DESIGN 201 Creative Communities - Course Outlines

Course Prescription

Students analyse and discuss the ‘design difference’ by understanding design as both problem and (potential) solution to one or more identified social issues. Attention is paid to the economic and ethical implications of design with emphasis on value chains and Triple Bottom Line practices.

Course Overview

Creative communities, defined as “groups of people who are able to act outside the dominant thought and behaviour patterns” (Manzini, 2006) have the potential to leverage radical innovation. Bottom-up change has become easier, stronger and more effective with the rise of new information and communication technologies. Over the last 10 years there has been an emergence of digital tools and resources that enable people to organise themselves, collaborate and cooperate in non-hierarchical, creative ways that were previously unimaginable. These innovations start small and local, but gain momentum when they connect to other similar initiatives globally, forming resilient, distributed networks of change-makers. Groups of citizens driven by self-determination, propose new behaviors that challenge mainstream market trends, and are successfully designing new ways of living that re-define the value of money, time, relationships and wellbeing.

Throughout this paper, students will learn methods and tools for Social Innovation, a fundamental component of Sustainable Development. Students will analyse cases of people that have successfully organised themselves to solve a problem or create new possibilities within their communities. Students will further identify key trends, common drivers and characteristics, relationships with cultural practices and place, emerging economic models and copyright standards that enable diffuse creativity.

This paper will explore the role designers play in this context, shifting from “designing to solve problems” to “designing to enable people to live as they like”, facilitating the social processes where these promising ideas are emerging. Finally, students will work collaboratively to create enabling platforms (whether digital or physical) that empower existing social innovation initiatives.

Course Requirements

Prerequisite: DESIGN 100, 101

Learning Outcomes

By the end of this course, students will be able to:

Identify and analyse promising cases of social innovation in the global and local contexts using research methods and evaluation techniques introduced. (Capability 6.1)
Identify, describe and analyse a social cause to critically support and empower through collaborative design facilitation. (Capability 2.4 and 5.5)
Demonstrate capability to work collaboratively as a facilitator for social change. (Capability 2.1 and 3.2)
Develop and communicate resilient and versatile candidate solutions that enable open collaboration. (Capability 1.1, 4.2 and 4.3)

Assessments

Assessment Type	Percentage	Classification
Case study analysis	30%	Individual Coursework
Candidate solution	40%	Group & Individual Coursework
Impact report	30%	Group & Individual Coursework
3 types	100%

Assessment Type	Learning Outcome Addressed
	1	2	3	4
Case study analysis
Candidate solution
Impact report

A total grade of 50% or higher is required to pass this course.

All assignment submission items requested by the lecturer must be uploaded to Canvas, unless specified on the assignment brief. No email submission will be accepted. Assignments must be accompanied by a cover sheet available on Canvas.

Multiple submissions are possible. Students can submit multiple versions of the assignment and all the submitted versions are kept. Marking is based on the latest version submitted before the deadline.

Late assignments are NOT generally accepted. Any work submitted after the due date and without an extension form will be treated as overdue and will automatically be graded D-/0 (zero). In extreme circumstances, the student can apply for an extension. For example, when a student faces unavoidable personal circumstances (e.g. illness or a death in the family) that mean the student is unable to submit a component of coursework, they may apply for an extension.

Applications for extensions require that students complete a formal application form (available on Canvas). The request is assessed by the Group Services Administrator or Course coordinator and must be supported by written evidence from a doctor or counselor. Extension forms and supporting evidence to be sent to design-admin@auckland.ac.nz. The student must apply no later than five days before the due date of the assignment. In case of an extreme difficulty being experienced closer to the assignment deadline, students can contact the course coordinator directly.

No extensions will be granted for problems such as accidentally erased computer files, which should always be prevented by keeping backup copies. When an extension is granted, students are expected to submit evidence of work in progress on the original assignment due date to demonstrate what has been completed up to that date.

Teaching & Learning Methods

This course will be delivered over 12 weeks in a design studio. Each week there will be a 3 hour lecture+tutorial combination that will vary depending on the specific theme taught. Classes will include guest lecturers, debates, peer-reviews and feedback sessions.

Creative Communities is structured into 3 stages, each assessed through individual and group work.

The first stage will present an introduction to the main themes and concepts related to creative communities: students will learn about social innovation drivers and characteristics, the role of technology within these social processes, and the institutional potential for harnessing bottom-up change for making more liveable cities.

During this section, classes will be mainly theoretical and exercises will have the objective of consolidating theory and acquiring skills for effective case study analysis. Students will explore global and local case studies clustered by field: energy systems, food sovereignty, environmental initiatives, political advocacy, education, etc. Students will critically analyse how each initiative can be context-related but still part of a global network in a socially sustainable and culturally sound manner. Students will be individually evaluated at this stage.

In the second stage, students will work in groups following collaborative creative practices, selecting a cause to support as facilitators of change. Students will explore new roles for designers as facilitators of collaborative change-making within their community. In groups they will choose a “cause” that they want to support, and design a concept project to empower the individuals involved in this cause.

Finally, in the last stage, each group will analyse how their concept fits into the local and global context, define potential partners, identify adequate funding schemes and speculate about the social and environmental impact of their initiatives.

Students are expected to attend every week as each session has been designed to equip students with the necessary skills to complete all assessment activities to receive a passing grade. A thoughtful and active engagement in group work and feedback sessions will contribute to achieving higher than a passing grade.

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, each week you can expect 1 hour of lectures, 2 hours of tutorial, 3 hours of reading and thinking about the content and 4 hours of work on assignments and/or test preparation.

Delivery Mode

Campus Experience

Attendance is required at scheduled activities including studios to complete components of the course.
Lectures and other learning activities (including tutorials) will be available as recordings for remote students.
The course will include live online events including group discussions and tutorials.
Attendance on campus is required for all the assignment presentations.

Learning Resources

BYOD - All students enrolled in a Bachelor of Design or Design conjoint degree should come to class with their own laptop. This is so students will have the core learning tools available in and outside of class. It also means students can increase their independence and have better control of a professional device to stimulate creativity and simplify their design process. Working with a personal laptop during the Design degree will prepare students for the realities of working as a designer after graduation. The highly recommended, recommended, and minimum specifications for a laptop are listed here: https://www.auckland.ac.nz/en/creative/current-students/courses/design/courses-design-bring-your-own-device.html

An A4 sketch pad and drawing materials are essential tools for designers. It is good practice to be able to quickly record ideas through writing and sketching as well as collecting and pasting items found that are relevant or inspiring.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

In the event of unexpected disruption

We undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions, the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. In the event of a disruption, the University and your course coordinators will make every effort to provide you with up to date information via Canvas and the University website.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Capability 1:	Disciplinary Knowledge and Practice
Capability 2:	Critical Thinking
Capability 3:	Solution Seeking
Capability 4:	Communication and Engagement
Capability 5:	Independence and Integrity
Capability 6:	Social and Environmental Responsibilities

DESIGN 201 : Creative Communities

Creative Arts and Industries

2021 Semester One (1213) (15 POINTS)