Study Guide

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Implementation and methods of teaching

This course is for Packaging and Brand Design students, exchange students, and other students interested in deepening their knowledge in packaging-related labs. The course requires a previous workshop license course or equivalent know-how.

During this course, the students are making more advanced prototypes than in the workshop license course.

Students will get licenses to use a band saw and a belt sander in a wood workshop space, and vacuum forming machines in a plastic workshop space.

Timing and attendance

Participation in contact days is required at the campus. No online participation possibility.

Learning material and recommended literature

Learning materials and information are shared in Moodle.

Learning environment

Packaging workshop
Plastic workshop
Wood workshop
Project space
Computer room

Additional information for students: previous knowledge etc.

Packaging design basics and the ability to design 3D printable objects are required.

Assessment scale

1-5

Failed (0)

The course is failed if the student:

- is not able to compare and choose materials for a model
- has poor knowledge and skills relevant to the course
- cannot demonstrate a command of three-dimensional sketching
- cannot use appropriate modeling tools and equipment in an assignment
- is not participating in contact teaching or group work enough.

Assessment criteria: level 1 (assessment scale 1–5)

Grade 1
If the student:

- can compare and choose materials for a model
- has basic knowledge and skills relevant to the course
- demonstrates a command of three-dimensional sketching
- can use appropriate modeling tools and equipment in an assignment
- is participating in contact teaching or group work.

Assessment criteria: level 3 (assessment scale 1–5)

Grade 3
If the student:
- can apply a wide range of options to his/her working process
- can implement assignments in a guided and independent manner on the basis of their ideas
- can develop ideas based on feedback
- demonstrates advanced three-dimensional design and workshop equipment skills
- takes an active role during contact days and in group work.

Assessment criteria: level 5 (assessment scale 1–5)

Grade 5
If the student:

- can apply a wide range of options to the working process and develop them
- can creatively develop and implement assignments based on their ideas and feedback
- can apply the methods used and analyze their relationship
- demonstrates advanced three-dimensional design and workshop equipment skills
- participates actively, shares the knowhow and acts in a professional way

Learning outcomes

The student is able to
- identify entrepreneurial competence requirements and evaluate their personal competencies
- identify and assess opportunities and plan a business operation in the business environment of their chosen field
- identify common contract types, legislation and practices specific to their chosen field
- take into account copyright law and intellectual property rights in their work.

Assessment scale

1-5

Learning outcomes

The student is able to
- perform basic 3D-modelling and visualisation workflows using CAD software and is able to use the terminology of 3D-modelling
- apply previously learned CAD skills in more advanced CAD assignments and 3D-modelling
- compare different modelling techniques and formats.

Implementation and methods of teaching

The student gains an understanding and skills of the packaging design concepting, structural design and working process through utilizing CAD tools such as Esko ArtiosCAD, Esko Studio Toolkit, Adobe Illustrator, Adobe Photoshop, and Esko Ai plugins.

The course is a one-week intensive training during week 43 from morning until the evening with a lot of exercises. The last part of the exercises will be done independently by the student after the intensive course. A limited time will be given to finalize those independent tasks.

Timing and attendance

Full attendance during the intensive week 43 is required. The course happens in classroom A260, Lahti Campus.

Learning material and recommended literature

All materials are provided and shared during the course. The study material is tailor-made for this course. The student is not allowed to share the study materials and exercises outside the course (Copyright).

Alternative completion methods

Independent study possibility in the evenings needs to be agreed upon beforehand/separately.

All exercises must be saved to Moodle course platform, no other way is accepted.

Learning environment

Computer (PC) classroom A260, Lahti Campus.

Student time use and work load

Learning new software is very personal. For some, it happens faster and some others slowlier. The course goes at a slow speed and with no stress. If you are fast, you are expected actively help and assist your peers. This is an intensive learning experience together!

You can also make more challenging designs with some of the exercises. You may also design real projects in some of the exercises.

Assessment criteria

Each task and exercise is evaluated (0-5) independently according to the assignment. Every task needs to be passed to get credits from the course.

Assessment scale

1-5

Failed (0)

- The student is not able to perform basic 3D-modelling and visualization workflows using CAD software
- The student is not able to use the terminology of 3D-modelling
- The student is not able to apply previously learned CAD skills in more advanced CAD assignments and 3D-modelling
- The student cannot compare different modeling techniques and formats.

