| Unit name | Tools and Methods for Innovation |
|---|---|
| Unit code | INOVM0024 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Balis |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
Why is this unit important?
To innovate you need new ways of looking at problems to find novel and creative solutions that may have been missed from a purely analytical problem-solving approach. This unit looks at various methods and approaches to understand the bigger picture of the problem and how the complex systems involved interconnect (systems thinking) whilst bringing together a human centred problem-solving focus (design thinking).
How does this unit fit into your programme of study?
In this unit you will learn how paradigms of thinking and methods of work developed from the legacy and practice of industrial design can help structure creative aims and processes, and how they may be used to develop innovative solutions to a variety of challenges and problems. In particular, you will develop understandings and skills in the process and application of Design Thinking and System Thinking as problem-solving tools for a range of challenges.
An overview of content
This unit provides core professional methodology and academic knowledge for the practice of both Design Thinking (i.e. designing for users) and Systems Thinking (i.e. designing for the context within which users use things). The course touches on Product and Service design and provides a wealth of practical tools and methods for solving problems and developing compelling solutions.
How will students, personally, be different as a result of the unit
You will have gained both competence and confidence in Design Thinking and Systems Thinking methods and be able to select and apply them to a range of real and imagined scenarios. You will have realised and be able to articulate the value of really understanding the problem (from a user and context perspective) before developing solutions. You will be able to reflect on the development of your professional design practice.
Learning Outcomes
By the completion of this unit students should be able to:
1. demonstrate knowledge and understanding of the theories of design thinking and systems thinking and their role in innovation in modern society
2. work individually and as a group to analyse a problem and produce a range of responses derived from the use of design thinking and systems thinking
3. document and present, including using visual literacy, their individual and group processes of design thinking and systems thinking
4. evaluate and critically review the design thinking and systems thinking approaches of other practitioners
5. reflect critically upon their own use of design thinking and systems thinking and the process of working with and for others in exploring and responding to problems in modern society
Teaching will be focused on interactive studio-style workshop sessions and small-group project work supported by in-person and online lectures. This simulates the group-based professional context of design practice and allows for the kind of discussion, debate, and diversity of perspective that really stimulates transformative creative learning.
Teaching and assessment are focused on real-world problems, with real user perspectives gathered through student research, to add to the authenticity of what is being learnt and why.
Tasks which help you learn and prepare you for summative tasks (formative):
Teaching on the unit is highly interactive and weekly discussions and project work conducted with both peers and academic staff will help you develop your practice, test your methods and ideas, and hone your professional use of the tools and methods taught. Students will be asked to show and tell their peers and staff about their ongoing project work, receiving feedback and constructive critique. There will be opportunities to submit early drafts of both group and individual work for staff feedback.
Tasks which count towards your unit mark (summative):
Design Report (group assessment) 60%
3000 words
Professional Reflection (individual assessment) 40%
2000 words
When an assessment does not go to plan
In the case of the individual professional reflection a student who was not able to take or pass the assessment at the first attempt would get a fresh attempt to pass the same assessment. In the case of the group Design Report we would enable anyone who was not able to take or pass the assessment at this first attempt an individual assessment in the form of an individual critique of their group’s original Design Report highlighting areas for improvement and development through better use of the taught methods.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. INOVM0024).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
