Overall objectives:

1 - This CU imparts knowledge on the development steps of a creative project which a designer follows.
2 - The primary objective is to offer an oversight by summarizing various arrangement patterns of such steps as various process models. The foundational theory will thus introduce the students to a variety Process Models and their application scenario.
3 - The secondary objective is to throw light on concept of design thinking. Discussions are opened on the underlying mentality which designers deploy to bring to bear the necessary creativity in a design project.
4 - The tertiary objective is to discuss design driven innovation and the different forms in which it manifests itself in the design profession.
5 - At the end of this CU students will be able to independently analyse the challenges of a specific design project, analyse its challenges and opportunities, and strategically apply a process model for a successful outcome.

Syllabus:

1 - Introduction to course objectives - evaluation criteria, evaluation tollgates, targeted outcome.
2 - How is design defined? What are the accepted definitions?
3 - Introduction to Process Models ? traditional models vs emerging models
4 - Insights into the Designer mentality- patterns of thinking phases in a design project.
5 - What is Design Thinking? Designerly ways of thinking and knowing.
6 - What are the phases of thinking underlying the designers mind while following a traditional design process (incubation, insight, transformation)?
7 - Insights into thinking patterns of top designers- case study process models of top designers.
8 - Problem Space Vs Solution Space - appropriate tools to be applied.
9 - Proposing value in Design - Introduction to Tim Brown's perspective on design thinking / Value Vs Utility / Viability-Desirability-Feasibility
10 - Tools for creativity - Crit / Evidence / Proove. Natasha Jen on Design Thinking.
11 - Introduction to GigaMapping- Visualising techniques for Process Models.
12 - Introduction to Product Innovation. An insight into the underlying relation between design thinking and design driven innovation.
13 - Human Centred Design vs Machine Centred Design- Compare and contrast between Design as an Expert and Participatory Design approaches.
14 - How do you Design? Importance of applying a process to design. An introduction to traditional design process models.
15 - Introduction to research methods and tools- basic research, action research, qualitative research, quantitative research.
16 - Introduction to the Double Diamond Process Model- an academic process model, and its stages of application to a design project.
17 - Introduction to the IDEO Process Model- a consultancy process model, and its stages of application to a design project.
18 - Introduction to IDEO Method Cards
19 - Introduction to Biomimicry- Innovation through nature inspired design. Insights into a contemporary process model.
20 - Introduction to Participatory Design- Model, Methods and Tools.
21 - Introduction to Industria 4.0 and impact of internet technologies on manufacturing.

Literature/Sources:

J. Reswick , 1994 , "What constitutes valid research? qualitative vs. quantitative research." Journal of Rehabilitation research and development ,
T. Brown , 2008 , "Design thinking." Harvard Business Review ,
J. Mendel , 2012 , "A taxonomy of models used in the design process". Interactions. ,
H. Dubberly , 2005 , How do you design? A compendium of models. ,
J.C. Jones , 1992 , Design methods ,
J.M. Benyus , 2002 , Biomimicry: innovation inspired by nature ,
IDSA (Industrial Design Society of America , 2001 , IDSA (Industrial Design Society of America): Design secrets: 50 real life projects uncovered ,

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Theory lessons will introduce arguments to frame the syllabus of the discipline. Students will participate in commenting on group discussions following theory lessons and audio/visual content. Classroom assignments and design projects will challenge students to cross the theoretical inputs with application. A theory test at the end of the semester will validate if the students captured a clear understanding of program contents of the discipline. This subject will follow the Evaluation Model 'B' according to the UMa evaluation regulations. The course consists of assessment components: continuous assessment (participation/presence: 20%), two projects (30% each) and two written assignments (10% each). Students are expected to regularly attend theoretical lectures and participate in all group discussions. Continuous evaluation will be judged through the students' regular attendance plus proactive participation in the classroom discussions.