Study Guide

Learning outcomes

Students will be able to
- apply the concepts and principles of futures studies in their chosen field
- describe tools and methods of futures studies
- anticipate changes in the operating environment both at the general level and specific to their chosen field- apply foresight methods in research and development

Implementation and methods of teaching

Delivery method: face-to-face, independent work and teamwork. Lectures, presentations, guided and independent learning tasks.

Timing and attendance

80% Attendance required

Building competence requires active presence throughout the course. Attendance is compulsory at the start and end of the course.

During the first session, the course timetable and assignments are reviewed.

Learning material and recommended literature

Literature recommendations, websites and foresight sources will be reviewed during the course.

Alternative completion methods

Not applicable

Student time use and work load

On average, 5 x 27h = 135h of work is required to achieve the desired level of competence. The total number of hours is divided into face-to-face teaching, teamwork and independent work.

Contents

Multidisciplinary content for design students.

The course introduces students to different methods of futures research. The course is based on learning assignments, on the basis of which the student will search for background information, both independently and in a group.

Additional information for students: previous knowledge etc.

No prior knowledge required.

Assessment criteria

The grade will be based on attendance, activity during the contact days and group work, and the level of completion of the learning tasks.
The learning tasks must be returned according to the timetable.

Peer assessment in teamwork alongside the teacher's assessment.

Assessment scale

1-5

Failed (0)

A failed grade is given when the student has not achieved the learning objectives of the course or has not been able to demonstrate his/her competence. Or the student has not completed the tasks for which he/she is responsible and participated as an active member of the group work and completing the assignments.

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

Student
- Can work according to instructions.
- Can search for professional information related to the course in a guided way.
- Has participated in common teaching situations 80%.
- Has carried out the tasks for which he/she was responsible in a guided way.
- Has not shown activity, initiative and self-direction in carrying out group work.

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

Student
- can apply and develop a variety of options in their working process.
- can use what he/she has learned in a planned and creative way.
- has done a good job of completing the tasks for which he/she was responsible within the time limits.
- has demonstrated activity, initiative and self-direction as a member of a team.
- can apply the methods used, suggest and brainstorm ways of working and communicate constructively in a team.

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

Student:
- can apply and develop a variety of options in his/her working process.
- Can use what he/she has learned in a planned and creative way and apply the feedback he/she receives.
- Has done an excellent job of completing the tasks for which he/she was responsible within the time limits.
- has systematically demonstrated exceptional activity, initiative, ability to ideate and self-direction as a member of a team.
- can apply the methods used, propose and innovate approaches and ideas, and communicate constructively within the team.

Learning outcomes

- As a designer recognize the sustainable design methods.
- Has the knowledge the possibilities of implementation of the methods.

Implementation and methods of teaching

- As a designer recognize the sustainable design methods.
- Has the knowledge the possibilities of implementation of the methods.

Implementation:
- learning exercises team and individual
- lectures

Timing and attendance

Participation to:
- teamwork & exercises
- lectures


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
- Online book: Design thinking: Teun den Dekker, 2020
- Okala Ecodesign practioner: http://www.okala.net/presentations.html
- Circular design learning hub, Ellen MacArthur Foundation: https://ellenmacarthurfoundation.org/design-and-the-circular-economy-deep-dive

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 = participation in team work

Assessment scale

1-5

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

• Is able to point familiarity with the basic knowledge of the sustainable design concepts/terminology
• Is able to use learned sustainable design methods and processes in teams' concept work
• Can act as a group member

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

The student is able to...
• Is able to use key professional concepts/terminology of sustainable design consistently
• Is able to use and implement sustainable design methods and processes 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...
• Is able to use professional concepts/terminology of sustainable design expertly
• Is able to use & choose sustainable design methods and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and organize group activities by helping team members with ones’ own skills

Learning outcomes

The student is able to:
- discuss, select and apply techniques to reduce raw materials without compromising quality and functionality
- create smart and modular design
- design products with repairability as a standard feature
- design for reuse.

