Study Guide

Assessment criteria

Evaluation is made on a number of criteria listed below. Exceptions will be made for extreme circumstances where students are ill or absent for a valid reason. Long term absence from the course needs to be agreed beforehand with the course teacher. All students need to compete all learning diaries and in class exercises regardless of absence. Class materials are provided every week when available for reference.

Theory 3 ECTS
Workshop/project work 7 ECTS
75% in-class attendance required from total in-class hours

Assessment scale

1-5

Failed (0)

Participated in the class hours less than 75%
Missing learning dairies and in-class exercises
Lack of good communication with course teacher
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is low
Low motivation and interest during the course
Difficulty in working with others

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

Participated in the class hours minimum of 75% achieved
All learning dairies and in-class exercises completed
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear and completed
Good motivation and interest during the course
Able to work with others

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

Participated in the class hours minimum of 75% achieved
Ability to contribute own time to tasks outside of class hours is clear and productive
Participates actively in all course milestones eg: kick-offs, in class exercises, design briefs and final presentations
All learning dairies and in-class exercises completed well and organised properly
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear and completed and of good quality
Positive and engaged attitude during the course
Great team worker

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

Participation in class hours is well above 75%. The student actively uses additional time for project work outside the class hours
Participates actively in all course milestones eg: kick-offs, in class exercises, design briefs and final presentations
Supports others and creates a positive atmosphere throughout the course
All learning dairies and in-class exercises completed well and organised properly including name, date, comments and images from class exercises
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear, completed and of excellent quality
Very positive and engaged attitude during the entire course
Team leadership ability shown

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

Understanding the changing global business environment and its effects on international business operations and trade.
After completing the course student is able
- to explain the concepts of internationalization and globalization
- to identify and describe features of global business
- to analyse and interpret the changing global business environment and economics as well as their effects on business

Assessment scale

1-5

Learning outcomes

- know how to describe the periods, characteristics and pivotal representatives of Finnish and international design
- know how to analyse the key stages and characteristics of design history from the point of view of the professional field
- know how to establish the social factors that influence design and analyse the links between design and visual arts

Implementation and methods of teaching

The course consists of lectures, group and individual tasks. Course materials deal with design history and theory. Museums and authentic materials are part of the course program.
Main goal of the course is to learn the use of contemporary sources of information: printed and e-materials including professionally valid digital archives and data bases.

Timing and attendance

The course consists of six face to face lectures on campus. One study day includes a museum excursion.

Learning material and recommended literature

Study materials will be published in the course moodle application.

Alternative completion methods

Optional performance of the course will be decided with the teacher.

Learning environment

Teaching is face to face meetings on campus. The meetings include lectures, tasks and students presentations on the course topics.

Student time use and work load

5 ECTS course expected study time for student is 135 hours including the lectures.

Contents

History of Design offers an overview on the history design. The time span is from the 18th century to present, the years from 1918 to 2023 in focus. Focal contents of the course are changes of the design oncept, formal and trend convention development and representative elements in visual expression.

Additional information for students: previous knowledge etc.

No preliminary knowledge or studies required.

Assessment criteria

Student activity, course tasks, self evaluation.

Assessment scale

1-5

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

Student
-shows activity during the lectures
-shows learning of the course materials
-submits the course tasks

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

Student
-is knowledgeable of applying course materials to the historical analysis and description

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

Student
-finds and selects independently historical visual materials and applies them in the course tasks

Learning outcomes

The student is able to
- describe current visual culture theories
- independently search for information about different theories from both printed and digital sources
- apply theoretical models and concepts in design and the evaluation of her or his work

Implementation and methods of teaching

The course consists of lectures and practical tasks and student presentation on the selected topics.

Timing and attendance

The course consists of seven meetings with lectures, text and material analysis and student presentations. Teaching is face to face teaching on campus and the participation request is 80% of the meetings.

Learning material and recommended literature

Study materials will be infermed in the course moodle. The materials include research litterature, theoretical guides and other materials. Core topics in the course are picture theory terminology, sociological research tradiotion of art and design, basics of semiotics and sematic approach.

