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Abstract
In this module, we build our understanding of designerly methods and cultures of working as designers. We learn some design techniques and practice them in relation to the individual Quest.
Objective
How do designers work? What are cultural differences to science when being trained in design? Science and design often have different approaches and cultures of reasoning, yet both are of critical relevance for enacting complex systems. What are design disciplines, methods, and practices? What is research by design? Where is design thinking related to systems thinking, and where is design doing to systems sensing? Where does systemic design relate to design disciplines like product design, landscape design, service design, experience design, landscape design, and communication design? What is a rich design space, and what is research by design? We explore such questions and embody a number of practices that help us better understand techniques and cultures of design. We relate to existing SD methods, such as the Systemic Design Toolkit, and discuss them in context. The goal here is to become familiar with designerly practices and understand their value and meaning as such, and as a Systemic Design facet that interplays with other fields of inquiry. We are aware that we won’t train new designers in this course, but we open pathways to learn to think, practice, and train like a designer and employ some of the field’s techniques. 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
We introduce, demonstrate, discuss, relate, and practice a set of designerly techniques that have shown to be relevant in the DRRS context. In addition to deep-diving into the Systemic Design Toolkit, we specifically look at the following practices as a non-exhaustive list: 1. design thinking and doing: iteratively empathizing, defining, ideating, prototyping, testing, implementing 2. research by design, design research 3. developing one’s own rich design space 4. user-centric, human-centric, planet-centric design 5. product design - introduction 6. service and experience design - introduction 7. landscape design - introduction 8. graphical expression: sketching by hand, digital sketching 9. graphic design supported by generative AI 10. systems-oriented design, with a focus on visual dialogue techniques around gigamapping (wirefame, ZIP analysis, IMP analysis) 11. developing systems narratives and expressing them through synthesis maps, using both artistic and AI-supported processes
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 5: Designerly Methods and Cultures
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).)