GLOBAL STUDIO: MULTI-DISCIPLINARY, INTER- UNIVERSITY, MULTI-MODAL, GLOBAL, WORK INTEGRATED LEARNING 12 credit point student elective for students of Industrial Design (School of Architecture and Design) and Communications Design (School of Applied Communications) Duration: 2 hours per week / 12 weeks When: Tuesday evenings 6.30 – 8.30 pm (note some time flexibility will be required) Where: 87.4.18 (and other places TBA) Elective Course Codes for Industrial Design: GRAP 2304, 2305, 2306, 1048 Elective Course Codes for Communications Design: Mode: Face to Face and Online Lecturers: Liam Fennessy (Industrial Design), Bronwyn Clarke, Marius Foley (Communications Design), and special guests Elective Course Description / Aims / Objectives Global Studio is a curricula experience for design students from five universities in four continents to collaborate and build professional relationships conceiving and communicating localised responses to a set of complex design issues and strategic opportunities for a multinational commercial client, Inverness Medical Innovations (IMI) specialises in the research and development of technologies, products, systems and strategies for health, disease and condition management and medical diagnostics. http://www.invernessmedical.com/ Students will work in collaborative design teams with students from four participating Universities: Northumbria University (England), Ohio State University (USA), Napier University (Scotland), and Hongik University (Korea) through a range of communications platforms to research, develop and present design concepts as propositions. There is an emphasis on design research, design capability development, collaboration, and articulation and reflection on practice. This elective has a heavy design project emphasis and will require students to draw on knowledge and skills developed in previous courses. The project links students with a multinational commercial client that specializes in the research and development of technologies, products, systems and strategies for health, disease and condition management and medical diagnostics. (See Client brief below) INTELLECTUAL PROPERTY NOTE: Students retain full ownership of their intellectual property for any work done in this course. The client (IMI) has an agreed 3-month window (from the date of publication) in which it has the first rights to negotiate with the student the use of any IP developed by the student for commercial or other purposes. In effect this means that you cannot agree to any third party utilisation of your IP until the 3-month post publication date has past, beyond that you can do what ever you like with your design work and at all times retain full ownership (copyrights and moral rights) of all IP developed in this course. RESEARCH NOTE: This course is also the subject of a broader research project that looks into how and what design students learn within distributed, ICT enabled and collaborative project based curricula. Students will be asked to respond to a series of evaluation questionnaires throughout the duration of the course. Participation in the evaluation is voluntary and full details of the scope and method of the research will be provided to students. Elective Learning Outcomes / Capacity Development Students will learn about: • Working in a collaborative and distributed design context • Design research methods • Design as a strategic endeavour • Presentation techniques • Concept development and articulating ideas in a designerly way Overview of Learning Resources Students will trial a variety of online collaborative tools [twitter, blogs, wikis, skype, etc] so as to develop a working knowledge of how these tools can be used in distributed design activities. A main Global Studio project Wiki will be used as a repository for project work and formal communication between international teams. The Global Studio wiki is hosted by Northumbria University and Wiki access will be arranged for students: http://elitnorthumbria.org/gdds/index.php/Main_Page
Day to day collaborative activity can be through any media / medium that you find appropriate and productive. Students will need to actively source, learn and trial these collaborative communication tools. Students are encouraged to bring Laptops, Mobile Phones, WiFi enabled Playstations and Ipods, Digital Cameras, Webcams, and Wiacom Pads all classes as they will potentially be used in international teamwork activities in class. Classes will take place in a variety of locations (87.4.18 being a Home-base) and the times may have to shift as daylight savings and other time constraints change. Students will be directed towards various readings and resources relevant to the project directions that they develop. Students are encouraged to utilise the industrial design resources and links held in the RMIT University Library Subject Guides: • Industrial Design: http://www.lib.rmit.edu.au/guides/industrial-design.html • Interaction Design: http://rmit.libguides.com/interaction-design • Service Design: http://rmit.libguides.com/service-design • Diabetes Project: http://www.lib.rmit.edu.au/guides/diabetes-id.html • Communication Design: http://www.lib.rmit.edu.au/guides/comm-design.html Deliverables / Assessment Tasks The projects are cumulative (one leads into and informs the next), and have three primary outcomes: a set of design outcomes, an articulated set of methodologies relevant to this type of engagement, and a reflection on what you have learned. Each week you will be asked to engage in activities that will be drawn on in the following session, and that will ultimately be integrated into your project submissions. Project One 30%: Spaces for Innovation In multi disciplinary teams you will be aligned to inter-university teams that have been working on particular areas or themes in the areas of condition management and diagnostics. You are to review the discussions and design directions of these teams to look for specific gaps that could come to constitute spaces for innovation within an urban Australian context. Here you are to focus on the social side of health and diagnostics in relationship to your particular cultural context (ie: urban Australia). Socially oriented ‘spaces’ for innovation can be discovered by listening for incidents of dysfunction, misuse, irritation and marginalisation. In these ‘spaces’ you are to propose concepts for new products, appropriate service systems or culturally specific ways of communicating issues and processes relevant to the area of inquiry. Format: PDF’s Uploaded to the Global Studio Wiki Start: week 1 Penultimate Submission: Week 5 Rapid Client, Academic and Peer Review: Week 5 Response to feedback (final submission): Week 6 Project Two 40%: Detailed Propositions This Phase gives you the opportunity to review, re-propose, develop and articulate specific