Finding Design Direction On The
Journey From Mode A To B
March 2005
Finding Design Direction On The Journey From Mode A To B
Presentation Outline:
•
Survey current design thinking in education by evaluating
examples of taught multidisciplinary masters courses in Europe
• Design Academy, Eindhoven
•
IM-Masters Programme
•
Man and Humanities Masters Programme
•
FunLab Masters Programme
• The Royal College of Art, London
•
Design Interaction Masters Programme
• University of Central England, Birmingham
•
•
Product Design Masters Programme
•
Design Management Masters Programme
Conclusion
March 2005
•
pros and cons of the taught multidiciplinary approach
•
potential skeletal course framework
Design Academy, Eindhoven, Holland
IM - (industrial, interior, and identity design)
multidisciplinary masters programme
March 2005
IM -Masters
course ideology
‘Designers are dealing more and more with
complex design-assignments in multidisciplinary
teams. Therefore IM Masters offers a programme
in which the fields of Industrial,
Interior and Identity Design
are integrated.’
Droog Design
March 2005
IM -Masters
Droog and I-M masters defined......
Gijs Bakker and Renny Ramakers founders of Droog
design set up the IM programme in 2002
• it’s not about producing more objects
• it’s not about using more materials
• it’s not about finding solutions to problems
• it’s about design sustainability
• it’s about ‘expanding the possibilities of
existing objects, images, spaces and ideas’**
• it’s about design experience, exploration,
and expansion
March 2005
IM -Masters
course ideology
•
course ethos is the realisation that design can and should
be more than the development of new products
•
today designers have the opportunity to study social and
philosophical changes in the world around them
•
design is in a state of flux where context and experience are
now more the focus of concept development
March 2005
Droog Design
IM -Masters
course ideology
•
sets outs to research and develop the role of the
designer in the 21st century
•
very strong conceptual and contextual structure
•
multidisciplinary and multi-cultural student body
•
dialogue, reflection, and practice are the
cornerstones of the course
March 2005
Droog Design
IM -Masters
course ideology
‘The primary focus of the IM programme will be in research,
analysis, creativity and the development of challenging
concepts on contemporary issues. ..........A designer not only
develops products but also the context in which they exist.’
Course Duration
•
two year taught masters programme
•
six trimesters (14 weeks each)
March 2005
Droog Design
IM - Masters
Design Research Areas
•
•
•
•
•
•
•
Droog Design
March 2005
philosophy
social and demographic studies
marketing
history
nomadic dwelling
food for thought
real-unreal
IM-masters
Course Infrastructure.....continued
year one:
•
selected four research projects to
investigate on theoretical and
practical level
•
projects concluded by visual
presentation of research and
completed piece
•
students have choice of creating:
-
Deconstructing The Dining Table
March 2005
a design
a scenario
a service
a research report
(* or any other appropriate means of
illustrating their work)
IM-masters
Course Infrastructure.....continued
year two:
•
further development of year one themes leading to
thesis research and end of year masters exhibition
SMS Diary Service
March 2005
IM-masters
Course Infrastructure.....continued
•
each student is supported by:
two research mentors
three design experts
•
-
structured lecture series
specialist workshops
student trips
Classes in:
- marketing
- creative writing
- design philosophy
106% Rietveld, (Lego Bricks)
March 2005
IM-masters
Learning outcomes/findings
• the course functions in a multicultural/multidiscipline
knowledge sharing/learning organisation
• the individual and team projects mirror professional
design world beyond college
• The institution is privately
funded by Phillips
• strong collaboration with industry
and links to leading figures in
Dutch design
First Year Project Work
March 2005
IM-masters
Learning outcomes/findings..........continued
•
all assignments, lectures...etc are
conducted in English
•
the masters exhibition illustrated
conceptual/contextual design
installation not product
•
many exhibits required statements
of purpose to fully connect with the
audience
•
some concept examples are
waiting for future technology to
become realworld
First Year Project Work
March 2005
IM-masters
Learning outcomes/findings..........continued
•
the students achieve in-depth
knowledge of contemporary issues
and new directions in design
•
the students are exposed to the
brightest abstract design practitioners
exploring new design directions
•
graduates achieve a valuable
conceptual design skills base to
function as design consultants within
industry
* quotations taken from course outline
** quotation taken from ‘Simply Droog’ 10+1 years
of creating innovation and discussion
The Importance Of Daily Life
March 2005
Published by Droog, Amsterdam 2004
Design Academy
Eindhoven, Holland
Man and Humanities
Masters Programme
March 2005
Man and Humanity Masters Programme
What is the MAN AND HUMANITY MASTERS?