Alternative completion methods

Alternative course performance is approved with the teacher.

Exam retakes

A repeat of the course is approved with the teacher. The repeat can be either a decided task or an exam.

Learning environment

The course is face to face even on campus.

Student time use and work load

The course is 5 ECTS credits and expected study hours by students is 135 hours.

Contents

Image and theory course content focuses on art and design research terminology and core research theories like sociological theory, semiotic tradition and semantic approach .

Additional information for students: previous knowledge etc.

There is no requirement of earlier studies on the topic. Knowledge of art and design history and practise is a recommendation.

Assessment criteria

Course evaluation is based on tasks (5-6) submitted and presented during the classes. The evaluation criteria is: quality of the used background materials, the application of the course materiasl ja the informative level of the tasks and presentations.

Assessment scale

1-5

Failed (0)

Student does not reach the learning outcomes and tasks are missing.

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

Tasks are approved without they lack reflection.

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

The tasks ar

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

The tasks show reflection of the materials and include theoretical applications in practise.

Learning outcomes

- Identify and define the main concepts of circular economy an understand it's basic principals.
- Understand the complexity of the problems of the current economy and the possibilities to solve those.The objectives of the course
- Understand the problems related to the way we consume resources today and how the circular economy can help in solving these problems
- Knowledge the methods that could develop the circular economy

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

- 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

Assessment scale

1-5

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

• Is able to look for given information for the concept from different information sources
• 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 look for and narrow down needed information for the concept work
• Is able to use and implement sustainable design methods or models 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 look for information using information acquisition processes and is able to evaluate chosen information sources and how team is using them for the concept work
• 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
- produce cost-volume-profit analyses
- identify cost drivers and apply cost data in price setting
- draw up budgets and define the budgeting process

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

Implementation and methods of teaching

Learning goals:
The student is able to
- design products with consideration of material research and development
- design products with sustainable technologies and practices
- use systemic design thinking and understands the basics of innovation process
- use circular economy development strategies.

Execution:
- Theory: lectures and self learning material.
- Biomaterials workshop
- Project in co-operation with LAB RND and/or industry/company.

Project will include design brief, design process, tutoring the team work and possible visits/excursions. The lengths of the project may vary.

Examples of different projects (topics are linked to Research development in LAB and company co-operation projects):
- Material based development project
- Company co-operation/industry based project

Timing and attendance

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

Learning material and recommended literature

Most of the material can be found from Moodle-study platform

Materialising the Future: A Learning Path to Understand, Develop and Apply Emerging Materials and Technologies
Venere Ferraro, Pirjo Kääriäinen, Paz Morer-Camo, Anke Pasold 2023

Unlikely materials: Experimenting with underutilised bio-based materials / Designs for a Cooler Planet
Pirjo Kääriäinen, Enni Äijälä 2023

The CHEMARTS Cookbook, 2020

Alternative completion methods

Alternative course completion method needs to be agreed upon beforehand with course teachers and is handled case by case, and in Force Majeure situations.

Working life cooperation

Project topics are linked to Research development in LAB and/or company co-operation projects.

Assessment criteria

Design critiques
Participation in a workshop and design projects and exercises

Assessment scale

1-5

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

The Theory:
The student is able to...
- search for an individual information from given information sources
- use given professional concepts/terminology and point familiarity with the knowledge base of the sustainable design field


The Workshop:
The student is able to...
•Is able to look for given information for the concept from different information sources
•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 Theory:
The student is able to...
- search information and separate everyday information of researched information
- use key professional concepts/terminology consistently

The Workshop:
The student is able to...
•Is able look for and narrow down needed information for the concept work
•Is able to use and implement sustainable design methods or models and processes in teams' concept work
•Can work goal-oriented way in a group work

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

The Theory:
The student is able to...
- search for information with the information acquisition processes and justify selection and use of information sources.
- uses professional concepts/terminology expertly

The Workshop:
The student is able to...
•Is able to look for information and is able to evaluate chosen information sources and how team is using them for the concept work
•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 in a team work

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 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

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 and design 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 or models 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
- describe current visual culture theories
- independently search for information about different theories from both printed and digital sources
- apply theoretical models and concepts in design and the evaluation of her or his work

Implementation and methods of teaching

The course consists of lectures and practical tasks and student presentation on the selected topics.

