DYB123 Emerging Design Technology
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: | DYB123 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Pre-2021 CSP student contribution | $957 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,320 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | DYB123 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Leo Rezayan | l.rezayan@qut.edu.au Tim Williams | tim.williams@qut.edu.au Richard Evans | richard.evans@qut.edu.au |
Overview
The design industry is rapidly evolving with the introduction of new technologies. This unit introduces you to existing and emerging technology and how it applies to the design process and design outputs. Designers need to be familiar with technology to aid them in the design process as well as being able to create new products, services or experiences that take advantage of existing and emerging technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the design process and how existing and/or emerging technology are used to create design outputs.
- Evaluate design constraints and opportunities presented by existing and emerging technology.
- Apply the design process, design methods and design technology to collaboratively solve a design problem with consideration for social, ethical and environmental impacts.
Content
This unit will cover an introduction into the design process and the ways in which existing and emerging technologies are utilised in design and design outputs, with consideration for social, ethical and environmental impacts. Existing technologies such as Internet of Things (IoT), Augmented Reality (AR), Virtual reality (VR), Computer Aided Design (CAD), 3D printing etc have become widely adopted in design. Emerging technologies are, by definition, always changing but examples of emerging technologies may include Generative Artificial Intelligence (Gen AI), smart materials, biosensing etc.
Learning Approaches
This unit engages you in a variety of learning approaches, such as discovery, practical application, self directed learning and peer assisted learning. The unit adopts a blended learning approach with weekly classes based around design activities and key lectures that examine conceptual and theoretical principles and issues in design and technology, with a focus on contemporary case studies that combine to form the learning experience.
In the online mode of this unit, you will learn through engaging online activities, online self-directed learning, and weekly research and readings that are designed to support your learning experience. 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 teaching team and peers via various online platforms. A variety of support materials, including recorded lectures will be published on Canvas to guide you through this unit.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways: weekly in-class formative feedback based around design activities that is combined with summative written feedback on your assessments, which will directly relate to the assessment criteria.
Assessment
Overview
The assessment will comprise formative (to find out how your work is progressing) and summative assessment (to grade your work against expected outcome).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
Assessment: Design Technology Challenge
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.
Requirements to Study
Requirements
- For general security, safety and wellbeing, students should review HiQ Safety and security
- Access to KG, Z10 or GP, J Block workshops requires completion of a Workshops safety induction
- Access to studios requires completion of a KG studios induction
- Student projects that may involve medium or high risk, or off campus projects, require a formal risk assessment
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online. Additional safety inductions may be required for this unit.
Further information can be found on the unit Canvas site.
Resources
There are not set texts for this unit. Please refer to the unit Canvas site
Resource Materials
Recommended text(s)
Liedtka, J., Ogilvie, T., & Brozenske, R. (2019). The designing for growth field book : a step-by-step project guide (Second edition). New York: Columbia Business School Publishing, Columbia University Press.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
Where substantial computer-based work is required, particularly in the case of fully online students, 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.
Low-fidelity and high-fidelity prototyping is associated with this unit. Further information can be found on the unit Canvas site.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, Design Technology Challenge - 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: ULO2, Case Study, Design Technology Challenge - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO3, Design Technology Challenge - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO3, Design Technology Challenge - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, Design Technology Challenge
DE45 Bachelor of Design - International
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, Design Technology Challenge - 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: ULO2, Case Study, Design Technology Challenge - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO3, Design Technology Challenge - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO3, Design Technology Challenge - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, Design Technology Challenge
Unit Outline: Semester 2 2024, Online
| Unit code: | DYB123 |
|---|---|
| Credit points: | 12 |
Overview
The design industry is rapidly evolving with the introduction of new technologies. This unit introduces you to existing and emerging technology and how it applies to the design process and design outputs. Designers need to be familiar with technology to aid them in the design process as well as being able to create new products, services or experiences that take advantage of existing and emerging technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse the design process and how existing and/or emerging technology are used to create design outputs.
- Evaluate design constraints and opportunities presented by existing and emerging technology.
- Apply the design process, design methods and design technology to collaboratively solve a design problem with consideration for social, ethical and environmental impacts.
Content
This unit will cover an introduction into the design process and the ways in which existing and emerging technologies are utilised in design and design outputs, with consideration for social, ethical and environmental impacts. Existing technologies such as Internet of Things (IoT), Augmented Reality (AR), Virtual reality (VR), Computer Aided Design (CAD), 3D printing etc have become widely adopted in design. Emerging technologies are, by definition, always changing but examples of emerging technologies may include Generative Artificial Intelligence (Gen AI), smart materials, biosensing etc.
Learning Approaches
This unit engages you in a variety of learning approaches, such as discovery, practical application, self directed learning and peer assisted learning. The unit adopts a blended learning approach with weekly classes based around design activities and key lectures that examine conceptual and theoretical principles and issues in design and technology, with a focus on contemporary case studies that combine to form the learning experience.
In the online mode of this unit, you will learn through engaging online activities, online self-directed learning, and weekly research and readings that are designed to support your learning experience. 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 teaching team and peers via various online platforms. A variety of support materials, including recorded lectures will be published on Canvas to guide you through this unit.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways: weekly in-class formative feedback based around design activities that is combined with summative written feedback on your assessments, which will directly relate to the assessment criteria.
Assessment
Overview
The assessment will comprise formative (to find out how your work is progressing) and summative assessment (to grade your work against expected outcome).
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
Assessment: Design Technology Challenge
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.
Requirements to Study
Requirements
- For general security, safety and wellbeing, students should review HiQ Safety and security
- Access to KG, Z10 or GP, J Block workshops requires completion of a Workshops safety induction
- Access to studios requires completion of a KG studios induction
- Student projects that may involve medium or high risk, or off campus projects, require a formal risk assessment
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online. Additional safety inductions may be required for this unit.
Further information can be found on the unit Canvas site.
Resources
There are not set texts for this unit. Please refer to the unit Canvas site
Resource Materials
Recommended text(s)
Liedtka, J., Ogilvie, T., & Brozenske, R. (2019). The designing for growth field book : a step-by-step project guide (Second edition). New York: Columbia Business School Publishing, Columbia University Press.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
Where substantial computer-based work is required, particularly in the case of fully online students, 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.
Low-fidelity and high-fidelity prototyping is associated with this unit. Further information can be found on the unit Canvas site.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, Design Technology Challenge - 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: ULO2, Case Study, Design Technology Challenge - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO3, Design Technology Challenge - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO3, Design Technology Challenge - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, Design Technology Challenge
DE45 Bachelor of Design - International
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: ULO1, Design Technology Challenge - 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: ULO2, Case Study, Design Technology Challenge - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO3, Design Technology Challenge - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO3, Design Technology Challenge - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO3, Design Technology Challenge