Assessment criteria: level 1 (assessment scale 1–5)

- The student is able to make some basic 3D-modelling and visualizations using CAD software
- The student is able to use some of the terminology of 3D-modelling
- The student is able to apply some previously learned CAD skills in basic CAD assignments and 3D-modelling
- The student can compare some modeling techniques and formats.

Assessment criteria: level 3 (assessment scale 1–5)

- The student can independently make 3D-modelling and visualizations using CAD software
- The student is able to use the terminology of 3D-modelling
- The student is able to apply previously learned CAD skills in new CAD assignments and 3D-modelling
- The student can compare modeling techniques and formats.

Assessment criteria: level 5 (assessment scale 1–5)

- The student can make various kinds of 3D-modelling and visualizations using CAD software and help others
- The student is able to use the terminology of 3D-modelling and share the knowledge with others
- The student is able to apply previously learned CAD skills in a creative way and produce personal and new CAD assignments and 3D-modelling
- The student can compare modeling techniques and formats and use that knowledge and skillset in the given assignments.

Learning outcomes

The student is able to
- apply the basics of ergonomics in their design work
- apply the principles of accessibility and design-for-all in their design work

Implementation and methods of teaching

Face-to-face guidance, lectures and exercices.

Timing and attendance

18.1.-24.4.2024
At least 80% attendance requirement on the dates indicated in the timetable.

Learning material and recommended literature

Ergonomia, Martti Launis; Jouni Lehtelä (toim), Työterveyslaitos, 2011
ISBN (book) 978-951-802-966-6
ISBN (PDF) 978-952-261-059-1

Other learning and resource materials will be announced and shared during the course in the course's Moodle group.

Alternative completion methods

Examination.

Working life cooperation

-

Exam retakes

Any possibility to repeat the course must be separately justified, negotiated and agreed with the teachers responsible for the course.

Learning environment

1) Face-to-face teaching and tutoring: LAB Lahti campus (Mukkulankatu 19).
2) Separately arranged virtual meetings: ZOOM
https://lut.zoom.us/my/petteri.venetjoki
3) Course feedback: integrated Spark course feedback (opens 2 weeks before the end of the course, closes 2 weeks after).
4) Public communication: LAB Moodle

Student time use and work load

The 5 credits of the course are built up through 135 hours of total work. In terms of time, the work is divided into 60 hours of guided face-to-face or virtual activities and 75 hours of independent work, as determined by the student.

Assessment scale

1-5

Learning outcomes

The student is able to
- create a visual presentation of a design
- facilitate discussion by drawing
- create finalized presentation materials and work drawings
- explain the possibilities and restrictions of both hand drawn and digital presentation methods.

Implementation and methods of teaching

The course starts with the basics of technical drawing. Students create a booklet of technical drawing.
The course includes:
- tasks for technical drawing and freehand drawing
- drawing attachments
- marker drawing
- digital drawing tasks
- collecting presentation
- collecting moodboard
- ideation

Timing and attendance

- course information in Peppi
- 80% attendance requirement

Learning material and recommended literature

Koneenpiirustus 1 & 2, Aimo Pere
Drawing for product designers - Henry Kevin

Learning environment

- classroom in freehand and technical drawing
- computer class in digital drawing
- course content and material in Moodle

Student time use and work load

- The aim is to complete the drawing exercises of the course during the lessons
- The course's own furniture task requires time also outside of class

Assessment criteria

- booklet of technical drawing
- tasks
- personal design project
- digital drawings

Assessment scale

1-5

Failed (0)

- Too many unexplained absences
- Too many unreturned works
- The student has not committed or actively participated in the teaching

Assessment criteria: level 1 (assessment scale 1–5)

The student understands the need for presentation drawing skills in the work of a designer. The student has completed some tasks with implementation. Tasks are missing or activity and familiarity is low.

Assessment criteria: level 3 (assessment scale 1–5)

The student masters various presentation techniques and knows how to apply them to his own work. The work is of a good standard, the activity on the course is active. The student can effectively apply the knowledge of technical, freehand and perspective drawing to his work. The quality of the work is meticulous.

Assessment criteria: level 5 (assessment scale 1–5)

The student controls a wide variety of presentation techniques and demonstrates familiarity with them. There are no or only minor errors in the technical drawing. Presenting the idea and creation process of your own project by drawing at a high level. The student knows how to apply different techniques and actively develops his skills in them. Development can be seen in the work. The presentation's graphic layout and content show familiarity.