Assessment scale

1-5

Learning outcomes

A student is able to
- utilize a user driven process in creation of new service ideas
- apply multicasting in creation of a user experience
- apply the principles of sustainability in service development
- utilize design process in creation of new service idea and in the development of a service concept
- model, test and present service ideas by prototyping

Implementation and methods of teaching

Theory part of the studio contains self learning material, lectures, reflection exercises + Moodle exam
Design project (work) contains real life project either with LAB RnD projects or with company co-operation

In design project students learn to
- utilize a user driven process in creation of new service ideas
- apply omni-channeling in creation of a user experience
- apply the principles of sustainability in service development
- utilize design process in creation of new service idea and in the development of a service concept
- model, test and present service ideas by prototyping

Timing and attendance

Studio 15 cr September - November/December apr. 3 days/week with lectures, design work and independent team work without contact teaching.

75% attendance required. Absence compensated with extra assignments and discussed with teacher.

Working life cooperation

Projects topics are linked to Research development in LAB and company co-operation projects.

Additional information for students: previous knowledge etc.

Basics studies in Sustainable design business or in other design disciplines

Assessment criteria

Exam - 80 % correct is accepted
Design critiques
Participation in a design project and exercises

Assessment scale

1-5

Failed (0)

Failing to participate exam, exercises, design and team work
Failing to meet scale 1 criteria

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

The student...
•Is able to use individual professional concepts/terminology and point familiarity with the knowledge base of the sustainable and user driven design field
•Is able to look for given information and gather given user data from different information sources
•Is able to use learned sustainable and user driven design methods and processes in teams' concept work
•Can act as a group member

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

The student...
•Is able to use key professional concepts/terminology consistently
•Is able to gather and narrow down needed information and user data for the concept work
•Is able to use and implement sustainable and user driven design methods and processes 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 use professional concepts/terminology expertly
•Is able to gather information and user data in a versatile way and is able to select and evaluate how team is using them for the concept work
•Is able to use & choose sustainable and user driven design methods and processes and justify his/her selections in teams' concept work
•Can work goal-orientated and organize group activities by helping team members with ones’ own skills

Learning outcomes

The student is able to
- use the basic terms and concepts of digital tools in discussion
- use the basic functions in typical digital tools of visual design in their field of study
- utilize visual design tools to carry out assignments
- find guides and information about the use of more advanced tools in design software.

Implementation and methods of teaching

This course is held in campus classrooms. The course contains personal practises for different softwares and teacher-led tutorials for softwares.

Timing and attendance

The course is timed to the fall 2024 and the exact dates of the starting and ending can be found from Peppi.

Learning material and recommended literature

Learning material will be located on Moodle.

Alternative completion methods

All alternative ways of completing the course will be negotiated with the teacher of the course.

Exam retakes

Possibilities of renewing the course must be negotiated with the teacher of this course.

Learning environment

- Computer classrooms
- Moodle page (informed in the beginning of the course)

Student time use and work load

Course days in campus. Students will need time to practice and complete some tasks outside the course days.

Additional information for students: previous knowledge etc.

This course doesn't require any previous skills and knowledge.

Assessment criteria

Personal tasks and practices and presence and activity in the learning events/days.

Assessment scale

1-5

Failed (0)

- Too many unexplained absences
- No or very minimal activity in the class and course

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

- Student knows softwares in her field and can use some basic features in them
- Student's work has some unclear or irrelevant content
- Student's skill level is seriously low

80% requirement of attendance is applied to affect to the grade regardless the skill level.

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

- Student understands the differences and capabilities of different softwares and can use them in a good level
- Student is able to create good results in the tasks
- Student's work is good quality. He expresses motivation and attendance in the learning events.