• the goal of the course is to dramatically alter the role of the future designer
• Man and Humanity masters programme addresses changes in lifestyle and legislation
in contemporary society
• it is research into design organisation and policy for consumer products
• students explore social and ethical issues to generate new design ideology
March 2005
Man and Humanity Masters Programme
Man and Humanity Masters is :
‘...a course designed to question design with
respect to the future of this planet and its
inhabitants.’
March 2005
•
a belief that design can improve human
interaction and communication
•
a programme that questions consumerism,
globalisation, and human exploitation
•
trying to find new strategies to improve
production methods and creating more
socially and ecologically aware consumers
•
setting out to educate themselves, the public,
and finding new frontiers for better design
Man and Humanity Masters Programme
In the future companies will request from the designers:
•
environmentally friendly material and technical choices
•
money saving production techniques with low environmental
impact, no or low waste
•
socially acceptable production teams ( no child labour, no animal
testing)
•
local production to avoid transportation implications
March 2005
Man and Humanity Masters Programme
Course Structure:
•
18 month degree programme
•
40 hours per week
•
students should have a first
degree in art and design
•
practicing professionals from
areas outside of art and design
are sometimes accepted
March 2005
Man and Humanity Masters Programme
Course outline:
conceptualism
design methods
The
programme
3d-modelling
computer skills
material and
colour
March 2005
design history
Man and Humanity Masters Programme
Course outline:
ecology
social studies
key taught
elements
anthropology
design
sustainability
design strategy
March 2005
Man and Humanity Masters Programme
Contextual study
assignment examples:
Over
consumption
pollution
Contextual
study issues
Care and basic
necessity
wealth sharing
spirituality
March 2005
over
population
Man and Humanity Masters Programme
Course Content
•
design in the context of the global, local, and personal world is
central to the course ethos:
•
might look at marginalised societies to find ways for design to help
them find a footing in the world
•
investigation on a local
level highlights issues like:
•
•
•
March 2005
homelessness
medicare
disability
Man and Humanity Masters Programme
Course Content.......continued
•
Design methods research develops strong problem solving abilities
•
The personal world relates to the human psyche. Students address
issues relating to the personal management of daily activities,
emotion, and social problems
research areas include:
•
•
•
March 2005
depression
isolation
narrow-mindedness
Man and Humanity Masters Programme
Course Infrastructure
•
•
•
lecturers have high professional practice profile
permanent staff have multidisciplinary skills base
visiting lecturers have diverse expertise:
•
•
•
•
•
•
March 2005
science
philosophy
theology
business
economics
management
Man and Humanity Masters Programme
Course Infrastructure........continued
•
dedicated studio space
•
digital tools and computers plus multi-disciplinary workshops
•
much of the work and research is done on location
•
individual and team based projects are investigated throughout
year one
March 2005
Man and Humanity Masters Programme
Learning Outcomes
•
Students are expected to have achieved high levels of skill in
the following areas:
•
a broad vision of humanitarianism and sustainability
•
developed new concepts for the individual and mass public
•
team work ability to lead the process of realisation and
visualisation of conceptual thinking, enabling career potential
•
good technical/material knowledge and craftsmanship
•
evidence of quality reflective practice
•
practical design skill specialising in humanitarianism and design sustainability
•
analytical, research and design creativity skill
March 2005
*all quotations taken from course outline and advertising materials
Design Academy
Eindhoven, Holland
Funlab
March 2005
Design Academy
FunLab Masters
What is FunLab?
• it is a course that investigates design experience
• they focus on quick scenario creation and visualisation skill
• they specialise on the ability to stage and to create design experience as a product
• they transform design users into controlled ‘players and participants’ 1
• audience activation and meaningful response is central to the success of their work
March 2005
What is FunLab?
–
Fun Lab is a contextual program that studies the
culture of society and its relationship with design
–
The course investigates aspects of everyday life and
asks the students to invent new ways of connecting
the user to the world around them
–
It deliberately departs from the notion of the
aesthetic object to develop more significant and
meaningful design activities
–
The designer becomes a director or facilitator
influencing the manner in which the
‘participants....feel, touch, smell’ or engage with their
environment.
