Design Challenge
| Degree programme | Design and Creative Leadership |
| Subject area | Design |
| Type of degree | Master Part-time Winter Semester 2024 |
| Course unit title | Design Challenge |
| Course unit code | 090821012201 |
| Language of instruction | German, English |
| Type of course unit (compulsory, optional) | Compulsory |
| Teaching hours per week | 3 |
| Year of study | 2024 |
| Level of the course / module according to the curriculum | |
| Number of ECTS credits allocated | 8 |
| Name of lecturer(s) | David ALTWEGER, Philipp EHMANN, Margarita KÖHL, Thomas POSCHAUKO, Clemens-Josef PRANKL, Christoph SKOFIC |
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This course provides a framework for familiarizing students with the different roles that can be taken on in design-oriented fields of activity and in interdisciplinary design processes. This is an introductory format that uses a clearly defined design challenge - and its collaborative processing in heterogeneous teams - to teach methods of systemic design, iterative, cyclical work processes and strategies for the effective combination of research and design skills. The groups consist, as equally as possible, of participants with different perspectives and backgrounds in design and research. While designing and implementing the project, students learn to recognize and use the potential arising from the correlation of different areas of knowledge and their methodologies and become familiar with the potential of collaboration, participation, social interaction and play in connection with design processes. They familiarize themselves with the basic requirements of creative thinking and action. They deal with how opinions, attitudes, stereotypes and prejudices arise and know that these profoundly influence their own and other people's perceptions as well as design processes in different ways. They learn to find solutions to complex problems by incorporating diverse perspectives and a variety of competences and approaches, thereby cultivating an attitude that enables them to act as a collective, learn from each other and utilize synergy effects that can only be achieved through interdisciplinary work. While working on design tasks, students form temporary collectives in which they deal with their own role dispositions, existing stereotypes and conventions. Different concepts are discussed, ranging from experience design to participatory aesthetics and playful approaches.
Further content:
- Examples of social networks, organizations, collectives, labels, rhizomes and social movements
- Interpersonal interaction patterns and the shaping of social relationships
- Design as a method, means and tool
- Possibilities for intervention, participation and interaction
- Social relevance of design and the responsibility in the application of formative processes
Students are familiar with interdisciplinary, collaborative conception and design processes, as well as the different roles that can be taken on in design-oriented fields of activity and in design processes. They can reflect on their own role dispositions and their relationship to other people. They know the basic requirements of creative thinking and acting. They are able to assess their personal competences and expand them independently through peer-to-peer learning, effective navigation of knowledge databases and online resources. They can define their own role appropriately and take responsibility. They can work together in interdisciplinary teams and are familiar with various forms of collaboration. They know the phases of the team-building process and develop the ability to engage in collaborative discourse. This includes the first phase of idea generation, the second phase of idea organisation and the intellectual convergence phase, which is reflected in the development of a shared understanding or the creation of a knowledge product or solution.
Exercises, teamwork, individual and team coaching (online and face-to-face), guided learning on ILIAS
Exercises, immanent examination character
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- Harasim, Linda (2017): Learning Theory and Online Technologies, London: Routledge.
- Baier, Andrea ; u.a. (2016): Die Welt reparieren. Bielefeld: Transcript.
- O'Rourke, Michael; Crowley, Stephen; Eigenbrode, Sanford D. (2013): Enhancing communication & collaboration in interdisciplinary research. Los Angeles, Calif. [u.a.]: Sage.
- Bourdieu, Pierre (1994): Zur Soziologie der symbolischen Formen. Frankfurt am Main: Suhrkamp.
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- de Certeau, Michel (1998): Kunst des Handelns. Berlin: Merve.
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- Luhmann, Niklas (1987): Soziale Systeme, Grundriss einer allgemeinen Theorie. Frankfurt am Main: Suhrkamp.
Classroom teaching with compulsory attendance; guided learning on ILIAS