aspects of your first project propositions. At this point you can either maintain your project one teams or choose to work individually. This may take any form (negotiated with your lecturers), and will be ultimately presented as: 1. A PDF poster[s], Media File or other format that communicates the final design proposed, who it is targeted at, why, and how it works – this may take the form of a prototype (website, animation, film, product, strategy or service system model) – If the outcome is digital it can be submitted as an attachment 2. A concise verbal design proposal report that will clearly articulate your design intent. These will be presented in a lecture theatre and recorded so that they can be converted and podcast through the Global Studio Wiki. Start- week 6 Progress Presentation: Week 8 Final Submission / Presentation: Week 12 Project Three 30%: Method and Reflection Through projects one and two you will establish and document a working methodology for both: Socially Oriented Design Innovation, and Ways of Working in Collaborative Trans-national Teams. You are to write a reflective paper that articulates these methods as discovered in your design project work discusses how you negotiated issues and what you feel you have learned throughout the experience. This is to be submitted individually as a concise A4 PDF document – (Max 4 pages) Due: Week 14
Assessment & Assessment Method Assessment is in the form of several submissions through the semester to be reviewed by lecturers and peers. Students will be asked to prepare a learning contract that outlines their individual learning objectives and what capabilities they want to focus on developing throughout the course. In the learning contract students will be asked to nominate an aspirational academic grading based on the grading scheme detailed below. All feedback on your performance in the course will be directed towards you attaining this nominated grade. You can negotiate this grade aim with your lecturer at any time, and your lecturer will be direct in communicating whether or not your submissions are in line with that grade. The driving idea here is that you set realistic goals for yourself and reassess those goals with your lecturer as the semester progresses. Participation Hurdle Requirement This course has an 80% participation hurdle to be considered for a pass grading and above. If a satisfactory level of participation has been achieved students will be assessed soley on the academic quality of their project work. This means that students have a responsibility to attend and participate in learning activities for an approximate minimum of 9 out the 12 sessions. Students that do not participate at this level will be notified that they are at risk of failure. Please note: The presentation of projects is considered a part of the submission of that project. Choosing not to present will result in a DNS grading (did not submit) for that assessment task. Assessment Tasks All assessable work which is required to be submitted for assessment must be submitted to your course lecturer during class hours unless an alternative arrangement has been made between you and your lecturer. No other lecturer or staff member can accept your work unless a pre-arranged agreement has been made between them and your course lecturer. Late Submissions Due dates for all projects should be considered final deadlines. Your lecturer may refuse to accept any late work for assessment. Extensions It is your responsibility to seek permission in advance in writing for an extension of time for submission. Extension Agreement Forms are available from Industrial Design reception and must be agreed to, signed and lodged with the relevant Lecturer prior to the final submission date. Requests for a late submission should give reasons and relevant supporting information, i.e. doctors’ certificated where appropriate. Your course lecturer will not necessarily accept late work or agree to an extension of time. Special Consideration and Equitable Assessment Special Consideration is a process that enables the University to take account of unexpected circumstances such as illness, injury or bereavement that affect your performance in assessment. The University introduced a number of important changes to its Special Consideration policy in Semester 1, 2007. These changes are designed to simplify the application process for you and ensure a more consistent outcome. You will note that grading consideration is no longer included as a form of adjustment under this policy. To lodge an application for special consideration please visit the students page on the RMIT website or through the HUB. Grading HD / High Distinction / 80-100% Outstanding work that demonstrates an exceptionally clear understanding of the area of study evidenced through highly original, reflective, critical and creative submissions. Evidence of a critical appreciation of the subject matter, excellent research, communication and management skills demonstrated through both the students approach to the content and outcomes produced. A critical and creative and rigorous approach given to relevant issues, references and design. Being completely obsessive by making a commitment to the course that is extraordinary. Working towards the production of an exemplar of practice – doing something amazing, something that challenges and informs those that engage with your work. Being integral to discussions of the content in tutorial environments with peers and demonstrating a level of intellectual leadership DI / Distinction / 70-79% Strong work demonstrating a very good understanding of the area of study evidenced through original and thoughtful submissions. Evidence of an appreciation of the subject matter, solid research, communication and management skills. A creative approach given to relevant issues, references and design. Deciding to work very hard, and committing large amounts of time and energy to the inquiry. Spending a lot of time thinking and reading and talking about issues encountered with peers. CR / Credit / 60-69% Work that demonstrates competence in, and an understanding of the area of study. Evidence of solid work, good research and good communication skills through well managed and well produced submissions. Working consistently and thoughtfully in a manner that demonstrates a value of the course content. Balancing this course with other courses and still having a life outside of study. PA / Pass / 50-59% Satisfactory work that demonstrates a level of competence and a general understanding of the subject matter. Submissions have evidence of required knowledge and skills but do not display a broad application of analytical and critical thinking. Making a decision that the course is valuable but not as crucial to your development as a designer at this point in time.
