Study Guide

Objective

After the course, the student:
- Can examine the interactions between humans and the physical environment, tools, and processes.
- Can apply various methods that produce user understanding and knowledge.
- Understands the basics of the CDIO (Conceive-Design-Implement-Operate) framework.

Content

User orientation is the first core part of the design point of view: basically, we always design and develop things for others than ourselves. Study course introduces the meaning of empathy, curiosity, and joint communication, based on design practices and design thinking. CDIO framework is presented as a structural basis for engineering studies. These issues are deepened in contact meetings and exercises on methods of user understanding and information acquisition.

Our main themes leading to user orientation are
- Physical user, ergonomics, and usability
- Senses in the user experience
- Emotions before, during and after the user experience
- Conceive stage (CDIO) that includes defining user/customer needs

Materials

- Delft Design Guide: Perspectives, models, approaches, methods, 2020
- Donald A. Norman: The Design of everyday things (latest editions)
- McDonough W., Braungart M. Cradle to Cradle. 2002. Remaking the Way We Make Things.
- Sanders, Stappers: Convivial Toolbox, Generative research for the front end of Design, 2014.
- Ulrich, Karl T.; Eppinger, Steven D.; Yang, Maria C. McGraw-Hill Education [2020] Seventh edition. Product design and development, 2020.

Teaching methods

Intro lectures
Hands-on learning
Individual and small group assignments

Exam schedules

No exams. Exercises can be supplemented if necessary based on teacher's feedback.

International connections

Learning by doing and experimenting and sharing knowledge
itsLearning as a learning platform
Sustainable development is one course subject.

Completion alternatives

-

Student workload

Exercises
Individual and team work
1 credit = 27 hours of student work, 5 credits = 135 hours of student work, which consists of contact teaching, exercises and independent study.

Content scheduling

User orientation is the first core part of the design point of view: basically, we always design and develop things for others than ourselves. Study course introduces the meaning of empathy, curiosity, and joint communication, based on design practices and design thinking.

CDIO framework is presented as a structural basis for engineering studies.

These issues are deepened in contact meetings and exercises on methods of user understanding and information acquisition.

Our main themes leading to user orientation are
- Physical user, ergonomics, and usability
- Senses in the user experience
- Emotions before, during and after the user experience
- Conceive stage (CDIO) that includes defining user/customer needs

Introduction to User-centered design and CDIO approaches.

User-centered approach will be expanded by the sustainability perspectives, like life and planet centered approaches. Web course YH00CT31 Fundamentals of Sustainable Development 1 ECTS forms a basis for the sustainability knowledge (separate enrolling).

Further information

Itslearning

Evaluation scale

H-5

Assessment methods and criteria

In the studies, the activity of participation, the quality of the exercises and work done, as well as taking responsibility for one's own learning, are evaluated.
Feedback on exercises is given via itsLearning and verbally at the lessons.
Self-, peer-, and teacher-made evaluations are used as evaluations.
Assignments returned late will lower the grade.

Assessment criteria, fail (0)

No participation in the lessons.
Agreed tasks have not been returned, or they have not been done in an approved manner.

Assessment criteria, satisfactory (1-2)

Lot of absence from the lessons.
Most of the tasks have been completed, but the tasks are incomplete or carried out carelessly.

Assessment criteria, good (3-4)

Active participation in the lessons.

All tasks have been completed well and carefully. Working has been responsible.

Assessment criteria, excellent (5)

The tasks have been done very carefully and the participation has been very active and constructive.

The student has taken strong responsibility of one's own learning.