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 |
|
Unit Outline: Semester 2 2027, Kelvin Grove, Internal
| Unit code: | DYB123 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Dan Cook | d20.cook@qut.edu.au |
Overview
This unit expands your capacity to work critically and creatively with technology in design. You will explore how cutting edge and speculative future technologies shape design processes, decisions, and outcomes across multiple domains. You will investigate how emerging technologies generate opportunities and constraints for both designers and users. Through collaborative design challenges and individual research, you will experiment with technological trajectories and create future-oriented scenarios that expose risks, possibilities, and alternative pathways. The unit equips you to question present assumptions, navigate uncertainty, and generate design propositions that engage with the ethical, social, and environmental implications of technological change.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse how existing and/or emerging technologies are used in the design process 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
For this assignment, you will conduct an in-depth case study analysis of what technologies are used in a specific field of design, focused on the current state and potential future developments. This case study should identify significant trends applicable to the chosen design field and future scenarios. Your case study should be based on thorough research and analysis of relevant data and insights with supporting visualisations.
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.
Assessment: Design Technology Challenge
In this design challenge, you will work with individuals from different disciplines to solve a design problem, in which you harness the full capabilities of existing and emerging technology. You will collaborate to research, analyse a problem, and use your collective knowledge and experience to create a design solution. The solution must be practical, effective and demonstrate a deep understanding of the problem and the potential users, with consideration for social, ethical and environmental impacts. You will present your solution in a clear and concise manner to stakeholders, highlighting your design process, including a justification for the technologies utilised and your collaborative contributions.
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.
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.
Requirements to Study
Requirements
- For general security, safety and wellbeing, students should review HiQ Safety and security
- Access to KG, Z10 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
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
- Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO1, ULO2, Case Study, Design Technology Challenge - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO1, ULO2, Case Study, Design Technology Challenge - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO1, ULO2, ULO3, Case Study, Design Technology Challenge - Develop knowledge about Indigenous and diverse intercultural contexts to reflect on individual positionality, ethical practice, integrity, and adaptability.
Relates to: ULO3, Design Technology Challenge - 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, Design Technology Challenge
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
DV99 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
Unit Outline: Semester 2 2027, Online
| Unit code: | DYB123 |
|---|---|
| Credit points: | 12 |
Overview
This unit expands your capacity to work critically and creatively with technology in design. You will explore how cutting edge and speculative future technologies shape design processes, decisions, and outcomes across multiple domains. You will investigate how emerging technologies generate opportunities and constraints for both designers and users. Through collaborative design challenges and individual research, you will experiment with technological trajectories and create future-oriented scenarios that expose risks, possibilities, and alternative pathways. The unit equips you to question present assumptions, navigate uncertainty, and generate design propositions that engage with the ethical, social, and environmental implications of technological change.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse how existing and/or emerging technologies are used in the design process 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
For this assignment, you will conduct an in-depth case study analysis of what technologies are used in a specific field of design, focused on the current state and potential future developments. This case study should identify significant trends applicable to the chosen design field and future scenarios. Your case study should be based on thorough research and analysis of relevant data and insights with supporting visualisations.
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.
Assessment: Design Technology Challenge
In this design challenge, you will work with individuals from different disciplines to solve a design problem, in which you harness the full capabilities of existing and emerging technology. You will collaborate to research, analyse a problem, and use your collective knowledge and experience to create a design solution. The solution must be practical, effective and demonstrate a deep understanding of the problem and the potential users, with consideration for social, ethical and environmental impacts. You will present your solution in a clear and concise manner to stakeholders, highlighting your design process, including a justification for the technologies utilised and your collaborative contributions.
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.
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.
Requirements to Study
Requirements
- For general security, safety and wellbeing, students should review HiQ Safety and security
- Access to KG, Z10 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
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
- Recognise, develop and apply disciplinary and interdisciplinary knowledge through critical and creative processes.
Relates to: ULO1, ULO2, Case Study, Design Technology Challenge - Critically analyse, evaluate and synthesise information and evidence to inform decision-making, problem solving and argumentation.
Relates to: ULO1, ULO2, Case Study, Design Technology Challenge - Communicate to diverse audiences using a range of modes and technologies to share and disseminate knowledge, skills and ideas.
Relates to: ULO1, ULO2, ULO3, Case Study, Design Technology Challenge - Develop knowledge about Indigenous and diverse intercultural contexts to reflect on individual positionality, ethical practice, integrity, and adaptability.
Relates to: ULO3, Design Technology Challenge - 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, Design Technology Challenge
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
DV99 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