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Finding Design Direction On The Journey From Mode A To B PowerPoint Presentation
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Finding Design Direction On The Journey From Mode A To B

Finding Design Direction On The Journey From Mode A To B

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Finding Design Direction On The Journey From Mode A To B

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  1. Finding Design Direction On The Journey From Mode A To B

  2. Finding Design Direction On The Journey From Mode A To B • Presentation Outline: • Survey current design thinking in education by evaluating examples of taught multidisciplinary masters courses in Europe • Design Academy, Eindhoven • IM-Masters Programme • Man and Humanities Masters Programme • FunLab Masters Programme • The Royal College of Art, London • Design Interaction Masters Programme • University of Central England, Birmingham • Product Design Masters Programme • Design Management Masters Programme • Conclusion • pros and cons of the taught multidiciplinary approach • potential skeletal course framework

  3. Design Academy, Eindhoven, Holland IM - (industrial, interior, and identity design) multidisciplinary masters programme

  4. IM -Masters course ideology ‘Designers are dealing more and more with complex design-assignments in multidisciplinary teams. Therefore IM Masters offers a programme in which the fields of Industrial, Interior and Identity Design are integrated.’ Droog Design

  5. IM -Masters Droog and I-M masters defined...... Gijs Bakker and Renny Ramakers founders of Droog design set up the IM programme in 2002 • it’s not about producing more objects • it’s not about using more materials • it’s not about finding solutions to problems • it’s about design sustainability • it’s about ‘expanding the possibilities of • existing objects, images, spaces and ideas’** • it’s about design experience, exploration, • and expansion

  6. IM -Masters course ideology • course ethos is the realisation that design can and should be more than the development of new products • today designers have the opportunity to study social and philosophical changes in the world around them • design is in a state of flux where context and experience are now more the focus of concept development Droog Design

  7. IM -Masters course ideology • sets outs to research and develop the role of the designer in the 21st century • very strong conceptual and contextual structure • multidisciplinary and multi-cultural student body • dialogue, reflection, and practice are the cornerstones of the course Droog Design

  8. IM -Masters course ideology ‘The primary focus of the IM programme will be in research, analysis, creativity and the development of challenging concepts on contemporary issues. ..........A designer not only develops products but also the context in which they exist.’ • Course Duration • two year taught masters programme • six trimesters (14 weeks each) Droog Design

  9. IM - Masters Design Research Areas • philosophy • social and demographic studies • marketing • history • nomadic dwelling • food for thought • real-unreal Droog Design

  10. IM-masters Course Infrastructure.....continued • year one: • selected four research projects to investigate on theoretical and practical level • projects concluded by visual presentation of research and completed piece • students have choice of creating: • - a design • - a scenario • - a service • - a research report • (* or any other appropriate means of illustrating their work) Deconstructing The Dining Table

  11. IM-masters Course Infrastructure.....continued • year two: • further development of year one themes leading to thesis research and end of year masters exhibition SMS Diary Service

  12. IM-masters Course Infrastructure.....continued • each student is supported by: • - two research mentors • - three design experts • - structured lecture series • - specialist workshops • - student trips • - Classes in: • - marketing • - creative writing • - design philosophy 106% Rietveld, (Lego Bricks)

  13. IM-masters Learning outcomes/findings • the course functions in a multicultural/multidiscipline • knowledge sharing/learning organisation • the individual and team projects mirror professional • design world beyond college • The institution is privately • funded by Phillips • strong collaboration with industry • and links to leading figures in • Dutch design First Year Project Work

  14. IM-masters Learning outcomes/findings..........continued • all assignments, lectures...etc are • conducted in English • the masters exhibition illustrated conceptual/contextual design installation not product • many exhibits required statements of purpose to fully connect with the audience • some concept examples are waiting for future technology to become realworld First Year Project Work

  15. IM-masters Learning outcomes/findings..........continued • thestudents achieve in-depth knowledge of contemporary issues and new directions in design • the students are exposed to the brightest abstract design practitioners exploring new design directions • graduates achieve a valuable conceptual design skills base to function as design consultants within industry * quotations taken from course outline ** quotation taken from ‘Simply Droog’ 10+1 years of creating innovation and discussion Published by Droog, Amsterdam 2004 The Importance Of Daily Life