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Implementation and methods of teaching

- The student will learn to identify the most common fiber-based packaging materials such as carton and corrugated board, and their production methods.
- The student will learn the basic techniques of paper and carton folding through exercises and a group task.

NOTE: It's recommended that students have their own toolset for making the samples including a carpet knife, metal ruler, tape, pencil, eraser and a tool to make folding lines.

Learning material and recommended literature

For exercises:
- Jackson, Paul. Designing structural packaging
- Jackson, Paul. Folding techniques for designers
- Packplay 1: User-centred packaging design, UQAM Canada
- Packplay 2: Do we need another packaging (sustainable packaging project), UQAM Canada

For inspiration:
- Structural Package Designs by Haresh Pathak (Author). The whole book series
- Structural Packaging: Design Your Own Boxes and 3D Forms by Paul Jackson
- Structural Packaging by Josep, M. Garrofé copy available at (https://www.slideshare.net/annynirudh/structuralpackagingjosepmgarrofe)

Paper and carton materials are given for students. There might be some possible printing costs for students.

Student time use and work load

The course requires:
- Creativity
- Hands-on attitude
- Working (computer and sample making) outside the contact hours
- Studying the lecture materials (possibility of an exam)
- Group work skills
- Presentation skills

There are no shortcuts in learning creative structural design but doing, testing, making mistakes, and learning from the mistakes.

Assessment criteria

- Attendance
- Exercises and learning tasks
- Presentations and discussions
- Project management and outcome
- Peer evaluation and self-evaluation

Assessment scale

1-5

Failed (0)

FAILED:

- The student cannot describe the basic principles of designing structures
- The student cannot assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student cannot design functional structures and select appropriate materials for a design

Assessment criteria: level 1 (assessment scale 1–5)

- The student can describe most of the basic principles of designing structures
- The student can assess at least some most common materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student can make some basic functional structures and select materials for a design

Assessment criteria: level 3 (assessment scale 1–5)

- The student can describe well the basic principles of designing packaging structures
- The student can assess the most common packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional structures and select independently suitable materials for a design

Assessment criteria: level 5 (assessment scale 1–5)

- The student can describe and justify the principles of designing packaging structures for different kinds of audiences
- The student can assess a wide range of packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional and yet creative/innovative structures and select independently suitable materials for a design
- The student takes an active role in contact hours and guides and helps other students and gives constructive feedback

Learning outcomes

The student is able to
- apply basic principles and research methods of user-centred design in their design work
- define and prioritize different usability perspectives in their design work
- apply the principle of Design for All in their design work
- design a product from a user-centred point of view.

Implementation and methods of teaching

The student is able to
- apply basic principles and research methods of user-centred design in their design work
- define and prioritize different usability perspectives in their design work
- apply the principle of Design for All in their design work
- design a product from a user-centred point of view.

Implementation:
- learning exercises team and individual
- lectures
- user empathy workshop

Timing and attendance

Participation to:
- team work & exercises
- lectures
- user empathy workshop

75% (6/8) attendance required. Absence compensated with extra assignments and discussed with teacher.

Learning material and recommended literature

Online learning material in Moodle platform

Student time use and work load

1 cr=27hrs student work, 5cr=135 hrs. Student work is different than contact hours.

Assessment criteria

Participation in a workshop and exercises
design critique
peer and self evaluation

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to...
- search individual information with user-centered methods
- use individual professional concepts/terminology and point familiarity with the knowledge base of the sustainable design field
- use learned user-centered methods in teams' concept work
- Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to...
- Search information with the user-centered methods and separates everyday information of researched information
- use key professional concepts/terminology consistently
- Implement user-centered methods in teams' concept work
- Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to...
- search for information with the user-centered methods, justify selection and use of information sources.
- uses professional concepts/terminology expertly
- Choose user-centered methods and justify his/her selections in teams' concept work
- Can work goal-orientated and develop team work with their own skills

Learning outcomes

The students are able to
- define the concepts of VR (Virtual Reality), XR (eXtended Reality) and AR (Augmented Reality) and to discuss the application possibilities of these and other comparable technologies
- to design solutions in which XR/AR technologies and methods support user experience, learning, marketing communication or other customer needs.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Implementation and methods of teaching

This course is for Packaging and Brand Design students, exchange students, and other students interested in deepening their knowledge in packaging-related labs. The course requires a previous workshop license course or equivalent know-how.