“Marry Me”
March 2005
What is FunLab?
Course Structure
• two year taught masters program
• six trimesters (14 weeks each)
• sequential individual and team projects
• structured contextual/conceptual studies
“Marry Me”
March 2005
What is FunLab?
‘Fun Lab is about creating new rituals
through scenario creation, and developing
strong and obtainable alternatives to how
we manoeuvre in the day to day.’
“Marry Me”
March 2005
What is FunLab?
According to FunLab the key contextual issues for the future
designer include:
•
•
•
•
•
emotional manipulation
psychology
perception
mood engineering
behavioural studies
“Marry Me”
March 2005
FunLab Course Outline
Term one:
‘The first term is geared towards the implications of designing
and communicating a new identity, and how to validate the
existence of this personage in the real world.’
March 2005
1st year project
FunLab Course Outline
Term two:
Students....’then move into larger territories of experience
by designing a garden landscape of transformation, where
the visitor is affected psycologically and spiritually along
his journey from the moment of entering....’
1st year project
March 2005
FunLab Course Outline
Term three:
‘We end in the analysis of grand scale, transforming built
landscapes such as Las Vegas, where an experience is
managed 24 hours a day, 7 days a week, regardless
of location.’
March 2005
FunLab Course Outline
Final year:
• personal research and concept
development lead to final year exhibition
• student is required to present a walk
through installation
• scenario is graded on its ‘effectiveness
and poignancy’.
• all research must be professionally
documented illustrating the concept,
the design and research methods, and
analysis of participatory design experience
March 2005
Facilities/Departmental Support
•
dedicated workshop space
•
computer animation and special effects classes
•
structured prerequisite contextual/conceptual studies lecture series
•
visiting lecturers:
Psychology
Communication
Culture
March 2005
Architecture
Art
Sociology
History
Design
FunLab Learning Outcomes
After two years on the course students must be fluent
in the following design techniques:
-
Quick scenario creation
Quick visualisation skill
Specialised ability to stage
Ability to create experience as product
Audience activation skill
Communication skill
Presentation skill
1st year project
March 2005
FunLab Learning Outcomes
outcomes continued...............
-
all project work has a real world prerequisite with an
emphasis on the feasible
-
graduates leave with an ability to easily interlock
within the diverse disciplines of :
- architecture
- event creation
- product design
- advertising
* all quotations taken from FunLab course outline and interviews with
Anna Crossetti, Course leader, and her students
March 2005
Design Interaction Masters - RCA
March 2005
Design Interaction Masters - RCA
What is design interaction?
‘As new technologies develop, new fields of design
emerge. This department is a pioneer in the field
of interactive products, services, systems and
experiences. ‘
‘......it’s focus is people. How does one go about
creating information and communication
technologies that will enrich the texture of everyday
life?’
Prof Irene McAra-McWilliam,
Head of Interaction Design Department
March 2005
Design Interaction Masters - RCA
Course Description
•
began 1990 as Computer Related Studies
•
2 year modular multidisciplinary
programme
•
information and communication
technologies broaden thinking and human
interaction with design
•
ethos = digital artefacts should reflect and
add meaning to lifestyle, emotion, and
social awareness
•
existing and future technology can create
design people will enjoy and want to use
“Thrill”
March 2005
Design Interaction Masters - RCA
•
first year project work
March 2005
•
•
•
•
•
•
•
•
•
Interaction design skills development
analytical skill
communication skill
computer programming skill
contextual studies skill
debating skill
design methodology
electronics skill
information dissemination skills
scenario creativity
Design Interaction Masters - RCA
Course objectives
–
–
–
–
–
–
–
–
–
ability to identify user/client needs
contextual awareness
geographical awareness
problem solving ability
time and resource management
multidisciplinary teamwork ability
documentation skills
presentation skill
design research/development ability
Broken Bones
March 2005
Design Interaction Masters - RCA
Course structure year one
• 1-5 week team and individual projects
• projects assessed in knowledge sharing
group critiques
• focus on scenario creation with
embedded abstract systems requiring
contextual explanation
• development of interaction design craft
Diane
March 2005
Design Interaction Masters - RCA
Course structure year one
• Project Content
– creation of screen based interfaces
– working with information systems
– sound/video
– animation using macromedia software
– interim show is presented at end of first year as a degree candidacy mechanism
March 2005
Design Interaction Masters - RCA
• student support mechanisms:
– research experts from academia and the professional world coordinate extended
projects
– weekly workshops in electronics and LINGO (high level programming)
– software construction is central to interaction design functionality
