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Abstract
This introductory module explains this CAS with its goals, content, structure, phases and organization. It launches the individual Quest process as a new or prolonged activity for those who had taken CAS#1/#2. The field design trip is introduced.
Objective
The learning goals are to introduce this CAS with its facets, how it builds upon the MOOC series, what Systemic Design comprises in terms of methodologies, techniques, approaches, cultures, practices, and inner paths, and how a technique and culture of challenge-based navigation will be embodied. The Quest as a process tool is understood and (re-)launched. The field design trip in October will be introduced to ease participation and self-organization. The CAS’ parallel virtual and physical learning process is understood as a hybrid process. Through all modules, the course integrates three high-level domains of learning competencies—cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based). In other words, the course integrates science and engineering with designerly techniques and approaches through systems thinking and sensing, building metacognition as of self- and process-awareness, relating these through embodied practices to place-specific real-world challenges in complex systems, accompanying the learning process with an inner development lens — interconnected with the individual Quest projects of the participants. The rapidly developing applications of AI with positive and potentially critical impacts and side effects are intrinsic part of the learning goals, as is the integration of “warm” data, such as intuition. The learning objective assessment starts with the preceding MOOC and its final multiple-choice quiz. To pass the MOOC, 70 percent of the questions must be answered correctly across all modules. During the CAS, active attendance in the live sessions with experts is required for each module. In addition, the Quest’s progress is monitored continuously in the peer-learning process and through individual discussions with the lecturers. Students are asked to contribute at least once per week during the course to the DRRS virtual community on Mighty Networks with internal-public sharing, commenting, or liking. The final learning and progress assessment step is submitting a Quest delivery, which - through all three DRRS CAS’ - builds the base for the Master design thesis, for those taking the full MAS in Regenerative Systems program.
Content
This CAS is introduced with its goals, content, structure, phases, and organization. We meet live and virtual online via Zoom and occupy a prepared digital whiteboard on Miro, where our continuous visual dialogues and systems mapping take place. We take time to meet each other and start forming a social cohesion for this joint learning journey. We launch the individual Quest process as a new or prolonged activity for those who had taken CAS#1/#2. The field design trip is explained in detail, and concrete steps are taken to help self-organize.
General Information
- Language
- English
- Levels
- WBZ
- Frequency
- Every two years
Examination
- Type
- ungraded semester performance
Registration & Places
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| lecture with exercise |
Module 1: Introduction
Does not take place this semester.
|
No time listed | 30 h semesterly |
Offered In
-
CAS in Regenerative Systems: Systemic Design (Wird nur im Herbstsemester angeboten (2-jährlich).)