  16. Design AcademyEindhoven, Holland Man and Humanities Masters Programme

  17. Man and Humanity Masters Programme What is the MAN AND HUMANITY MASTERS? • the goal of the course is to dramatically alter the role of the future designer • Man and Humanity masters programme addresses changes in lifestyle and legislation in contemporary society • it is research into design organisation and policy for consumer products • students explore social and ethical issues to generate new design ideology

  18. Man and Humanity Masters Programme • Man and Humanity Masters is: • ‘...a course designed to question design with respect to the future of this planet and its inhabitants.’ • a belief that design canimprove human interaction and communication • a programme that questions consumerism, globalisation, and human exploitation • trying to find new strategies to improve production methods and creating more socially and ecologically aware consumers • setting out to educate themselves, the public, and finding new frontiers for better design

  19. In the future companies will request from the designers: • environmentally friendly material and technical choices • money saving production techniques with low environmental impact, no or low waste • socially acceptable production teams ( no child labour, no animal testing) • local production to avoid transportation implications Man and Humanity Masters Programme

  20. Man and Humanity Masters Programme • Course Structure: • 18 month degree programme • 40 hours per week • students should have a first • degree in art and design • practicing professionals from • areas outside of art and design • are sometimes accepted

  21. Course outline: conceptualism design methods The programme design history 3d-modelling computer skills material and colour Man and Humanity Masters Programme

  22. ecology social studies key taught elements anthropology design sustainability design strategy Man and Humanity Masters Programme Course outline:

  23. Over consumption pollution Contextual study issues over population Care and basic necessity wealth sharing spirituality Man and Humanity Masters Programme Contextual study assignment examples:

  24. Course Content • design in the context of the global, local, and personal world is central to the course ethos: • might look at marginalised societies to find ways for design to help them find a footing in the world Man and Humanity Masters Programme • investigation on a local level highlights issues like: • homelessness • medicare • disability

  25. Course Content.......continued • Design methods research develops strong problem solving abilities • The personal world relates to the human psyche. Students address issues relating to the personal management of daily activities, emotion, and social problems • research areas include: • depression • isolation • narrow-mindedness Man and Humanity Masters Programme

  26. Course Infrastructure • lecturers have high professional practice profile • permanent staff havemultidisciplinary skills base • visiting lecturers have diverse expertise: • science • philosophy • theology • business • economics • management Man and Humanity Masters Programme

  27. Man and Humanity Masters Programme Course Infrastructure........continued • dedicated studio space • digital tools and computers plus multi-disciplinary workshops • much of the work and research is done on location • individual and team based projects are investigated throughout year one

  28. Man and Humanity Masters Programme Learning Outcomes • Studentsare expected to have achieved high levels of skill in the following areas: • a broad vision of humanitarianism and sustainability • developed new concepts for the individual and mass public • team work ability to lead the process of realisation and • visualisation of conceptual thinking, enabling career potential • good technical/material knowledge and craftsmanship • evidence of quality reflective practice • practical design skill specialising in humanitarianism and design sustainability • analytical, research and design creativity skill *all quotations taken from course outline and advertising materials

  29. Design Academy Eindhoven, Holland Funlab

  30. Design Academy FunLab Masters What is FunLab? • it is a course that investigates design experience • they focus on quick scenario creation and visualisation skill • they specialise on the ability to stage and to create design experience as a product • they transform design users into controlled ‘players and participants’ 1 • audience activation and meaningful response is central to the success of their work

  31. What is FunLab? • Fun Lab is a contextual program that studies the culture of society and its relationship with design • The course investigates aspects of everyday life and asks the students to invent new ways of connecting the user to the world around them • It deliberately departs from the notion of the aesthetic object to develop more significant and meaningful design activities • The designer becomes a director or facilitator influencing the manner in which the ‘participants....feel, touch, smell’ or engage with their environment. “Marry Me”

  32. Course Structure • two year taught masters program • six trimesters (14 weeks each) • sequential individual and team projects • structured contextual/conceptual studies What is FunLab? “Marry Me”