– structured lecture series introduce experts in research, design, art and science
– critical and historical studies classes require dissertation work on design interaction
related topics
March 2005
Design Interaction Masters - RCA
Course structure year two
• self-directed study project
• research leading to exhibition
• written thesis and project documentation
March 2005
‘Oh’
Design Interaction Masters - RCA
interaction design infrastructure
• teaching staff
– tutors:
• two tutors assigned to each student
• technical experts in electronic and
software programming
• tutors meet students once per week
• tutors write two student reports per
term
- visiting lecturers:
• specialist workshops
• development of skills base
Homemade Digital Scanning Camera
March 2005
Design Interaction Masters - RCA
• Summer Internships
– The RCA assist
students in finding
partners, industrial
locations and sponsors
for intern experience at
the end of year one
‘Evacuchute’
March 2005
Design Interaction Masters - RCA
Workshop facilities
• high and low tech
• computer network support
• dedicated materials workshop
• mixed media approach
•Wood
• metal
• plastic
•Digital media
• audio/video/photography
• Rapid prototyping
‘Frutballer’ and ‘Looperdooper’
March 2005
Design Interaction Masters - RCA
Research Affiliates Programme
‘BioMap’
March 2005
•
a dedicated research studio was
established in 1994
•
pioneers in design interaction become
well supported research fellows for
limited periods
•
develops design that departs from the
traditional scientific and artistic models
•
cultural study precides over aesthetics
•
private funding supports much of
research
Design Interaction Masters - RCA
Overview/learning outcomes
•
work generally is presented as
concept illustration
eg: drawing, models, written research
•
students are highly skilled, fluent,
conceptualists and presenters
•
interaction design can be inaccessible
•
people, design sustainability, design
experience, and scenario creation are at the
core of design interaction
•
graduates gravitate towards design
consultancy within industry after
completing this taught two year course
‘The Ecology of Memory in Design’
March 2005
University of Central England
Birmingham
Taught Masters Programme
In
Product Design
March 2005
UCE - Product Design MA
12 months
Course Duration
24 months Part-time
18 month
Learning contract
March 2005
University of Central England
Product Design MA
*UCE employ a part-time recruitment officer
Multicultural student body
20%
UK
80% international
(Asia, Russia, Canada,
Greece)
March 2005
University of Central England
Product Design MA
Multidisciplinary dynamic
industrial design
product design
student single
discipline
extertise
Design media &
communication
photography
engineering
March 2005
University of Central England
Product Design MA
MODULAR TRIMESTER SYSTEM
TERM ONE = 60 CREDITS
TERM TWO = 60 CREDITS
TERM THREE = 60 CREDITS
March 2005
180
total credits to
complete the
degree
University of Central England
Product Design MA
MODULAR TRIMESTER SYSTEM
Phase 1
prerequisite
skills
Phase 2
Phase 3
March 2005
•
Design Concepts
•
Design Language
•
Design Methods/models
Transitional phase
• Development of personal research
•
Completion of research
•
Presentation of research
University of Central England
Product Design MA
Design Methods
•
•
design methods classes
are prerequisite on all
masters programmes in
the United Kingdom
Design Research
Design Methods
models are introduced
and applied through
ongoing project work
Design Practice
March 2005
University of Central England
Product Design MA
Course Philosophy
Individual/lone maker
versus
Product evolution/teamwork
form & function
context
March 2005
Commercial
world context
Cultural
context
University of Central England Product Design MA
UCE Design Management and Product Design MA Lecture Series
Industrial Organisation
Design Policy
Wk 1 Introduction & Project Briefing
Introduction & Project Briefing
Wk 2 Trends In Manufacturing
Company Design Knowledge
Wk 3 Project Data Sources
Audit Case Study: Risk Project
Wk 4 Reporting Research
Design And Company Vision
Wk 5 Consumer Behaviour
Design Information Needs Of Industry
Wk 6 Project Progress Seminar
Policy Auditing
Wk 7 Beyond Lifestyles
Project Progress Seminar
Wk 8 From Costing To Marketing
Product Development
Management and Strategy
March 2005
Wk 9 From Product To Brand
Adding Value
Wk 10 The Corporate Ethic
Design Management Case Study
University of Central England
Product Design MA
First Trimester Weekly Student Schedule
Monday
Free
Tuesday
1/2 day of lectures
Wednesday
English language classes for foreign students
Thursday
Full day of lectures
Friday
Optional sign-up for “surgery hours”
• Lecturers have 9 hours contact with students per week
• College intranet is used as a major communication mechanism
March 2005
University of Central England, Product Design MA
Course infrastructure
Peer group
“buddy” system
Lectures
Course
infrastructure
Surgery hours
Group critiques
Team assignments
March 2005
University of Central England, Product Design MA
Powerpoint
Presentation
methods
MS Word
Presentation
methods
3D-Studio Max
Auto-CAD
Team presentation
March 2005
UCE-Product Design MA
Learning Outcomes
diagram one:
Reflective Practice
Deeper Knowledge
Innovation
Course philosophy
Team dynamic
What is it about?
