodologies. These assessments are structured to provide valuable feedback, which can be applied not only to your future design projects within this unit but also in your broader design career.
Some of the material you will need and details about the tasks that you will undertake will be found on the DYN907 Canvas site. You will need to regularly connect with this site to be kept informed of latest news and of weekly requirements of the unit.
Feedback on Learning and Assessment
In this unit, you will receive feedback through a combination of collaborative tutorial sessions, peer assessments, and individual guidance. Tutorial sessions will involve active discussions and feedback exchange with your peers, enabling you to receive diverse perspectives on your ideas and projects. Additionally, your unit staff will provide guidance and feedback during these sessions.
For your assessments, you will receive written feedback from the unit staff. This feedback will be detailed and constructive, focusing on both the content and presentation of your work. It will be aligned with the assessment criteria and standards, which will be provided to you at the beginning of the semester through Assessment Task Descriptions and Marking Rubrics.
Your feedback is designed to help you enhance your learning in this unit and prepare you for the successful completion of your assessments. It is not only valuable for this unit but also for your future academic and professional career trajectory. By carefully considering the feedback provided and actively working to improve based on this feedback, you will be better prepared to tackle complex design challenges and advanced projects.
Assessment
Overview
This unit utilises a balanced assessment approach that includes two main components: a Contextual Review and an Oral Critique. These assessments are designed to measure your understanding of the unit's core concepts and the application of this knowledge in real-world scenarios.
The unit's learning activities, which include theoretical lessons, practical exercises, case studies, and group discussions, directly support your successful completion of these assessments. These activities will provide you with the knowledge and skills necessary for literature exploration, system design process, and oral critique processes. Both assessments are not only designed to measure your achievement of unit learning outcomes but also to develop your capabilities for framing complex problems, gathering insights, and effectively addressing real-world challenges, which are integral skills for your future career in strategic design and innovation.
This balanced assessment approach, combining written and oral assessments, ensures that you are well-rounded in your understanding and practical application of the problem exploration methodologies that the unit focuses on. Your success in these assessments will reflect your ability to engage in comprehensive problem analysis and articulate your ideas effectively, thereby preparing you for the advanced stages of your design projects.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Contextual Review
This written assessment task serves as a comprehensive exploration of your ability to engage in comprehensive and critical literature review and synthesis, grounded in existing knowledge and previous works. You will demonstrate your capability to summarise and analyse academic literature, as well as non-academic sources, such as project websites, news coverage, policy, and industry whitepapers. The focus is on developing a profound contextual understanding of a specific domain, a skill crucial for effective system design ideation, innovation, and problem-solving. This task is aligned with the unit's emphasis on problem exploration methodologies, literature review development, and the application of the Double Diamond model.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Oral Critique
The oral critique assessment is a team-based process where you will actively engage in constructive criticism and judgement, based on predefined criteria. It will challenge your capacity to discuss and refine your problem definitions within a collaborative setting. Through this assessment, you will also hone your oral communication and presentation skills, enhance your information retrieval and analysis abilities, and receive valuable peer feedback. Your overall performance, both in terms of verbal skills and originality of content, will be evaluated by the teaching staff.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
You will be provided with a number of required readings that will be accessible via the Canvas site and/or the QUT Library. You will also have access to a range of software applications and online tools and platforms.
The unit Canvas site will provide a central repository for digital resources as well as documentation on unit housekeeping. You are expected to both review the unit Canvas site and check your QUT student email account at least daily.
Risk Assessment Statement
All commencing CIESJ students are required to complete the mandatory CIESJ Student HSE (Health, Safety and Environment) Inductions.
There are no extraordinary risks associated with the learning and teaching activities in this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE77 Graduate Certificate in Strategic Design
- Demonstrate knowledge as it relates to contemporary issues, challenges and opportunities in Strategic Design.
Relates to: Contextual Review, Oral Critique
DE88 Graduate Diploma in Strategic Design
- Demonstrate knowledge as it relates to contemporary issues, challenges and opportunities in Strategic Design.
Relates to: Contextual Review, Oral Critique - Evaluate and incorporate sustainable practices in the context of Strategic Design.
Relates to: Contextual Review, Oral Critique - Develop an understanding of the international landscape by evaluating diverse cultural, economic, and geopolitical perspectives in the context of Strategic Design.
Relates to: Contextual Review, Oral Critique
DE99 Master of Design (Strategic Design)
- Demonstrate and apply advanced and holistic knowledge as it relate to contemporary issues, challenges and opportunities in Strategic Design
Relates to: Contextual Review, Oral Critique - Assess, integrate, and champion sustainable practices in the context of Strategic Design, demonstrating a commitment to environmental stewardship, social responsibility, and economic viability
Relates to: Contextual Review, Oral Critique - Develop a nuanced understanding and sensitivity of the international landscape by synthesising diverse cross-cultural, economic, and geopolitical perspectives for effective Strategic Design leadership and approaches
Relates to: Contextual Review, Oral Critique - Demonstrate an ability to research and apply established theories and plan and execute a substantial research project, cultivating and communicating designerly thinking
Relates to: Contextual Review, Oral Critique