Module Content
Student Blogs
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Timetable |
Reading List |
Induction |
Student Blogs |
Academic Year 2010-2011 |
Project Brief |
Timetable |
Reading List |
Induction | Student Blogs |
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Project Brief |
Timetable |
Reading List |
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Academic Year 2008-2009 |
Project Brief |
Timetable |
Reading List |
Previously DES506M2
Academic Year 2007-2008 Project Brief Timetable Reading List
Academic Year 2006-2007 Project Brief Timetable Reading List
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MODULE TITLE:
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MAJOR DESIGN PROJECT
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MODULE CODE:
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DES509
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DATE OF REVISION
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Academic Year 2011/12
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MODULE LEVEL:
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6
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CREDIT POINTS:
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40
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MODULE STATUS:
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Compulsory
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SEMESTER:
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2
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LOCATION:
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Magee Campus
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E-LEARNING:
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Blended learning
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PREREQUISITES
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None
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CO-REQUISITES
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DES518
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MODULE CO-ORDINATORS:
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Magee, J. Dr (Magee Campus, School for Creative Arts)
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TEACHING STAFF RESPONSIBLE FOR MODULE DELIVERY
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Core Staff
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HOURS:
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400
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Lectures
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Hrs 4
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Seminars
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Hrs 24
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Tutorials
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Hrs 20
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Critiques
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Hrs 12
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Independent study (including assessment)
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Hrs 340
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TOTAL EFFORT HOURS:
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400
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ACADEMIC SUBJECT:
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DESIGN
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RATIONALE
This module is intended as the applied culmination of knowledge and skills gained during the course. The Major Project is undertaken which combines all prior learning within a deeper context within the specialist design discipline. It prepares the ground for students to consider and plan for particular areas of design research which may be available to them at postgraduate level and provides a portfolio project which is exhaustive with significant substance and depth suitable for exiting into employment.
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AIMS
The essential aims of this module are:
· To consolidate prior knowledge relevant to chosen design discipline or interdisciplinary developments
· To consolidate design & production skills within a mature framework leading to innovative outcomes.
· Toconsolidate, critical awareness & self management skills.
· To consolidate independence, design individuality and interests.
· To nurture passion for further design education and practice in the professional sector of the design industry
LEARNING OUTCOMES
A successful student will be able to show that he/she can:
KNOWLEDGE AND UNDERSTANDING
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K1
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Demonstrate detailed knowledge of design aesthetic, production & marketing factors.
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K2
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Demonstrate detailed knowledge of the design process for complex design problems.
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K3
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Demonstrate detailed knowledge of the principles informing design innovation.
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K4
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Demonstrate through visual exploration the cyclic and accumulative process of trial and error innovation indicative of design through repeated visual practice.
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INTELLECTUAL QUALITIES
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I1
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Critically review, consolidate & demonstrate detailed knowledge of design issues.
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I2
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Devise & sustain arguments using ideas at the forefront of the design discipline.
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I3
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Critically evaluate complex design problems and offer sophisticated design solutions.
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I4
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Produce visual narrative in a clear, concise and balanced way
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PROFESSIONAL/PRACTICAL SKILLS
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P1
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Manage their own learning and make use of scholarly reviews and sources.
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P2
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Demonstrate a systematic understanding of key contexts of design practice, social etc.
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P3
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Deploy IT/production skills that are at the forefront of the design discipline.
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P4
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Manage and deliver outcomes to set deadlines on a substantial design project
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TRANSFERABLE/KEY SKILLS
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T1
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Demonstrate deep learning & understanding of the issues.
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T2
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Communicate with dexterity: listen, negotiate, present & write in various formats.
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T3
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Accept accountability for determining & achieving personal/group outcomes.
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T4
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Produce professional quality outcomes and in a timely manner.
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CONTENT
All projects are by student proposal, however there may be some opportunities presented to students involving live projects or academic research projects as options for selection and development. Students will be encouraged to engage with planning for their major project in semester 1, starting at induction. They will be expected to present their proposal to a panel of two lecturers on the first day of semester 2. Decisions regarding the appropriateness of the project will be made at this time. Support will be of a personal nature relating to the diversity of the projects, with each student having a primary and secondary supervisor mapped to their academic and professional needs.
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LEARNING AND TEACHING METHOD
There are no formal lectures planned for this module, however at the discretion of the project supervisors, it may be determined appropriate to deliver a bespoke lecture in relation to the challenges within a group of students.
