Study Guide

Objective

After the course the student:
- Understands the importance of creative ideation, visual thinking, prototyping, and communication in design process.
- Knows how to observe, use, and evaluate shapes, colors, and their relationships.
- Understands the possibilities of hand drawing in documenting observations and as a means of communication.
- Understands the various possibilities of prototyping in various design and development needs.
- Can use different ideation methods in fostering creativity and creating alternatives.

Content

The course consists of the following parts:
- Designerly observation
- Hand drawing methods and tools
- Introduction to Prototyping
- Creativity and Ideation methods

Materials

https://sitra.fi
Dorst, Kees, 2016: Frame innovation - Create new thinking by Design (e-book)
Sanders, Stappers. (2014) Convivial Toolbox – Generative Research for the front end of Design. BIS Publisher.
Curedale. (2013) 50 Brainstorming Methods for team and individual ideation. Design Community Collage Inc.

Terstiege, Gerrit, 2009: The Making of Design: From the First Model to the Final Product
Witthoft, Scott, 2022: This is a Prototype? The Curious Craft of Building New Ideas

Other litterature:
Milton, Rodgers. (2013) Research methods for product design. Laurence King Publishing.
Crucq-Toffolo, Knitel. (2016) Concept code – How to create meaningful concepts. BIS Publisher.
VanPatter, Pastor. (2016) Innovation methods mapping. Humantific Publishing.
Phillips. (2012) Creating the perfect design brief – How to manage design for strategic advantage. Allworth Press.
Liedtka, King, Bennett. (2013) Solving Problems with Design Thinking, 2013. Columbia University Press.

Teaching methods

Hands-on learning
Individual and small group work
itsLearning as a learning platform

Exam schedules

No exams. Exercise tasks can be corrected based on the feedback given by the teacher.

International connections

Innovation pedagogy, where learning by doing and experimenting and sharing knowledge
itsLearning as a learning platform

Sustainable development manifests e.g. improving young people's and adults' working life-related skills as well as professional and technical competence. Indirectly, the course can promote the creation of decent jobs and entrepreneurship.

Sustainable development can appear as one content in exercise and project tasks.

Completion alternatives

-

Student workload

Exercises
Individual and team work
1 credit = 27 hours of student work, 7 credits = 189 hours of student work, which consists of contact teaching, exercises and independent study.

Content scheduling

VISUALIZATION AND HAND DRAWING
The student understands the importance of visual thinking and communication in design. The student knows how to observe, use and analyze shapes and colors and their relationships. The student understands the possibilities of hand drawing in documenting observations and as a means of communication

Contents:
The basics of information design
- Observation and hand drawing
- Massing and modularity
- Moodboard work and creating concepts
- Interaction of colors
- Data visualization

IDEATION
The student knows how to use creative ideation methods and apply comprehensive and user-oriented design thinking in the search for new design possibilities.

Content: Creativity, megatrends, sustainable development, ideation methods

PROTOTYPING
The student understands the versatile possibilities of prototyping in design.
The student is able to apply prototyping at a "quick & dirty" level to tasks that are part of idea generation and experimenting with ideas.

Content: Possibilities of prototyping, experimentation of ideas with lightweight prototyping materials

Further information

Turku UAS e-mail and itsLearning. If necessary, also a telephone.
The studies require mandatory attendance so that peer learning, learning discussions and teamwork are possible in the agreed meetings.

Evaluation scale

H-5

Assessment methods and criteria

In the studies, 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)

Agreed tasks have not been returned, or they have not been done in an approved manner.

Assessment criteria, satisfactory (1-2)

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

Assessment criteria, good (3-4)

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