Manufacturing
viability
Product Evolution
Predicting future
design
March 2005
Non-linear design
model
UCE-Product Design MA
Blue-sky
product
Learning outcomes
Diagram two
Lone designer
individuality
Course philosophy
Single discipline
making skills
Not about.......
More functionality at the
expense of challenging public
design perception
What’s already
known
March 2005
Traditional academic
evaluation models
Design problem
solving
University of Central England
Product Design MA
Why are things made?
Learning Outcomes
Diagram three:
Design in manufacturing
knowledge
Perceived benefits
from student
perspective
Multidiscipline/multicultural
peer group dynamic
Factoring in design
manufacturing constraints
March 2005
Design process
understanding
How things are made
Design influence factors
University of Central England,
Birmingham
Design Management
Taught Masters Programme
Established 1991
March 2005
UCE-Design Management MA
Course philosophy
The program “..sets out to change the way people think.
There is something hedonistic about traditional art and
design practice which focuses the individual on the
individual and develops that type of subjectivity. Our
course is more objective than that. We see our work
through other peoples eyes.
Dr Robert Gerrard, Head of Design Management, UCE
March 2005
UCE-Design Management MA
Multidisciplinary
student profile
20-25 students annually
Design Management
Media and
Communication
Product Design
Photography
Interior Design
*course requires first degree in a design related discipline
March 2005
UCE-Design Management MA
Course Structure
•
12 month (45 wks) trimester system starting and ending in September
•
or 18 month (90wks) negotiated research within course parameters
•
or 24 month part-time negotiated research within course parameters
•
March 2005
Learning contract between student and institution
•
series of taught prerequisites
ie: course modules
•
individual and team assignments
•
project aspiration
•
learning evaluation
•
intranet
•
surgery hours
UCE-Design Management MA
UCE Design Management and Product Design MA Lecture Series
Industrial Organisation
Design Policy
Wk 1 Introduction & Project Briefing
Introduction & Project Briefing
Wk 2 Trends In Manufacturing
Company Design Knowledge
Wk 3 Project Data Sources
Audit Case Study: Risk Project
Wk 4 Reporting Research
Design And Company Vision
Wk 5 Consumer Behaviour
Design Information Needs Of Industry
Wk 6 Project Progress Seminar
Policy Auditing
Wk 7 Beyond Lifestyles
Project Progress Seminar
Wk 8 From Costing To Marketing
Product Development
Management and Strategy
March 2005
Wk 9 From Product To Brand
Adding Value
Wk 10 The Corporate Ethic
Design Management Case Study
UCE-Design Management MA
modular course requirements
• 10 credit module
-
industrial organisation
• 10 credit module
-
design policy
• 10 credit module
-
law/financial management
• 20 credit module
-
live teamwork
• 10 credit module
-
research methods
• 50 credit module
-
placement/audit
• 60 credit module
-
dissertation
March 2005
UCE-Design Management MA
Teaching and learning context
Diagram four
Policy Audit
(10 week assignment)
Institution
Policy Audit
(knowledge
transfer partnership
case study)
* UCE placement officer orchestrates this
teaching and learning scheme
March 2005
Industry
Student
UCE-Design Management MA
Teaching and learning context
diagram one
Market policy
Design Context
Technology
Organisational
Development
March 2005
UCE-Design Management MA
“It’s a specialist generalist
course. Students become
special at being general.”