Seminars will enable students to devise and sustain arguments using ideas at the forefront of the design discipline. There will be an expectation of studio culture in terms of peer engagement and peer learning throughout the semester.
Tutorials will offer students the opportunity to discuss the rationale behind their work in detail. They will provide a personal forum for qualitative feedback on design content at all stages of the project. They provide an opportunity for the supervisor to tailor learning and teaching to map to the educational development needs of the individual.
Practicals will enable students to deploy IT/production production skills at the forefront of practice. These will deal with specific design and production techniques and workflows and will often develop into practical seminar/workshops catering for a range of similar technical issues within a micro-group.
Critiques will be conducted on 3 occasions during the semester, with the entire final year group. They take the form of ‘designer roulette’, that is, all students will be expected to be prepared for the presentation but a small cohort will be selected randomly to present. The wider group are expected to challenge and probe the design content in a detailed way providing high quality peer feedback for the presenter.
Students will be directed to read listed books, journals and electronic sources on project management, but will have diverse specific content needs. They will show the ability to self identify reading appropriate to their chosen topic and will receive personalised advice in this regard from supervisors, due to the diversity of content expected across the group.
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ASSESSMENT AND FEEDBACK
The module is assessed as 100% Coursework. Qualitative feedback is provided on a continuous basis with close and direct dialogue with supervisors.
Coursework 1 (7.5%): Rationale and Brief
This is the initial presentation of the project proposal, using the Pecha Kucha format. Students will be equally assessed against two components. Firstly, their ability to following instruction in line with the Pecha Kucha deliverables and secondly, relating to the rationale of their proposals. The specific project brief approach should be clarified. This will be assessed on week one of semester. It equates to 30 hours work effort. It assesses learning outcomes K3, I2, P1, T2
Coursework 2 (65%): Design visual documentation
This is the main body of work of which is best described using the design council’s double diamond design process of Discover, Define, Develop and Deliver. Although each student, relating to discipline, will have different types of deliverables, it is expected that each of the phases of the design process are documented with visual clarity in the form of contextual notebooks, sketchbooks, developmental practice (sketchbooks and software prototypes) and careful consideration of visual narrative/communication methods of production. It equates to 260 hours work effort. It assesses learning outcomes K1, K2, K3, K4, I1, I3, I4, P2, P3, P4, T1, T4
Coursework 3 (7.5%): Reflective blog
The Reflective blog should indicate what has been learned during the project. Care should be taken that this is not just an archive of collected information. Evaluation and reflection are key, where self-critical and self-reflective abilities are demonstrated. It equates to 30 hours work effort. It assesses learning outcomes I3, T3
Coursework 4 (20%): Viva and presentation
Presentation and professional practice is important in visual communication of any design discipline. This course work will assess the general qualities of professionalism (tidiness, clarity, precision, organisation) as well as ability to visually plan the visual narrative (telling the story) of the design thinking. It involves the physical planning and presentation of artwork content (this is distinct from the quality of third party production or materials used). It involves a viva presentation in front of a panel of design staff, followed by a question and answers forum. Work must be physically presented in advance of the presentations. This equates to 80 hours work effort. It assesses learning outcomes K3, I1, I2, I3, I4, P2, P4, T1, T2, T4
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100% Coursework
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0% Examination
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· Buxton W., 2007, Sketching user experiences [electronic resource] : getting the design right and the right design, Amsterdam ; Boston : Elsevier/Morgan Kaufmann
· Collins H., 2010, Creative research : the theory and practice of research for the creative industries,Lausanne: AVA Academia,
· The Design Council, 2005, The design process; The double diamond design process model [online] Available at: <http://www.designcouncil.org.uk/designprocess> [Accessed 08 January 2010]
RECOMMENDED READING
· Creswell J.W., Plano Clark V.L., 2011, Designing and conducting mixed methods research, second edition, Los Angeles ; London : SAGE
· As proposed by project supervisor (project specific)
· As identified by student (project specific)
Exemplar Design Journals
· The Design Journal: http://www.bergpublishers.com/BergJournals/TheDesignJournal/tabid/3650/Default.aspx
SUMMARY DESCRIPTION
This module represents the breadth and depth of knowledge gained while undertaking design education at Magee. It demonstrates exhaustive workflows in a creative and innovative context, while interpreting the relationships with the user providing a forum for demonstrating a passion for design and demonstrating an individual development of design acumen.
