DDD60011 Unit Outline S1 2021 v5-2 PDF

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Centre of Health, Arts and Design

Unit Outline DDD60011 Studio 2: Design Principles Semester 1, 2021

Please read this Unit Outline carefully. It includes:

PART A

Unit summary

PART B

Your Unit in more detail

PART C

Further information

Unit Code

DDD60011

Unit Title

Studio 2: Design Principles

Duration

One Semester or equivalent

Total Contact Hours

72 hours

Requisites: Pre-requisites

Enrolment in MA-DESG Master of Design. GC-DESG Graduate Certificate of Design.

Co-requisites

None

Concurrent pre-requisites

None

Anti-requisites

None

Assumed knowledge

Undergraduate level design (or related) skills

Credit Points Assessment

25 Continuous: 100%

Grading Schema

Post-unit Examination: 0%

HED Graded Mark

Aims This unit comprises a design studio combining Branded Environments (BE), Motion Design (MD), User Experience/Interaction Design (UX/ID) to address the fundamentals of 3D, interactive and motion-based design. A key aim of the unit is to generate critical understanding of relevant design disciplines, their social context and key modes of production. Participation in this unit enables a student to enhance their skills or to learn new ones in a discipline they may only have limited experience in. Students will be involved in independent or group-based study, thorough investigation of the design disciplines of BE, MD and UX/ID, and shall create design responses to projects of a professional quality.

Unit Learning Outcomes (ULO) Students who successfully complete this unit will be able to: 1. Design a project with established outcomes by utilising relevant digital technologies 2. Create a practical and iterative design methodology and process for executing design projects 3. Distinguish the relative strengths of different design tools within design projects 4. Synthesize multiple design possibilities into a single proposition that provides value to specific users 5. Explain the investigative process and outcomes through concise, coherent and wellstructured documentation, design outcomes and presentations Key Generic Skills During this unit students will receive feedback on the following key generic skills: • Analysis Skills • Problem Solving Skills • Communication Skills • Ability to tackle unfamiliar problems • Ability to work independently

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Content Topics for discussion may include: • • • • •

Acquire knowledge of design fundamentals relevant to BE, MD and UX/ID discipline areas of design The generation and critique of design concepts with subsequent development of designs into proposed outcomes An understanding of relelvant software for BE, MD and UX/ID Solving complex problems through design Preparation of design outcomes of a professional quality in response to a design brief

PART B:

Your Unit in more detail

Unit Improvements Feedback provided by previous students through the Student Survey has resulted in improvements that have been made to this unit. Recent improvements include: •

This is a new unit of study in the new Master of Design course.

Unit Teaching Staff Name

Role

Jeni Paay

Room

Phone

Email

Consultation Times

Unit Convenor Level 7 & Class Facilitator AMDC (UX/ID)

92145615

[email protected]

Please email me for an appointment

Karen Fermo

Class Facilitator (BE)

Level 7 AMDC

92143853

[email protected]

Please email me for an appointment

James Berrett

Class Facilitator (MD)

Level 7 AMDC

[email protected]

Please email me for an appointment

Learning and Teaching Structure Please note that each week comprises 6 hours of tutorial (online, face-to-face, synchronous and asynchronous), including guest lectures, discussions, workshops in a 12 week semester. This means that you are expected to attend 4 scheduled hours of tutorial classes each week. Some guest lecture presentations will be made available to view online afterwards, depending on presenter permissions. This unit will involve practical application of design principles, with professional reporting and iterative design explorations. The learning and teaching methods will include the following: seminars, online and face to face consultation sessions, in-class activities, self-motivated fieldwork and informal presentations to peers.

Type

Hours per week

Number of Weeks

Total

Weekly classes online or face-to-face

6

12

72

10

12

120

Tutorial Presentation/discussion/critique/class activities Specified Learning Activities Discussion boards, enquiries into materials, technology and form, technical DDD60011_Unit Outline S1 2021 Version: Unit of Study Outline_V1 xx_x_2020

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development, workshops, collaborative idea generation, readings Unspecified Learning Activities

9

12

108

Individual Study TOTAL

300 hours/25CP

Assessment Details Individual or Group task

Types

Weighting

Assesses attainment of these ULOs 1, 2, 3

Project Proposal, to clarify design intention, background, design plan

Group

15%

Presentation of Concept, for feedback

Group

5%

Interim Demonstration, of conceptual prototype

Group

10%

2,3

Conceptual Prototype, submission of design solution

Group

20%

2,3

Project Report, a professionalquality document on project outcomes

Group

20%

4, 5

Project Presentation of project outcomes

Group

5%

4, 5

Due date

End of Week 3 Week 4, in class Week 8, in class End of Week 12 End of Week 12

During Week 13

End of Week 13

Individual Reflection Report, documenting contributions to process, methodology and use of tools and critical thinking on outcomes

Individual

15%

4, 5

Professional Poster, visual representation of design

Individual

10%

2,3

End of Week 13

Week by Week Schedule Subject to revisions and additions after Week 1 – see Canvas for weekly details Week 1