During this course, the students are making more advanced prototypes than in the workshop license course.

Students will get licenses to use a band saw and a belt sander in a wood workshop space, and vacuum forming machines in a plastic workshop space.

Timing and attendance

Participation in contact days is required at the campus. No online participation possibility.

Learning material and recommended literature

Learning materials and information are shared in Moodle.

Learning environment

Packaging workshop
Plastic workshop
Wood workshop
Project space
Computer room

Additional information for students: previous knowledge etc.

Packaging design basics and the ability to design 3D printable objects are required.

Assessment scale

1-5

Failed (0)

The course is failed if the student:

- is not able to compare and choose materials for a model
- has poor knowledge and skills relevant to the course
- cannot demonstrate a command of three-dimensional sketching
- cannot use appropriate modeling tools and equipment in an assignment
- is not participating in contact teaching or group work enough.

Assessment criteria: level 1 (assessment scale 1–5)

Grade 1
If the student:

- can compare and choose materials for a model
- has basic knowledge and skills relevant to the course
- demonstrates a command of three-dimensional sketching
- can use appropriate modeling tools and equipment in an assignment
- is participating in contact teaching or group work.

Assessment criteria: level 3 (assessment scale 1–5)

Grade 3
If the student:
- can apply a wide range of options to his/her working process
- can implement assignments in a guided and independent manner on the basis of their ideas
- can develop ideas based on feedback
- demonstrates advanced three-dimensional design and workshop equipment skills
- takes an active role during contact days and in group work.

Assessment criteria: level 5 (assessment scale 1–5)

Grade 5
If the student:

- can apply a wide range of options to the working process and develop them
- can creatively develop and implement assignments based on their ideas and feedback
- can apply the methods used and analyze their relationship
- demonstrates advanced three-dimensional design and workshop equipment skills
- participates actively, shares the knowhow and acts in a professional way

Learning outcomes

The students are able to
- define the concepts of VR (Virtual Reality), XR (eXtended Reality) and AR (Augmented Reality) and to discuss the application possibilities of these and other comparable technologies
- to design solutions in which XR/AR technologies and methods support user experience, learning, marketing communication or other customer needs.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

The student is able to
- apply the basics of ergonomics in their design work
- apply the principles of accessibility and design-for-all in their design work

Implementation and methods of teaching

Face-to-face guidance, lectures and exercices.

Timing and attendance

18.1.-24.4.2024
At least 80% attendance requirement on the dates indicated in the timetable.

Learning material and recommended literature

Ergonomia, Martti Launis; Jouni Lehtelä (toim), Työterveyslaitos, 2011
ISBN (book) 978-951-802-966-6
ISBN (PDF) 978-952-261-059-1

Other learning and resource materials will be announced and shared during the course in the course's Moodle group.

Alternative completion methods

Examination.

Working life cooperation

-

Exam retakes

Any possibility to repeat the course must be separately justified, negotiated and agreed with the teachers responsible for the course.

Learning environment

1) Face-to-face teaching and tutoring: LAB Lahti campus (Mukkulankatu 19).
2) Separately arranged virtual meetings: ZOOM
https://lut.zoom.us/my/petteri.venetjoki
3) Course feedback: integrated Spark course feedback (opens 2 weeks before the end of the course, closes 2 weeks after).
4) Public communication: LAB Moodle

Student time use and work load

The 5 credits of the course are built up through 135 hours of total work. In terms of time, the work is divided into 60 hours of guided face-to-face or virtual activities and 75 hours of independent work, as determined by the student.

Assessment scale

1-5

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Implementation and methods of teaching

- The student will learn to identify the most common fiber-based packaging materials such as carton and corrugated board, and their production methods.
- The student will learn the basic techniques of paper and carton folding through exercises and a group task.

NOTE: It's recommended that students have their own toolset for making the samples including a carpet knife, metal ruler, tape, pencil, eraser and a tool to make folding lines.

