DXB210 Critical Experience 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: | DXB210 |
|---|---|
| Prerequisite(s): | DXB110 or DXB201 |
| Assumed Knowledge: | Foundational knowledge of interaction design principles and practices is assumed knowledge |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,788 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | DXB210 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | DXB110 or DXB201 |
| Assumed Knowledge: | Foundational knowledge of interaction design principles and practices is assumed knowledge |
| Coordinator: | Heather McKinnon | h.mckinnon@qut.edu.au |
Overview
This unit explores the way in which critical and speculative design theory and practices can transform established design conventions in new and unexpected ways, leading to innovative design solutions. Design does not operate in isolation. All our decisions as designers affect not only the produced outcome, but the broader society and environments for which it is created. This unit provides you with design skills to create highly engaging and interactive speculative designs, services and experiences, while focusing on their impact and potential of design for change and deep societal transformation. In this unit you will adopt critical thinking and speculative design methods to re-imagine, analyse, design and present solutions for future scenarios (e.g. living in future cities, design of future hospitals and future of the environment) as a way to re-frame present interactions between people, spaces and technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse and critically consider social, cultural and physical contexts to define design problems and opportunities towards the development of an experience design proposal.
- Apply acquired knowledge and skills to integrate multiple media, disciplines and perspectives to the conception and production of integrated design experiences.
- Synthesise theory and praxis to critically consider and communicate the meaning and effectiveness of a critical approach to design products, services and experience.
- Investigate, critique and integrate insights from analysing social and ethical issues related to critical approach to design process, user engagement and the final design solution.
Content
This unit offers advanced theoretical content that will help you understand the multiple facets of design and its role as an agent for social change and transformation, including the principles, processes and tools of experience design that support you in developing a critical approach to design-led innovation and practice. This knowledge underpins your practice, which involves iterative speculative explorations and critical discussions to help you develop and test critical design concepts and promote the improvement of skills and competences in the application of design strategies, vocabularies and analysis in trans-disciplinary, cross-media environments.
To support your learning, this unit will provide a series of activities for you to develop methods and tools for:
- identifying opportune contexts for future-focused design intervention and social change
- extracting behavioural patterns and insights from contextual research
- concept development and presentation
- critical and speculative design strategies for user experience and interaction
- specify user interaction elements
- prototyping and evaluation methods
- evaluating observable and potential social, technical, cultural, and environmental impacts of design.
Learning Approaches
Your learning in this unit is supported through a series of lecture presentations, studio-based activities and discussions, online resources and demonstrations of best practice in the field of critical and speculative design. In the studio-based mode of this unit, you will engage in a variety of activities supported by weekly research and readings to explore, experiment, refine and apply design methods. Weekly lectures will examine conceptual and theoretical principles and issues across a variety of design areas and self-directed learning is encouraged. Throughout the studio-based 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 face-to-face and via various online platforms. A variety of support materials will be published on the Canvas website to coordinate the unit.
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
Formative feedback in this unit is provided through peer and teacher critiques and regular feedback on tutorial activities. Feedback on assessment is provided via online criteria sheets and Canvas comments to cohort and individual students.
Assessment
Overview
This unit involves two summative assessment items focusing on critical experience design theory and practices.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Contextual Analysis and Proposal
Assessment: Design Prototype & Process Documentation
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
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.
Resources
A list of resource materials for this subject will be provided on the subject’s Canvas site.
Resource Materials
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 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
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.
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
- 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, ULO4, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO4, Design Prototype & Process Documentation
DE45 Bachelor of Design - International
- 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, ULO4, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO4, Design Prototype & Process Documentation
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO1, ULO3 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO2, ULO3 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO2, ULO3 - Embody social and ethical responsibilities and exhibit well-developed judgement with resilience, integrity, curiosity and responsibility.
Relates to: ULO4 - Practise self-management of career and learning with enterprise and an entrepreneurial outlook, including the building of personal and professional relationships and partnerships.