Online

Teaching and Learning Activity Unit overview and introduction to

Student Task or Assessment Form groups, read outline, brief

project 2

Online

Introduction to BE, MD and UX UX: user experience principles

Work on conceptual ideas and background research – work on project proposal report

and UCD 3

Online

BE: branding principles brand analysis, brand strategy, site analysis

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Finalise project proposal document SUBMIT: Project Brief 20%, end of week 3 (group)

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MD: motion principles, motion and technololgy On-Campus

4

Critique and Feedback Wayfinding BE workshop

Online

5

BE – advanced topics MD workshop

Online

6

MD – advanced topics UX – advanced topics

Presentation of Concept – (15mins per group) Concept Analysis and Design Ideas (formative feedback) (contributes to reflection document) PRESENT: Project presentation 5%, in class of week 4 (group) Advancing design ideas, based on BE and wayfinding input Advancing design ideas, based on MD and UX input

Design Development Online

7

Progress review on feedback UX workshop

Prepare Conceptual Prototype for presentation

8

On-Campus

Critique and Evaluate

DEMONSTRATE: Interim Demonstration of Conceptual Prototype for formative feedback 10% (group)

9

Online

Communication methods

Initiate and layout professional project report, work on conceptual prototype

Documenting and communication – review project brief 10

Online

Design Team feedback

11

On-Campus

Critique and finalisation of

12

Online

Conceptual Design presentations (for class critique and suggested final conceptual prototype refinements Final requirements for submission SUBMIT: Conceptual Prototype 20% (group), Project Report 15% (group) Presentation of final prototype PRESENT: Project Presentation 5% (group)

13

a)

Work on conceptual prototype

SUBMIT: Individual Reflection Report 15% (indiv.), Professional Poster 10% (indiv.)

Minimum requirements to pass this Unit To pass this unit, you must: • achieve an overall mark for the unit of 50% or more

Hurdle requirements

b) Examinations If the unit you are enrolled in has an official examination, you will be expected to be available for the entire examination period including any Special Exam period. c)

Submission Requirements Assignments and other assessments must be submitted through the Canvas assessment submission system.

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Please ensure you keep a copy of all assessments that are submitted. An Assessment Cover Sheet must be submitted with your assignment. The standard Assessment Cover Sheet is available from the Current Students web site (see Part C). d) Extensions and Late Submission Late Submissions - Unless an extension has been approved, late submissions will result in a penalty. You will be penalised 10% of the assessment’s worth for each calendar day the task is late, up to a maximum of 5 working days. After 5 working days a zero result will be recorded. e)

Referencing To avoid plagiarism, you are required to provide a reference whenever you include information from other sources in your work. Further details regarding plagiarism are available in Section C of this document. Referencing conventions required for this unit are: Harvard Reference Helpful information on referencing can be found at http://www.swinburne.edu.au/library/referencing/

f)

Groupwork Guidelines A group assignment is the collective responsibility of the entire group, and if one member is temporarily unable to contribute, the group should be able to reallocate responsibilities to keep to schedule. In the event of longer-term illness or other serious problems involving a member of group, it is the responsibility of the other members to immediately notify the Unit Convenor or relevant tutor. Group submissions must be submitted with an Assignment Cover Sheet, signed by all members of the group. All group members must be satisfied that the work has been correctly submitted. Any penalties for late submission will generally apply to all group members, not just the person who submitted.

Required Textbook Schön, D. (1983). Reflective Practitioner: How Professionals Think In Action. Temple Smith, London. https://librarysearch.swinburne.edu.au/permalink/f/12p6ajs/SUT-ALMA21304359620001361

Recommended Reading Materials The Library has a large collection of resource materials, both texts and current journals. Listed below are some references that will provide valuable supplementary information to this unit. It is also recommended that you explore other sources to broaden your understanding. BRANDED ENVIRONMENTS: Borges, S. (2013) Brand spaces: branded architecture and the future of retail design. Berlin: Gestalten Dernie, D. (2014). Architectural Drawing. London, Laurence King Publishers Feireiss, L and Klanten, R (2010) Staging space : scenic interiors and spatial experiences. Berlin: Gestalten Klingmann, A. (2007) Brandscapes: architecture in the experience economy. Cambridge, Mass. : MIT Press

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Pallasmaa, J. (2011) ‘An architecture of the seven senses’ in Weinthal, L (ed.) Toward a new interior : an anthology of interior design theory. New York : Princeton Architectural Press

MOTION DESIGN Stone, R. B., & Wahlin, L. (2018). The Theory and Practice of Motion Design: Critical Perspectives and Professional Practice. New York: Routledge. Shaw, A. (2019). Design for Motion: Fundamentals and Techniques of Motion Design (2nd ed.). New York: Routledge. Krasner, J. (2013). Motion Graphic Design: Applied History and Aesthetics. Oxford, United Kingdom: Routledge. Hilton, P. (2020). Design in Motion: Applying Design Principles to Filmmaking. London, United Kingdom: Bloomsbury Publishing PLC. Crook, I., & Beare, P. (2016). Motion Graphics: Principles and Practices from the Ground Up. New York: Fairchild Books.