Learning material and recommended literature

For exercises:
- Jackson, Paul. Designing structural packaging
- Jackson, Paul. Folding techniques for designers
- Packplay 1: User-centred packaging design, UQAM Canada
- Packplay 2: Do we need another packaging (sustainable packaging project), UQAM Canada

For inspiration:
- Structural Package Designs by Haresh Pathak (Author). The whole book series
- Structural Packaging: Design Your Own Boxes and 3D Forms by Paul Jackson
- Structural Packaging by Josep, M. Garrofé copy available at (https://www.slideshare.net/annynirudh/structuralpackagingjosepmgarrofe)

Paper and carton materials are given for students. There might be some possible printing costs for students.

Student time use and work load

The course requires:
- Creativity
- Hands-on attitude
- Working (computer and sample making) outside the contact hours
- Studying the lecture materials (possibility of an exam)
- Group work skills
- Presentation skills

There are no shortcuts in learning creative structural design but doing, testing, making mistakes, and learning from the mistakes.

Assessment criteria

- Attendance
- Exercises and learning tasks
- Presentations and discussions
- Project management and outcome
- Peer evaluation and self-evaluation

Assessment scale

1-5

Failed (0)

FAILED:

- The student cannot describe the basic principles of designing structures
- The student cannot assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student cannot design functional structures and select appropriate materials for a design

Assessment criteria: level 1 (assessment scale 1–5)

- The student can describe most of the basic principles of designing structures
- The student can assess at least some most common materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student can make some basic functional structures and select materials for a design

Assessment criteria: level 3 (assessment scale 1–5)

- The student can describe well the basic principles of designing packaging structures
- The student can assess the most common packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional structures and select independently suitable materials for a design

Assessment criteria: level 5 (assessment scale 1–5)

- The student can describe and justify the principles of designing packaging structures for different kinds of audiences
- The student can assess a wide range of packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional and yet creative/innovative structures and select independently suitable materials for a design
- The student takes an active role in contact hours and guides and helps other students and gives constructive feedback

Learning outcomes

The student is able to
- perform basic 3D-modelling and visualisation workflows using CAD software and is able to use the terminology of 3D-modelling
- apply previously learned CAD skills in more advanced CAD assignments and 3D-modelling
- compare different modelling techniques and formats.

Implementation and methods of teaching

The student gains an understanding and skills of the packaging design concepting, structural design and working process through utilizing CAD tools such as Esko ArtiosCAD, Esko Studio Toolkit, Adobe Illustrator, Adobe Photoshop, and Esko Ai plugins.

The course is a one-week intensive training during week 43 from morning until the evening with a lot of exercises. The last part of the exercises will be done independently by the student after the intensive course. A limited time will be given to finalize those independent tasks.

Timing and attendance

Full attendance during the intensive week 43 is required. The course happens in classroom A260, Lahti Campus.

Learning material and recommended literature

All materials are provided and shared during the course. The study material is tailor-made for this course. The student is not allowed to share the study materials and exercises outside the course (Copyright).

Alternative completion methods

Independent study possibility in the evenings needs to be agreed upon beforehand/separately.

All exercises must be saved to Moodle course platform, no other way is accepted.

Learning environment

Computer (PC) classroom A260, Lahti Campus.

Student time use and work load

Learning new software is very personal. For some, it happens faster and some others slowlier. The course goes at a slow speed and with no stress. If you are fast, you are expected actively help and assist your peers. This is an intensive learning experience together!

You can also make more challenging designs with some of the exercises. You may also design real projects in some of the exercises.

Assessment criteria

Each task and exercise is evaluated (0-5) independently according to the assignment. Every task needs to be passed to get credits from the course.

Assessment scale

1-5

Failed (0)

- The student is not able to perform basic 3D-modelling and visualization workflows using CAD software
- The student is not able to use the terminology of 3D-modelling
- The student is not able to apply previously learned CAD skills in more advanced CAD assignments and 3D-modelling
- The student cannot compare different modeling techniques and formats.

Assessment criteria: level 1 (assessment scale 1–5)

- The student is able to make some basic 3D-modelling and visualizations using CAD software
- The student is able to use some of the terminology of 3D-modelling
- The student is able to apply some previously learned CAD skills in basic CAD assignments and 3D-modelling
- The student can compare some modeling techniques and formats.

Assessment criteria: level 3 (assessment scale 1–5)

- The student can independently make 3D-modelling and visualizations using CAD software
- The student is able to use the terminology of 3D-modelling
- The student is able to apply previously learned CAD skills in new CAD assignments and 3D-modelling
- The student can compare modeling techniques and formats.