Dr Robert Jerrard, Design Management
Course Director, UCE
March 2005
UCE-Design Management MA
“The ideal is to ultimately put an uneasy mix together. At
the one end of the scale you have a high understanding of
the professional world and at the other end you have the a
high understanding of academia.”
Dr. Bob Jerrard, Head of Design Management
March 2005
UCE-Design Management MA
Teaching findings/outcomes
•
course is seen as practical not theoretical
•
provides a new practical in-depth design awareness
required by industry
•
inclusive design education philososphy in
contrast to exclusive single discipline approach
•
despite mode B approach students define their own
direction within parameters mapped by the curriculum
•
the chronology of the course is teaching followed by
independent study
March 2005
UCE-Design Management MA
Teaching findings/outcomes .........continued
•
dissertations for all assignments provide vital research skill
•
workshops build essential specific knowledge
•
eg:
industry law media theory management
•
KTP’s mechanism helps make implicit knowledge explicit
•
KTP opportunity is an indirect recruitment driver
•
“professional overtone” with “employability” as yardstick
•
only externs grade work at UCE
March 2005
UCE-Design Management MA
Teaching findings/outcomes .........continued
•
single discipline courses leave too many
knowledge gaps despite high-level specialism
•
Design Management focuses on defining design
and is regarded by UCE as a specific discipline
•
at UCE a Design Management masters is seen
as the visual practice equivalent of an MBA
March 2005
Finding design direction on the journey from mode A to B
Conclusion
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
1.
What are the positive aspects of introducing multidisciplinary taught masters courses at the NCAD?
•
the development of a multidisciplinary knowledge and
skills base
•
the development of cross-discipline/departmental
learning organisation
•
the development of broad based new technology
research network
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
2.
March 2005
What are the benefits of the taught mode of
delivery?
•
a shared research methodology, knowledge, and vision
•
an opportunity for the NCAD to create a research culture
•
an ability to better prepare designers for industry and
professional practice
Finding design direction on the journey from mode A to B.
Conclusion
3.
What are the drawbacks of the taught
multidisciplinary approach?
•
all the courses I evaluated were run by staff only
responsible to those particularly programs
•
the possibility of a disintegration of product and
loss of specialism
ie: students could become
“jack of all trades but master of none”
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
4.
What drawbacks are there in the mode B approach?
•
some might view the mode B approach as a prescriptive design
education
•
potentially problematic recruitment
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
So why move from mode A to mode B?
•
there is an apparent design education and industry shift away
from individualism towards team work
•
isolated self-reflective practice can often by-pass critical and
contextual awareness which foster deeper knowledge
•
the mode B approach will deliver a much needed learning
organisation and history to the college
•
our learning organisation will create a research identity ensuring
academic credibility
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
So why move from mode A to mode B?...........continued
•
the mode B appraoch better positions the NCAD in establishing
stronger design links with industry
•
knowledge transfer partnerships are essential in preparing our
students for future employment
•
a more scientific design approach, perhaps in the area of new
technology, will better place the NCAD for government funding
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
Potential taught framework should include:
•
Cultural Studies
•
Contextual Studies
•
Design methods
•
Professional Practice
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
Potential Taught framework
1.
Cultural Studies
•
sociology
-
anthropology/ethnography
gender studies
ageism
disability
•
ideology
-
lifestyle
semiotics
mythology
identity
•
ecology
-
design sustainability
ethics
technology
environmentalism
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
Potential Taught framework
2.
Contextual Studies
-
new materials and technology
design organisation and policy
critical analysis/design issues
scenario/ritual design interaction
March 2005
-
globalisation
consumerism
universal design
aesthetics
Finding design direction on the journey from mode A to B.
Conclusion
Potential Taught framework
3.
Design Methods
-
research methodology
reflective practice
individualism/de-individualism
March 2005
Finding design direction on the journey from mode A to B.
Conclusion
Potential Taught framework
4.
Professional Practice
-
Creative writing
-
design language
research documentation
report and grant writing
-
Work Placement
-
knowledge transfer placement
-
Incubator research -
research development
business start-up
-
Presentation skills -
power point
3d modelling/CAD
photography
auditory preparedness
March 2005
The End
March 2005