| Unit name | Design Futures |
|---|---|
| Unit code | INOV10006 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Ms. Jenkins |
| 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 |
NA |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
Why is this unit important?
What is ‘the future’ and how might we design for a time that we might only be able to imagine? Implicit within ideas about design are concepts of building desired situations and how the world ought to be (Simon, 1958). These utopian ideals are balanced against the ethical and practical challenges of designing into the future – what constitutes a desirable future and for whom? How can we design in ways that fit the futures we wish to encounter?
How does this unit fit into your programme of study?
This Year 1 Unit builds on the foundational skills and knowledges learned in Design and Systems Thinking in TB1. In Design Futures you will apply design processes in ambiguous and uncertain scenarios. By doing so you will be challenged to look at the world in new ways and to develop confidence generating imaginative and creative ideas.
An overview of content
On this unit students will construct future scenarios using established methods such as the Oxford Scenarios planning approach (e.g. Ramirez and Wilkinson, 2016). Students will develop designs and prototypes intended to solve future-facing issues. Students will critically reflect on how their understanding of the present is affected by what they learn about the possibilities arising from the future.
How will students, personally, be different as a result of the unit
As a result of this unit students will be familiar with examining the uncertainties of the present and recognise that the future is a dynamic (and sometimes contested) domain for change.
Learning Outcomes
Students successfully completing the unit will be able to:
1. demonstrate an understanding of a range of tools for exploring different possible futures.
2. apply methods of collaborative and participatory design through the design of new products or services for different future scenarios
3. document the participatory, collaborative design work process.
4. reflect critically on the process of designing for future scenarios.
Students will learn through practical, studio-based workshop sessions. Generative methods will be used to allow students to produce new ideas and enable reflective learning on creative processes.
Tasks which help you learn and prepare you for summative tasks (formative):
Through the group work students will engage critically in futures that they have designed and documented. This will provide source data for individual critical engagement and reflection.
Tasks which count towards your unit mark (summative):
A team-produced resource(s) documenting innovation processes.
The word count will be shared across the group and may be scaled based on team size.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the Centre shortly after the notification of your results at the end of the academic year.
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. INOV10006).
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.