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

- Student's has a deep understanding of the needs and importance of different softwares of her field
- Student is active, motivated and is proactive in learning new
- Student creates good quality results in the tasks

Learning outcomes

The student is able to:
- discuss, select and apply techniques to reduce raw materials without compromising quality and functionality
- create smart and modular design
- design products with repairability as a standard feature
- design for reuse.

Assessment scale

1-5

Learning outcomes

Students will be able to
- apply the concepts and principles of futures studies in their chosen field
- describe tools and methods of futures studies
- anticipate changes in the operating environment both at the general level and specific to their chosen field- apply foresight methods in research and development

Implementation and methods of teaching

Delivery method: face-to-face, independent work and teamwork. Lectures, presentations, guided and independent learning tasks.

Timing and attendance

80% Attendance required

Building competence requires active presence throughout the course. Attendance is compulsory at the start and end of the course.

During the first session, the course timetable and assignments are reviewed.

Learning material and recommended literature

Literature recommendations, websites and foresight sources will be reviewed during the course.

Alternative completion methods

Not applicable

Student time use and work load

On average, 5 x 27h = 135h of work is required to achieve the desired level of competence. The total number of hours is divided into face-to-face teaching, teamwork and independent work.

Contents

Multidisciplinary content for design students.

The course introduces students to different methods of futures research. The course is based on learning assignments, on the basis of which the student will search for background information, both independently and in a group.

Additional information for students: previous knowledge etc.

No prior knowledge required.

Assessment criteria

The grade will be based on attendance, activity during the contact days and group work, and the level of completion of the learning tasks.
The learning tasks must be returned according to the timetable.

Peer assessment in teamwork alongside the teacher's assessment.

Assessment scale

1-5

Failed (0)

A failed grade is given when the student has not achieved the learning objectives of the course or has not been able to demonstrate his/her competence. Or the student has not completed the tasks for which he/she is responsible and participated as an active member of the group work and completing the assignments.

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

Student
- Can work according to instructions.
- Can search for professional information related to the course in a guided way.
- Has participated in common teaching situations 80%.
- Has carried out the tasks for which he/she was responsible in a guided way.
- Has not shown activity, initiative and self-direction in carrying out group work.

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

Student
- can apply and develop a variety of options in their working process.
- can use what he/she has learned in a planned and creative way.
- has done a good job of completing the tasks for which he/she was responsible within the time limits.
- has demonstrated activity, initiative and self-direction as a member of a team.
- can apply the methods used, suggest and brainstorm ways of working and communicate constructively in a team.

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

Student:
- can apply and develop a variety of options in his/her working process.
- Can use what he/she has learned in a planned and creative way and apply the feedback he/she receives.
- Has done an excellent job of completing the tasks for which he/she was responsible within the time limits.
- has systematically demonstrated exceptional activity, initiative, ability to ideate and self-direction as a member of a team.
- can apply the methods used, propose and innovate approaches and ideas, and communicate constructively within the team.

Learning outcomes

A student is able to
- utilize a user driven process in creation of new service ideas
- apply multicasting in creation of a user experience
- apply the principles of sustainability in service development
- utilize design process in creation of new service idea and in the development of a service concept
- model, test and present service ideas by prototyping

Implementation and methods of teaching

Theory part of the studio contains self learning material, lectures, reflection exercises + Moodle exam
Design project (work) contains real life project either with LAB RnD projects or with company co-operation

In design project students learn to
- utilize a user driven process in creation of new service ideas
- apply omni-channeling in creation of a user experience
- apply the principles of sustainability in service development
- utilize design process in creation of new service idea and in the development of a service concept
- model, test and present service ideas by prototyping

Timing and attendance

Studio 15 cr September - November/December apr. 3 days/week with lectures, design work and independent team work without contact teaching.

75% attendance required. Absence compensated with extra assignments and discussed with teacher.

Working life cooperation

Projects topics are linked to Research development in LAB and company co-operation projects.

Additional information for students: previous knowledge etc.