USER EXPERIENCE/INTERACTION DESIGN Buxton, B. (2007) Sketching User Experiences Getting the Design Right and the Right Design. San Francisco: Morgan Kaufmann. Moggridge, B. (2007, 2010) Designing interactions. Cambridge, Mass.: MIT Press. Cooper A, J. Reimann, R. Cronin, D. & Noessel, C. (2014). About Face: The Essential Tools of Interaction Design. New York: J. Wiley & Sons. Preece, J., Rogers, Y., Sharp, H. (2015) Interaction Design: Beyond Human-Computer Interaction, 4ed. Chichester: Wiley. Russ, U., Chandler, C. (2012) A Project Guide to UX Design: For user experience designers in the field or in the making. London: Pearson Education Stickdorn, M (2018) This is service design doing. California: O'Reilly Media, Inc.

WAYFINDING Transport for London. (2007) Legible London: Yellow book, a prototype wayfinding system for London http://content.tfl.gov.uk/ll-yellow-book.pdf Gibson, D. (2009) The wayfinding handbook: Information design for public places. New York: Princeton Architectural Press. Mollerup, P. (2013). Wayshowing > wayfinding: Basic and interactive. Amsterdam: BIS Publishers.

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PART C:

FURTHER INFORMATION

For further information on any of the below topics, refer to Swinburne’s Current Students web page http://www.swinburne.edu.au/student/.

Student Charter Please familiarise yourself with Swinburne’s Student Charter. The charter describes what students can reasonably expect from Swinburne in order to enjoy a quality learning experience. As students contribute to their own learning experience to that of their fellow students, the charter also defines the University's expectations of students.

Student behaviour and wellbeing Swinburne has a range of policies and procedures that govern how students are expected to conduct themselves throughout the course of their relationship with the University. These include policies on expected standards of behaviour and conduct which cover interaction with fellow students, staff and the wider University community, in addition to following the health and safety requirements in the course of their studies and whilst using University facilities. All students are expected to familiarise themselves with University regulations, policies and procedures and have an obligation to abide by the expected guidelines. Any student found to be in breach may be subject to relevant disciplinary processes. Some examples of relevant expected behaviours are: • Not engaging in student misconduct • Ensuring compliance with the University’s Anti-Discrimination, Bullying and Violence and Sexual Harassment requirements Complying with all Swinburne occupational health and safety requirements, including following emergency and evacuation procedures and following instructions given by staff/wardens or emergency response. In teaching areas, it is expected that students conduct themselves in a manner that is professional and not disruptive to others. In all Swinburne laboratories, there are specific safety procedures which must be followed, such as wearing appropriate footwear and safety equipment, not acting in a manner which is dangerous or disruptive (e.g. playing computer games), and not bringing in food or drink. •

Canvas You should regularly access the Swinburne Course Management System (Canvas) available via http://ilearn.swin.edu.au. Canvas is regularly updated with important Unit information and communications.

Communication All communication will be via your Swinburne email address. If you access your email through a provider other than Swinburne, then it is your responsibility to ensure that your Swinburne email is redirected to your private email address.

Plagiarism Plagiarism is the action or practice of taking and submitting or presenting the thoughts, writings or other work of someone else as though it is your own work. Plagiarism includes any of the following, without full and appropriate acknowledgment to the original source(s): • The use of the whole or part of a computer program written by another person;

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the use, in essays or other assessable work, of the whole or part of a written work from any source including but not limited to a book, journal, newspaper article, set of lecture notes, current or past student’s work, any other person’s work, a website or database; • The paraphrasing of another’s work; • The use of musical composition, audio, visual, graphic and photographic models, • The use of realia that is objects, artefacts, costumes, models and the like. Plagiarism includes the submission of assessments that have been developed by another person or service through contract, tender or online writing services. Plagiarism also includes the preparation or production and submission or presentation of assignments or other work in conjunction with another person or other people when that work should be your own independent work. This remains plagiarism whether or not it is with the knowledge or consent of the other person or people. It should be noted that Swinburne encourages its students to talk to staff, fellow students and other people who may be able to contribute to a student’s academic work but that where independent assignment is required, submitted or presented work must be the student’s own. Plagiarism includes the submission of assessments that have been developed by another person or service through contract, tender or online writing services. Enabling plagiarism contributes to plagiarism and therefore will be treated as a form of plagiarism by the University. Enabling plagiarism means allowing or otherwise assisting another student to copy or otherwise plagiarise work by, for example, allowing access to a draft or completed assignment or other work. Swinburne University uses plagiarism detection software (such as Turnitin) for assignments submitted electronically via Canvas. Your Convenor will provide further details. The penalties for plagiarism can be severe ranging from a zero grade for an assessment task through to expulsion from the unit and in th...