Timing and attendance

The course consists of seven meetings with lectures, text and material analysis and student presentations. Teaching is face to face teaching on campus and the participation request is 80% of the meetings.

Learning material and recommended literature

Study materials will be infermed in the course moodle. The materials include research litterature, theoretical guides and other materials. Core topics in the course are picture theory terminology, sociological research tradiotion of art and design, basics of semiotics and sematic approach.

Alternative completion methods

Alternative course performance is approved with the teacher.

Exam retakes

A repeat of the course is approved with the teacher. The repeat can be either a decided task or an exam.

Learning environment

The course is face to face even on campus.

Student time use and work load

The course is 5 ECTS credits and expected study hours by students is 135 hours.

Contents

Image and theory course content focuses on art and design research terminology and core research theories like sociological theory, semiotic tradition and semantic approach .

Additional information for students: previous knowledge etc.

There is no requirement of earlier studies on the topic. Knowledge of art and design history and practise is a recommendation.

Assessment criteria

Course evaluation is based on tasks (5-6) submitted and presented during the classes. The evaluation criteria is: quality of the used background materials, the application of the course materiasl ja the informative level of the tasks and presentations.

Assessment scale

1-5

Failed (0)

Student does not reach the learning outcomes and tasks are missing.

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

Tasks are approved without they lack reflection.

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

The tasks ar

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

The tasks show reflection of the materials and include theoretical applications in practise.

Learning outcomes

Understanding the changing global business environment and its effects on international business operations and trade.
After completing the course student is able
- to explain the concepts of internationalization and globalization
- to identify and describe features of global business
- to analyse and interpret the changing global business environment and economics as well as their effects on business

Assessment scale

1-5

Learning outcomes

- know how to describe the periods, characteristics and pivotal representatives of Finnish and international design
- know how to analyse the key stages and characteristics of design history from the point of view of the professional field
- know how to establish the social factors that influence design and analyse the links between design and visual arts

Implementation and methods of teaching

The course consists of lectures, group and individual tasks. Course materials deal with design history and theory. Museums and authentic materials are part of the course program.
Main goal of the course is to learn the use of contemporary sources of information: printed and e-materials including professionally valid digital archives and data bases.

Timing and attendance

The course consists of six face to face lectures on campus. One study day includes a museum excursion.

Learning material and recommended literature

Study materials will be published in the course moodle application.

Alternative completion methods

Optional performance of the course will be decided with the teacher.

Learning environment

Teaching is face to face meetings on campus. The meetings include lectures, tasks and students presentations on the course topics.

Student time use and work load

5 ECTS course expected study time for student is 135 hours including the lectures.

Contents

History of Design offers an overview on the history design. The time span is from the 18th century to present, the years from 1918 to 2023 in focus. Focal contents of the course are changes of the design oncept, formal and trend convention development and representative elements in visual expression.

Additional information for students: previous knowledge etc.

No preliminary knowledge or studies required.

Assessment criteria

Student activity, course tasks, self evaluation.

Assessment scale

1-5

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

Student
-shows activity during the lectures
-shows learning of the course materials
-submits the course tasks

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

Student
-is knowledgeable of applying course materials to the historical analysis and description

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

Student
-finds and selects independently historical visual materials and applies them in the course tasks

Learning outcomes

- Identify and define the main concepts of circular economy an understand it's basic principals.
- Understand the complexity of the problems of the current economy and the possibilities to solve those.The objectives of the course
- Understand the problems related to the way we consume resources today and how the circular economy can help in solving these problems
- Knowledge the methods that could develop the circular economy

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

Implementation and methods of teaching

Learning goals:
The student is able to
- design products with consideration of material research and development
- design products with sustainable technologies and practices
- use systemic design thinking and understands the basics of innovation process
- use circular economy development strategies.

Execution:
- Theory: lectures and self learning material.
- Biomaterials workshop
- Project in co-operation with LAB RND and/or industry/company.