Basics studies in Sustainable design business or in other design disciplines

Assessment criteria

Exam - 80 % correct is accepted
Design critiques
Participation in a design project and exercises

Assessment scale

1-5

Failed (0)

Failing to participate exam, exercises, design and team work
Failing to meet scale 1 criteria

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

The student...
•Is able to use individual professional concepts/terminology and point familiarity with the knowledge base of the sustainable and user driven design field
•Is able to look for given information and gather given user data from different information sources
•Is able to use learned sustainable and user driven design methods and processes in teams' concept work
•Can act as a group member

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

The student...
•Is able to use key professional concepts/terminology consistently
•Is able to gather and narrow down needed information and user data for the concept work
•Is able to use and implement sustainable and user driven design methods and processes 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 use professional concepts/terminology expertly
•Is able to gather information and user data in a versatile way and is able to select and evaluate how team is using them for the concept work
•Is able to use & choose sustainable and user driven design methods and processes and justify his/her selections in teams' concept work
•Can work goal-orientated and organize group activities by helping team members with ones’ own skills

Learning outcomes

- As a designer recognize the sustainable design methods.
- Has the knowledge the possibilities of implementation of the methods.

Implementation and methods of teaching

- As a designer recognize the sustainable design methods.
- Has the knowledge the possibilities of implementation of the methods.

Implementation:
- learning exercises team and individual
- lectures

Timing and attendance

Participation to:
- teamwork & exercises
- lectures


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
- Online book: Design thinking: Teun den Dekker, 2020
- Okala Ecodesign practioner: http://www.okala.net/presentations.html
- Circular design learning hub, Ellen MacArthur Foundation: https://ellenmacarthurfoundation.org/design-and-the-circular-economy-deep-dive

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 = participation in team work

Assessment scale

1-5

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

• Is able to point familiarity with the basic knowledge of the sustainable design concepts/terminology
• Is able to use learned sustainable design methods and processes in teams' concept work
• Can act as a group member

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

The student is able to...
• Is able to use key professional concepts/terminology of sustainable design consistently
• Is able to use and implement sustainable design methods and processes 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...
• Is able to use professional concepts/terminology of sustainable design expertly
• Is able to use & choose sustainable design methods and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and organize group activities by helping team members with ones’ own skills

Learning outcomes

The student is able to
- use the basic terms and concepts of digital tools in discussion
- use the basic functions in typical digital tools of visual design in their field of study
- utilize visual design tools to carry out assignments
- find guides and information about the use of more advanced tools in design software.

Implementation and methods of teaching

This course is held in campus classrooms. The course contains personal practises for different softwares and teacher-led tutorials for softwares.

Timing and attendance

The course is timed to the fall 2024 and the exact dates of the starting and ending can be found from Peppi.

Learning material and recommended literature

Learning material will be located on Moodle.

Alternative completion methods

All alternative ways of completing the course will be negotiated with the teacher of the course.

Exam retakes

Possibilities of renewing the course must be negotiated with the teacher of this course.

Learning environment

- Computer classrooms
- Moodle page (informed in the beginning of the course)

Student time use and work load

Course days in campus. Students will need time to practice and complete some tasks outside the course days.

Additional information for students: previous knowledge etc.

This course doesn't require any previous skills and knowledge.

Assessment criteria

Personal tasks and practices and presence and activity in the learning events/days.

Assessment scale

1-5

Failed (0)

- Too many unexplained absences
- No or very minimal activity in the class and course

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

- Student knows softwares in her field and can use some basic features in them
- Student's work has some unclear or irrelevant content
- Student's skill level is seriously low

80% requirement of attendance is applied to affect to the grade regardless the skill level.

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

- Student understands the differences and capabilities of different softwares and can use them in a good level
- Student is able to create good results in the tasks
- Student's work is good quality. He expresses motivation and attendance in the learning events.

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

- Student's has a deep understanding of the needs and importance of different softwares of her field
- Student is active, motivated and is proactive in learning new
- Student creates good quality results in the tasks