DESIGN 230 Design and Healthy Communities - Course Outlines

Course Prescription

Students will investigate how selected design interventions contribute to the health and wellbeing of individuals and communities in a range of cultural and political contexts. Students will then present fair and feasible design strategies for challenging scenarios that involve both physical and digital technologies.

Course Overview

Aotearoa New Zealand is a world leader in making health and wellbeing a primary focus for the sustainable development of society. Although people feel highly satisfied with their lives in Aotearoa, local and international communities currently face enormous health and wellbeing challenges and require radical innovation. This course conceptualises health and wellbeing as a wicked problem. It proposes to explore the role of design in advancing the way we understand and create healthy communities.

Design is engaging on different levels with these challenges and shaping innovations for a better future. Service design, in particular, provides a strong influence at the strategic and transformational levels. Some of the dimensions of service design impact are organisational change, cultural change, patient engagement, education, capacity building, policy and regulation.

This course is an opportunity to think about healthy communities from a holistic perspective inspired by the Hauroa dimensions of taha tinana (physical wellbeing), taha hinengaro (mental and emotional wellbeing), taha whanau (social wellbeing) and taha wairua (spiritual wellbeing). Designing for healthy communities requires a great deal of responsibility. In this course, students will develop their sense of ethics, ensuring that designs can reach and engage communities beyond the individual level to achieve transformational change.

Course Requirements

Prerequisite: DESIGN 100, 101

Semester Availability

This course commences in week 1, and the semester will be divided into two main components. In the first six weeks, students will focus on immersing in the course topics and becoming familiar with research and analysis models. In the second part of the course, students will apply the knowledge acquired in the first few weeks into the development of design strategies.

This course begins with debates to develop a collective and shared understandings of what makes a healthy community. In the first half of the semester, students will immerse in case study research to identify design's impact in areas such as service and policy innovation, eHealth and mHealth, community engagement, cultural and organisational change. Students will be supported in mapping systems, understanding people's experiences, and uncovering design opportunities to start to explore solutions. During these weeks, students will develop a vision board expressing their views on healthy communities and design a 'zine' to document their research process.

In the second half of the semester, students will create a design strategy addressing an identified challenging scenario within a specific context. Students will have the opportunity to work in teams and go through a service design process which builds on the research and knowledge gained in the first half of the semester. This process involves three major stages:

Understanding the community: Students will be supported in learning how to recognise and collaborate with relevant stakeholders to identify exactly what opportunities are available to activate health and wellbeing within the community.
Concept development: Students will start to design concepts and test them. During this stage, students will perform technology analysis to guarantee the concept is technically feasible and document support systems necessary to bring a concept to life.
Design strategy: Students will map concepts to imagined implementation. Design concepts can be presented as physical, social and digital experiences.
Transformative impact: Students will consider how to scale up the design strategy beyond the original idea to guarantee that it can potentially contribute to change at broader levels. This stage will also include consideration of how the community can sustain the strategy over time.

The resulting design concept will be presented in a blog format following industry standards.

Course Co-ordinator

Carla Amaral

c.amaral@auckland.ac.nz

If a student wishes to contact the course co-ordinator by email, be sure to send it using the official UoA student email address and include the course code 'DESIGN 230' in the subject field. Without this, the email may be missed.

Learning Outcomes

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

Identify and critically evaluate the impact and contributions of design to specific local and international contexts (Capability 1.2, 1.3, 2.4, 5.2 and 6.1)
Demonstrate understanding in scoping and identifying opportunities for design interventions (Capability 2.2, 3.1, 4.1 and 6.2)
Demonstrate the ability to resolve a design concept into a strategy addressing a clearly defined scenario (Capability 2.3, 3.2, 3.3, 5.3 and 5.5)
Demonstrate application of responsible and ethical thinking throughout the design process (Capability 4.3, 5.1 and 6.3)
Demonstrate the ability to apply research methodologies to iteratively refine a design strategy (Capability 1.1, 2.2 and 5.2)

Assessments

Assessment Type	Percentage	Classification
Research zine	40%	Individual Coursework
Design strategy	60%	Group & Individual Coursework
2 types	100%

Assessment Type	Learning Outcome Addressed
	1	2	3	4	5
Research zine
Design strategy

Pass Requirements

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, he/she 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. Each week there will be a 3 hours design studio, where students will have the opportunity to interact with design academics, researchers, practitioners and their peers. Studio sessions will include a series of presentations, discussions and collaborative activities.

Studios are planned to include a combination of the following:

Presentations of relevant theories, methods and practices of design;
Workshop activities facilitated by the teaching team;
Time in class to get feedback on assignment progress and to work with peers.

Throughout the semester, the teaching team will provide guidance, give examples and theories, and share academic and professional experiences to support students. In addition to the teaching staff, guest presenters from different areas of expertise (i.e. hauora, healthcare) will be invited to share their experiences and knowledge with the students.

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

Sketch pad and drawing materials: 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.

In this course, students will upload parts of their assessment work to a personal online folio. Students will be guided in class to prepare and submit posts using appropriate materials, clear descriptions and thoughtful analysis.

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, you can expect a weekly workload of 3 hours of studio sessions, 1 hour of pre-class preparation, 2 hours of reading and thinking about the content, and 4 hours of work on assignments.

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 at 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.

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.

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).

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.

Copyright Warning Notice

This material is protected by copyright and has been copied by and solely for the educational purposes of the University under license. You may not sell, alter or further reproduce or distribute any part of this course pack/material to any other person. Where provided to you in electronic format, you may only print from it for your own private study and research. Failure to comply with the terms of this warning may expose you to legal action for copyright infringement and/or disciplinary action by the University.

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 230 : Design and Healthy Communities

Creative Arts and Industries

2020 Semester Two (1205) (15 POINTS)