Project will include design brief, design process, tutoring the team work and possible visits/excursions. The lengths of the project may vary.

Examples of different projects (topics are linked to Research development in LAB and company co-operation projects):
- Material based development project
- Company co-operation/industry based project

Timing and attendance

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

Learning material and recommended literature

Most of the material can be found from Moodle-study platform

Materialising the Future: A Learning Path to Understand, Develop and Apply Emerging Materials and Technologies
Venere Ferraro, Pirjo Kääriäinen, Paz Morer-Camo, Anke Pasold 2023

Unlikely materials: Experimenting with underutilised bio-based materials / Designs for a Cooler Planet
Pirjo Kääriäinen, Enni Äijälä 2023

The CHEMARTS Cookbook, 2020

Alternative completion methods

Alternative course completion method needs to be agreed upon beforehand with course teachers and is handled case by case, and in Force Majeure situations.

Working life cooperation

Project topics are linked to Research development in LAB and/or company co-operation projects.

Assessment criteria

Design critiques
Participation in a workshop and design projects and exercises

Assessment scale

1-5

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

The Theory:
The student is able to...
- search for an individual information from given information sources
- use given professional concepts/terminology and point familiarity with the knowledge base of the sustainable design field


The Workshop:
The student is able to...
•Is able to look for given information for the concept from different information sources
•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 Theory:
The student is able to...
- search information and separate everyday information of researched information
- use key professional concepts/terminology consistently

The Workshop:
The student is able to...
•Is able look for and narrow down needed information for the concept work
•Is able to use and implement sustainable design methods or models and processes in teams' concept work
•Can work goal-oriented way in a group work

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

The Theory:
The student is able to...
- search for information with the information acquisition processes and justify selection and use of information sources.
- uses professional concepts/terminology expertly

The Workshop:
The student is able to...
•Is able to look for information and is able to evaluate chosen information sources and how team is using them for the concept work
•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 in a team work

Assessment criteria

Evaluation is made on a number of criteria listed below. Exceptions will be made for extreme circumstances where students are ill or absent for a valid reason. Long term absence from the course needs to be agreed beforehand with the course teacher. All students need to compete all learning diaries and in class exercises regardless of absence. Class materials are provided every week when available for reference.

Theory 3 ECTS
Workshop/project work 7 ECTS
75% in-class attendance required from total in-class hours

Assessment scale

1-5

Failed (0)

Participated in the class hours less than 75%
Missing learning dairies and in-class exercises
Lack of good communication with course teacher
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is low
Low motivation and interest during the course
Difficulty in working with others

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

Participated in the class hours minimum of 75% achieved
All learning dairies and in-class exercises completed
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear and completed
Good motivation and interest during the course
Able to work with others

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

Participated in the class hours minimum of 75% achieved
Ability to contribute own time to tasks outside of class hours is clear and productive
Participates actively in all course milestones eg: kick-offs, in class exercises, design briefs and final presentations
All learning dairies and in-class exercises completed well and organised properly
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear and completed and of good quality
Positive and engaged attitude during the course
Great team worker

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

Participation in class hours is well above 75%. The student actively uses additional time for project work outside the class hours
Participates actively in all course milestones eg: kick-offs, in class exercises, design briefs and final presentations
Supports others and creates a positive atmosphere throughout the course
All learning dairies and in-class exercises completed well and organised properly including name, date, comments and images from class exercises
Individual contribution to team outcomes such as a prototypes, drawings and final presentations is clear, completed and of excellent quality
Very positive and engaged attitude during the entire course
Team leadership ability shown

Learning outcomes

The student is able to
- produce cost-volume-profit analyses
- identify cost drivers and apply cost data in price setting
- draw up budgets and define the budgeting process

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 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 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

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 and design 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 or models 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

Assessment scale

1-5

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

• Is able to look for given information for the concept from different information sources
• 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 look for and narrow down needed information for the concept work
• Is able to use and implement sustainable design methods or models 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 look for information using information acquisition processes and is able to evaluate chosen information sources and how team is using them for the concept work
• 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