Relates to: ULO4
Unit Outline: Semester 1 2024, Online
| Unit code: | DXB210 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | DXB110 or DXB201 |
| Assumed Knowledge: | Foundational knowledge of interaction design principles and practices is assumed knowledge |
Overview
This unit explores the way in which critical and speculative design theory and practices can transform established design conventions in new and unexpected ways, leading to innovative design solutions. Design does not operate in isolation. All our decisions as designers affect not only the produced outcome, but the broader society and environments for which it is created. This unit provides you with design skills to create highly engaging and interactive speculative designs, services and experiences, while focusing on their impact and potential of design for change and deep societal transformation. In this unit you will adopt critical thinking and speculative design methods to re-imagine, analyse, design and present solutions for future scenarios (e.g. living in future cities, design of future hospitals and future of the environment) as a way to re-frame present interactions between people, spaces and technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse and critically consider social, cultural and physical contexts to define design problems and opportunities towards the development of an experience design proposal.
- Apply acquired knowledge and skills to integrate multiple media, disciplines and perspectives to the conception and production of integrated design experiences.
- Synthesise theory and praxis to critically consider and communicate the meaning and effectiveness of a critical approach to design products, services and experience.
- Investigate, critique and integrate insights from analysing social and ethical issues related to critical approach to design process, user engagement and the final design solution.
Content
This unit offers advanced theoretical content that will help you understand the multiple facets of design and its role as an agent for social change and transformation, including the principles, processes and tools of experience design that support you in developing a critical approach to design-led innovation and practice. This knowledge underpins your practice, which involves iterative speculative explorations and critical discussions to help you develop and test critical design concepts and promote the improvement of skills and competences in the application of design strategies, vocabularies and analysis in trans-disciplinary, cross-media environments.
To support your learning, this unit will provide a series of activities for you to develop methods and tools for:
- identifying opportune contexts for future-focused design intervention and social change
- extracting behavioural patterns and insights from contextual research
- concept development and presentation
- critical and speculative design strategies for user experience and interaction
- specify user interaction elements
- prototyping and evaluation methods
- evaluating observable and potential social, technical, cultural, and environmental impacts of design.
Learning Approaches
Your learning in this unit is supported through a series of lecture presentations, studio-based activities and discussions, online resources and demonstrations of best practice in the field of critical and speculative design. In the studio-based mode of this unit, you will engage in a variety of activities supported by weekly research and readings to explore, experiment, refine and apply design methods. Weekly lectures will examine conceptual and theoretical principles and issues across a variety of design areas and self-directed learning is encouraged. Throughout the studio-based 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 face-to-face and via various online platforms. A variety of support materials will be published on the Canvas website to coordinate the unit.
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
Formative feedback in this unit is provided through peer and teacher critiques and regular feedback on tutorial activities. Feedback on assessment is provided via online criteria sheets and Canvas comments to cohort and individual students.
Assessment
Overview
This unit involves two summative assessment items focusing on critical experience design theory and practices.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Contextual Analysis and Proposal
Assessment: Design Prototype & Process Documentation
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
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.
Resources
A list of resource materials for this subject will be provided on the subject’s Canvas site.
Resource Materials
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 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
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.
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
- 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, ULO4, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO4, Design Prototype & Process Documentation
DE45 Bachelor of Design - International
- 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, ULO4, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO2, ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - 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: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO3, Contextual Analysis and Proposal, Design Prototype & Process Documentation - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO4, Design Prototype & Process Documentation
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO1, ULO3 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO2, ULO3 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO2, ULO3 - Embody social and ethical responsibilities and exhibit well-developed judgement with resilience, integrity, curiosity and responsibility.
Relates to: ULO4 - Practise self-management of career and learning with enterprise and an entrepreneurial outlook, including the building of personal and professional relationships and partnerships.
Relates to: ULO4