  33. What is FunLab? ‘Fun Lab is about creating new rituals through scenario creation, and developing strong and obtainable alternatives to how we manoeuvre in the day to day.’ “Marry Me”

  34. emotional manipulation psychology perception mood engineering behavioural studies What is FunLab? According to FunLab the key contextual issues for the future designer include: “Marry Me”

  35. FunLab Course Outline Term one: ‘The first term is geared towards the implications of designing and communicating a new identity, and how to validate the existence of this personage in the real world.’ 1st year project

  36. FunLab Course Outline Term two: Students....’then move into larger territories of experience by designing a garden landscape of transformation, where the visitor is affected psycologically and spiritually along his journey from the moment of entering....’ 1st year project

  37. FunLab Course Outline Term three: ‘We end in the analysis of grand scale, transforming built landscapes such as Las Vegas, where an experience is managed 24 hours a day, 7 days a week, regardless of location.’

  38. FunLab Course Outline • Final year: • personal research and concept development lead to final year exhibition • student is required to present a walk • through installation • scenario is graded on its ‘effectiveness • and poignancy’. • all research must be professionally • documented illustrating the concept, • the design and research methods, and • analysis of participatory design experience

  39. dedicated workshop space • computer animation and special effects classes • structured prerequisite contextual/conceptual studies lecture series • visiting lecturers: • Psychology Architecture History Communication Art Design Culture Sociology Facilities/Departmental Support

  40. FunLab Learning Outcomes After two years on the course students must be fluent in the following design techniques: - Quick scenario creation - Quick visualisation skill - Specialised ability to stage - Ability to create experience as product - Audience activation skill - Communication skill - Presentation skill 1st year project

  41. FunLab Learning Outcomes outcomes continued............... - all project work has a real world prerequisite with an emphasis on the feasible - graduates leave with an ability to easily interlock within the diverse disciplines of : - architecture - event creation - product design - advertising * all quotations taken from FunLab course outline and interviews with Anna Crossetti, Course leader, and her students

  42. Design Interaction Masters - RCA

  43. Design Interaction Masters - RCA What is design interaction? ‘As new technologies develop, new fields of design emerge. This department is a pioneer in the field of interactive products, services, systems and experiences. ‘ ‘......it’s focus is people. How does one go about creating information and communication technologies that will enrich the texture of everyday life?’ Prof Irene McAra-McWilliam, Head of Interaction Design Department

  44. Design Interaction Masters - RCA Course Description • began 1990 as Computer Related Studies • 2 year modular multidisciplinary programme • information and communication technologies broaden thinking and human interaction with design • ethos = digital artefacts should reflect and add meaning to lifestyle, emotion, and social awareness • existing and future technology can create design people will enjoy and want to use “Thrill”

  45. Design Interaction Masters - RCA • Interaction design skills development • analytical skill • communication skill • computer programming skill • contextual studies skill • debating skill • design methodology • electronics skill • information dissemination skills • scenario creativity first year project work

  46. Design Interaction Masters - RCA Course objectives • ability to identify user/client needs • contextual awareness • geographical awareness • problem solving ability • time and resource management • multidisciplinary teamwork ability • documentation skills • presentation skill • design research/development ability Broken Bones

  47. Design Interaction Masters - RCA Course structure year one • 1-5 week team and individual projects • projects assessed in knowledge sharing group critiques • focus on scenario creation with embedded abstract systems requiring contextual explanation • development of interaction design craft Diane

  48. Design Interaction Masters - RCA Course structure year one • Project Content • creation of screen based interfaces • working with information systems • sound/video • animation using macromedia software • interim show is presented at end of first year as a degree candidacy mechanism

  49. Design Interaction Masters - RCA • student support mechanisms: • research experts from academia and the professional world coordinate extended projects • weekly workshops in electronics and LINGO (high level programming) • software construction is central to interaction design functionality • structured lecture series introduce experts in research, design, art and science • critical and historical studies classes require dissertation work on design interaction related topics

  50. Design Interaction Masters - RCA Course structure year two • self-directed study project • research leading to exhibition • written thesis and project documentation ‘Oh’