Assessment criteria: level 5 (assessment scale 1–5)

- The student can make various kinds of 3D-modelling and visualizations using CAD software and help others
- The student is able to use the terminology of 3D-modelling and share the knowledge with others
- The student is able to apply previously learned CAD skills in a creative way and produce personal and new CAD assignments and 3D-modelling
- The student can compare modeling techniques and formats and use that knowledge and skillset in the given assignments.

Learning outcomes

The student is able to
- create a visual presentation of a design
- facilitate discussion by drawing
- create finalized presentation materials and work drawings
- explain the possibilities and restrictions of both hand drawn and digital presentation methods.

Implementation and methods of teaching

The course starts with the basics of technical drawing. Students create a booklet of technical drawing.
The course includes:
- tasks for technical drawing and freehand drawing
- drawing attachments
- marker drawing
- digital drawing tasks
- collecting presentation
- collecting moodboard
- ideation

Timing and attendance

- course information in Peppi
- 80% attendance requirement

Learning material and recommended literature

Koneenpiirustus 1 & 2, Aimo Pere
Drawing for product designers - Henry Kevin

Learning environment

- classroom in freehand and technical drawing
- computer class in digital drawing
- course content and material in Moodle

Student time use and work load

- The aim is to complete the drawing exercises of the course during the lessons
- The course's own furniture task requires time also outside of class

Assessment criteria

- booklet of technical drawing
- tasks
- personal design project
- digital drawings

Assessment scale

1-5

Failed (0)

- Too many unexplained absences
- Too many unreturned works
- The student has not committed or actively participated in the teaching

Assessment criteria: level 1 (assessment scale 1–5)

The student understands the need for presentation drawing skills in the work of a designer. The student has completed some tasks with implementation. Tasks are missing or activity and familiarity is low.

Assessment criteria: level 3 (assessment scale 1–5)

The student masters various presentation techniques and knows how to apply them to his own work. The work is of a good standard, the activity on the course is active. The student can effectively apply the knowledge of technical, freehand and perspective drawing to his work. The quality of the work is meticulous.

Assessment criteria: level 5 (assessment scale 1–5)

The student controls a wide variety of presentation techniques and demonstrates familiarity with them. There are no or only minor errors in the technical drawing. Presenting the idea and creation process of your own project by drawing at a high level. The student knows how to apply different techniques and actively develops his skills in them. Development can be seen in the work. The presentation's graphic layout and content show familiarity.

Learning outcomes

The student is able to
- apply basic principles and research methods of user-centred design in their design work
- define and prioritize different usability perspectives in their design work
- apply the principle of Design for All in their design work
- design a product from a user-centred point of view.

Implementation and methods of teaching

The student is able to
- apply basic principles and research methods of user-centred design in their design work
- define and prioritize different usability perspectives in their design work
- apply the principle of Design for All in their design work
- design a product from a user-centred point of view.

Implementation:
- learning exercises team and individual
- lectures
- user empathy workshop

Timing and attendance

Participation to:
- team work & exercises
- lectures
- user empathy workshop

75% (6/8) attendance required. Absence compensated with extra assignments and discussed with teacher.

Learning material and recommended literature

Online learning material in Moodle platform

Student time use and work load

1 cr=27hrs student work, 5cr=135 hrs. Student work is different than contact hours.

Assessment criteria

Participation in a workshop and exercises
design critique
peer and self evaluation

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to...
- search individual information with user-centered methods
- use individual professional concepts/terminology and point familiarity with the knowledge base of the sustainable design field
- use learned user-centered methods in teams' concept work
- Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to...
- Search information with the user-centered methods and separates everyday information of researched information
- use key professional concepts/terminology consistently
- Implement user-centered methods in teams' concept work
- Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to...
- search for information with the user-centered methods, justify selection and use of information sources.
- uses professional concepts/terminology expertly
- Choose user-centered methods and justify his/her selections in teams' concept work
- Can work goal-orientated and develop team work with their own skills

Learning outcomes

The student is able to
- identify entrepreneurial competence requirements and evaluate their personal competencies
- identify and assess opportunities and plan a business operation in the business environment of their chosen field
- identify common contract types, legislation and practices specific to their chosen field
- take into account copyright law and intellectual property rights in their work.

Assessment scale

1-5