Undergraduate Course: Design Innovation 1 (EDUA10145)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Not available to visiting students
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||This half course is the first of two Design and Technology Innovation half courses which allow students to demonstrate the depth of their understanding and scope of their skills to enhance and support design activity. It continues design activity as the central core of the programme and is supported by all of the Curriculum and Pedagogy courses preceding it. It particularly progresses learning from Design Principles and Practice 1 and 2, Manufacturing Principles and Practice 1 and 2. Students will engage in authentic design activity, focussed within a contemporary, topical or controversial context and explored in concurrently from a different perspective and purpose Design and Technology Education in Context. Contexts are likely to be:
1. Creative and appropriate solutions for developing / poor nations.
2. Citizenship issues for technological activities.
3. Technology and design for sustainability.
4. Supporting efficient and appropriate energy sources
5. Emerging technologies and innovative materials
6. Supporting inclusion in society through design solutions
7. Solving emerging issues through technology, design and engineering
The aim of technology is to provide solutions to problems, address issues, consider opportunities in order enhance quality of life for all users of the planet. In order to do this in an effective way, a holistic Design and Technologist needs to call upon all of their skills and all of their knowledge to produce an effective solution. This course however, requires the student to consider their own values, and those of others, in the design of their solution and to consider in significant detail the purpose, implications and ethics. For that reason, a range of contexts of study in which problems, issues and opportunities are situated will be presented. These relate to some of those being explored in the course Design and Technology Education in Context.
The students will also relate their designerly thinking to the themes explored in Education 3, specifically those dealing with sensitivities of differing needs, inclusion, equity, socially inclusive societies.
The course encourages students to adopt a deeper appreciation of the issues of design for sustainability, precautionary principles, sufficiency, appropriate technologies, and discernment between needs, wants and desires. It expands knowledge and understanding to consider design beyond consumerism and for-profit design and manufacture.
Successful completion of this course will afford the students a solid foundation for leading design and technology practice in school and for their final year Design Project in Design and Technology Innovation 2.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Not being delivered|
Summary of Intended Learning Outcomes
|By the end of the course the student will be able to:
1. Demonstrate considerable levels of higher order thinking in the provision of solutions to satisfy an authentic design challenge.
2. Interrogate design ideas in terms of ethics, inclusion, equality, policy and environmental implications.
3. Produce a designed solution or in depth proposal /study to a problem of human need.
4. Reflect, evaluate and present a part solution/proposal for future / continued development
5. Apply creative thinking and integrate knowledge and understanding to explore opportunities and arrive at resolutions.
|Assessment is by integrated folio/project:|
1. Evidence of analytical, thorough and effective design activity supported with a range of evidence.
2. A proposal relevant and appropriate to an identified issue, problem or challenge.
3. Evidence of self-evaluation and reflective practice
Students are expected to demonstrate commitment to the focus / discussion groups, preparation, participation, supporting discussion.
||Birkeland, J. (2002) Design for Sustainability: A Sourcebook of Integrated Ecological Solutions Earthscan Ltd
Capewell, I & Hellier, B (2010) Sustainability Matters in Design and Technology Practical Action Publishing
Ehrenfeld, J.R. (2008) Sustainability by Design- A subversive Strategy for Transforming Consumer Culture Yale University
Driver, M and Pitt, J(2004)The Essential Plastics Industry Chemical Industry Education Centre, University of York
Fuad-Luke, A. (2009) The Eco-Design Handbook Thames & Hudson 3rd Edition
Jones, C. (1980) Design Methods: seeds of human futures (2ND Edition) Wiley
Kelly, T. (2001) The Art of Innovation: Lessons in Creativity from IDEO Doubleday
Lawson, B. (2004) How Designers Think: demystifying the design process (and various other editions) Architectural Press
Lidwell, W., Holden, K., Butler, J. (2003) Universal Principles of Design Rockport Publishers Inc.
Mossman, S. (2008) Fantastic Plastic-Product Design and Consumer Culture BlackDog
Norman, D. (2001) The Design of Everyday Things MIT Press
Norman, D. (2004) Emotional design: why we love (or hate) everyday things Basic Books
Pheasant, S., (1996) BodySpace: Anthropometry, Ergonomics and the Design of Work Taylor Francis
Walker, S. (2006) Sustainable by Design: Explorations in Theory and Practice Earthscan Ltd
|Keywords||Sustainability Design Innovation Citizenship Creativity