| Learning objectives |
To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors:
- Analyze a design / business case, understanding the specific
and general challenges within the given field;
- Do appropriate research to create a concept which addresses the
design / business case;
- Present in writing and orally both a concept which addresses
the design / business case and the research that justifies the
concept;
- With course materials, understand, explain, and study
culture;
- Understand and explain central concepts and methods within
design thinking; and
- Present and reflect on the scope of applied
research.
|
| Examination |
|
Designtænkning
og konceptudvikling:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual exam |
| Size of written product |
Max. 5 pages |
|
1800 to 2200 words. |
| Assignment type |
Case based assignment |
| Duration |
Written product to be submitted on specified date
and time. |
| Grading scale |
7-point grading scale |
| Examiner(s) |
One internal examiner |
| Exam period |
Winter |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
|
Description of the exam
procedure
The student will outline the questions and methods that animated
their research which allowed them to develop a design concept. The
students will explain and justify their design concept.
There is a possibility of feedback prior to final
submission.
|
|
| Course content, structure and pedagogical
approach |
|
Design thinking and concept development introduces students to
anthropological, cultural research and work in design and
culture consulting by means of cultural analysis and conceptual
development.
The focus of the course is on understanding a design case, a
practical question of some part of human life and culture that
needs some sort of intervention, and then via methodologically
sound research, coming up with a solution or a design concept.
One aim of this course is to allow students an opportunity to
make use of their academic training in service to solving a
practical busienss problem.
|
| Description of the teaching methods |
| Design thinking and concept development is an
intensive, case-oriented course, which has an emphasis on student
participation and work outside of the classroom. Instructors
priorities giving students an opportunity to test the ideas and
methods they are learning as well as the insights those generate.
Therefore, the course is a combination of lectures and exercises,
and pushes students to make use of different genres and mediums to
convey what they know. |
| Feedback during the teaching period |
Much of the pedagogy in design thinking and
concept development is practice-based: students learn something
then they use it, analyze it, comment on it, and critique it.
Because of this, it's important for students to get feedback
both from instructors and from other students. At each workshop,
students will have small, class-contained assignment that will, for
example, involve oral presentation, written answers to questions,
group assignments, etc. In addition, students will be given an
opportunity to submit a draft of the final exam.
|
| Student workload |
| Classes |
20 hours |
| Exercises |
12 hours |
| Exam |
20 hours |
| Readings and Preaparation |
155 hours |
|
| Expected literature |
- Christian Bason: ”Hvad er design” & ”Udforsk problemrummet”
i Form Fremtiden – Designledelse som innovationsværktøj,
Gyldendal 2016.
- John Thackara: ”Introduction” & ”Lightness” in; Inside
the bubble – designing in a complex world, MIT Press 2006
- Tom Kelley: ”Introduction” & ”The Anthropologist”, in:
The 10 Faces of Innovation. New York / et al., Doubleday,
2005.
- Dolgin, Janet (ed.). 1977. “Introduction.” In Symbolic
Anthropology: A Reader in the Study of Symbols and Meanings.
New York: Columbia University Press.
- Geertz, Clifford. 1973. “Chapter 1: Thick Description: Toward
an Interpretive Theory of Culture” and “Chapter 15: Deep Play:
Notes on the Balinese Cockfight.” Pp 3-33 and 412-455. New York:
Perseus.
- Peirce, Charles Sanders. 1894. “What is a sign?”
https://www.marxists.org/reference/subject/philosophy/works/us/peirce1.htm.
Accessed March 9, 2018
- Peirce, Charles Sanders. 1902. “Three Trichotomies of Signs.”
https://www.marxists.org/reference/subject/philosophy/works/us/peirce2.htm.
Accessed March 9, 2018.
- Kohn, Eduardo. 2013. “Introduction: Runa Puma.” In
How Forests Think: Toward an Anthropology Beyond the
Human. Pp. 1-27. Berkeley: University of California
Press.
- Daniel, E. Valentine. 1987. “3. A House Conceived.” In
Fluid Signs: Being a Person the Tamil Way. Pp. 105-163.
Berkeley: University of California Press.
- Handwerker, W. Penn, and Danielle F. Wozniak. 1997. “Sampling
Strategies for the Collection of Cultural Data: An Extension of
Boas’s Answer to Galton’s Problem.” Current Anthropology
38(5):869-875.
- Spradley, James P. 1980. “Step Two: Doing Participant
Observation,” “Step Four: Making Descriptive Observations,” and
“Step Five: Making a Domain Analysis.” Pp. 53-63 and 73-99
- Humphreys, Laud. 1975. “2. Methods: The Sociologist as Voyeur.”
In Tearoom Trade: Impersonal Sex in Public Places. Pp. 16-45.
Aldine Transaction.
- Jones, Laura K., Bonnie Mowinski Jennings, Ryan M. Goelz, Kent
W. Hayhorn, Joel B. Zivot, Frans B. M. de Waal. 2016. “An Ethogram
to Quantify Operating Room Behavior.” Annals of Behavioral Medicine
50(4):487-496.
- Weller, Susan C. and A. Kimball Romney. 1988. “1. Introduction
to Structured Interviewing” and “2. Defining a Domain and Free
Listing.” In Systematic Data Collection. Pp. 6-20. London:
Sage.
- Spradley, James P. 1979. “Step Two Interviewing and Informant.”
In The Ethnographic Interview. Pp. 55-68. Long Grove, IL:
Waveland Press.
- Yow, Valerie Raleigh. 2005. “Introduction to the In-Depth
Interview.” In Recording Oral History: A Guide for the
Humanities and Social Sciences. Pp. 1-34. Walnut Creek: Alta
Mira Press.
- Guest, Greg, Arwen Bunce, and Laura Johnson. 2006. “How Many
Interviews Are Enough?: An Experiment with Data Saturation and
Variability.” Field Methods 18(1):59-82.
- Hebdige, Dick. 1980. “Part One: Some case studies.” Subculture:
The Meaning of Style. Pp. 23-73. London: Routledge.
- Bashkow, Ira. 2006. “6 Conclusions: Whitemen Beyond.” In The
Meaning of Whitemen: Race and Modernity in the Orokaiva Cultural
World. Pp. 209-261. Chicago: University of Chicago Press.
- Latour, Bruno and Steve Woolgar. 1986. “2 An Anthropologist
Visits the Laboratory.” Pp. 43-91. Princeton: Princeton University
Press.
- Christian Madsbjerg & Mikkel B. Rasmussen: ”Getting People
Right” & ”Lego”, in The moment of Clarity, Harvard
Business Review, 2014.
- Alexander Osterwalder & Yves Pigneur: Business Model
Canvas, in: Business Model Generation, New Jersey, John Wiley &
Sons, 2010.
- Mauss, Marcel 1979 Seasonal Variations of the Eskimos
trans. James J. Fox. London: Routledge & Kegan Paul.
- Weston, Kath 1997 “5. Families We Choose”. Families we
Choose: Lesbians, Gays, Kinship. Pp. 103-137. New York:
Columbia University Press.
- Ryan, Gery and H. Russell Bernard. 2003. “Techniques to
Identify Themes.” Field Methods 15(1):85-109.
- Emerson, Robert, Rachel I Fretz, and Linda L. Shaw. 2011. “7
Writing an Ethnography.” In Writing Ethnographic Fieldnotes,
Second Edition. Pp. 201-243. Chicago: The University of
Chicago Press.
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