| CODE | TET2004 | ||||||||||||
| TITLE | Design Principles, Processes and Practices for Technology | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | Not Applicable | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||
| DESCRIPTION | This unit presents both metacognitive and practical approaches about designerly thinking and ways of knowing. It presents a case for "design education" as being a culture worthy of transmission as much as the two main cultures of the study of the sciences and the humanities. The parallelism of the "design" culture to the sciences and humanities can be described by the phenomena being studied, the methods appropriate to each culture and the values held by each culture. Thus whereby for the sciences and humanities the phenomena of study are the natural world and the human world respectively, the "design" culture studies the artificial world. Whereby for the sciences and the humanities appropriate methods include controlled experiment and evaluation, within the "design" culture appropriate methods would include modelling, pattern formation and synthesis. Whereby for the sciences and humanities, the values for each include "a concern for the truth", and a "concern for justice" respectively, within the design culture values would include practicality, ingenuity and a concern for appropriateness. This unit tackles how design can be defined and how design ability can be nurtured from novice practice to expert practice. It identifies important design philosophies such as Gestalt in graphic design, cradle to cradle in product manufacturing, Bauhaus design in architecture etc. and therefore presents the many facets of design in relation to the context in which this is needed e.g. design and art, design and engineering, design and product manufacture, design and architecture, design for mass production, design for custom made products etc.. The learner is therefore exposed to a range of design tools which can be exploited when being engaged in the act of designing. Study-Unit Aims: 1. To define design and provide tools for designerly thinking; 2. To present design within different contexts and hence diversify between different design methods and design evaluations or design critique; 3. To identify and compare some characteristics of novice design practice with respect to expert design practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Define "design" and the act of "designing"; 2. Explain different occurrences of design and features of each for example: design processes in technology, design processes in engineering, design processes in the arts; 3. Discuss how design ability can be nurtured; 4. Compile a design brief in terms of a number of requirements from diverse dimensions that include functional, aesthetic, economic, technical, ethical and social considerations; 5. Provide evidence of critical reflection throughout the development and manufacture of a technological product; 6. Demonstrate an understanding of the criteria used to judge the quality of products. 2. Skills: By the end of the study-unit the student will be able to: 1. Employ and externalize designerly thinking; 2. Use creative thinking strategies and tools to generate a wide range of ideas e.g. thinking hats, mind maps and mood boards amongst others; 3. Generate, develop, model and communicate ideas in a range of ways e.g. sketches, 3D models, digital images, photographs, prototypes etc.; 4. Design products that conform to the circular economy (or cradle to cradle) philosophy of design rather than the linear economy philosophy of design. Main Text/s and any supplementary readings: Main Texts: - CROSS, N. 2011. Design Thinking: Understanding How Designers Think and Work, Oxford, Berg Publishers. - CROSS, N. 2006. Designerly Ways of Knowing. Designerly Ways of Knowing. Springer London. - LAWSON, B. 2006. How designers think: the design process demystified, Routledge. - NORMAN, D. 2013. The Design of Everyday Things, New York, Basic Books. - NORMAN, D. A. 2004. Emotional Design, New York, Basic Books. - LIDWELL, W., HOLDEN, K. & BUTLER, J. 2003. Universal Principles of Design, Massachusetts, Rockport Publishers. Journal websites and Journal papers: - IDEO.ORG. 2013. DesignKit [Online]. San Francisco. Available: http://www.designkit.org/methods [Accessed 26th January 2016]. - RIVERDALE AND IDEO. 2012. Design Thinking For Educators Toolkit [Online]. Available: http://www.designthinkingforeducators.com/ [Accessed 26th January 2016]. - Design Studies: The Interdisciplinary Journal of Design Research [Online]. Available: http://www.journals.elsevier.com/design-studies/ [Accessed 14th July 2015]. - International Journal of Design [Online]. Available: http://index.ijdesign.org/ [Accessed 14th July 2015]. - BOUCHARENC, C. G. 2006. Research on Basic Design Education: An International Survey. International Journal of Technology and Design Education, 16, 1-30. |
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| STUDY-UNIT TYPE | Lecture, Independent Study & Tutorial | ||||||||||||
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| LECTURER/S | Lawrence Farrugia Daniela Quacinella |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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