Focusing on other areas of study or life. NN / Fail / 0-49% Unsatisfactory work that does not demonstrate an understanding or appreciation for the area of study. Submissions show a distinct lack of care, thought and effort and do not meet the set academic requirements. Poor research, communication and design skills. DNS / Did Not Submit Assessment work was not submitted – This is a Fail result. I you believe that you have good grounds for appealing a final result received by your course lecturer you should contact the course coordinator so that the issue can be discussed and resolved. Teaching Schedule Please Note: The teaching schedule will change to respond to students needs as the project unfolds. Set submission deadlines will not. Week
Date [Tuesday]
Focus / Activities (Tentative) INTRODUCTON (LF / BC) WIKI tutorial TEAMS Briefing (tentative phone conference with Northumbria University students, FINDING GAPS / Finding problems (method) RMIT Team formation RMIT Team gap analysis reporting Scheduled Tele-Conference with Northumbria and Hong-Ik Linking RMIT teams with global teams. Focusing and Communicating Problems and Opportunities: Propositions / Scenarios / Narratives (LF) In class presentation of: Propositions / Scenarios / Narratives (LF / BC)
1
3-Feb
2
10-Mar
3
17-Mar
4
2-Mar
Medical Design R&D (HM)
5
30-Mar
Rapid Client, Academic and Peer Review
6
6-Apr
FINAL SCENARIOS AND PROPOSITIONS CRITIQUE (LF / BC / MF / SV)
PROJECTS
PROJECT 1 [30%] COMMENCES
Project 1 Penultimate DUE: UPLOAD TO WIKI Project 1 Rejoinder (Final Design) DUE: UPLOAD TO WIKI PROJECT 2 [40%] COMMENCES
VACATION 7
20-Apr
Workshop on Cross Cultural Communications (MF) Project 2 Brief to be presented
8
27-Apr
Progress Presentation
PROGRESS REVEIW
9
4-May
10
11-May
11
18-May
12
25-May
PROJECT 2 PRESENTATION (LF, BC, HM (Venue TBC)
PROJECT 2 DUE: UPLOAD TO WIKI
13
SWOTVAC
14
8-Jun
PROJECT 3 [30%] DUE
Client Position / Briefing Inverness Medical Innovations is today a leading provider of near‐patient diagnostics, monitoring and health management solutions. Inverness has an extensive professional product portfolio and significant efforts on new product development in the areas of cardiology, infectious disease, oncology, drugs of abuse and women’s health. Inverness has a turnover approaching $2Bn and employs over 5000 people across the world. Inverness’ transition from being a leading manufacturer of rapid diagnostic products for consumer and professional markets began in 2006 with the formation of a 50:50 consumer diagnostics joint venture with Proctor & Gamble and culminated in 2008 with the formation of the industry’s second largest disease management company with over 1,000,000 participants and interventions that are designed for the entire lifespan from pre‐cradle (with our maternity programs) to end‐of‐life care (with our chronic complex care). Inverness’ stated aim is to enable individuals to take charge of improving their health and quality of life by developing new capabilities in near‐patient diagnosis, monitoring and health management. Brief IMI need to develop a view on the future of consumer health, so that board recommendations can be developed on how it can best succeed in an increasingly consumer driven market dominated by the i‐generation. Aim To identify key consumer opportunity themes and generate idea’s that IMI should take towards succeeding in the health market. Scope Markets: USA, Europe (Germany, France, Italy, Spain & UK) and Far East Timeframe: 5‐10 years User types: • Patients with conditions that can be monitored at home • Non‐professional carers of the above patients • Healthy people who want to monitor their fitness/wellbeing Locations: • Home • On‐the‐go/mobile Condition stages: • Lifestyle: feel‐good monitoring • Risk‐assessment • Diagnosis: identification of a potential condition • Management Consumer Health Drivers IMI operates across the globe, but approximately 50% of its profits come from developed markets. These countries are experiencing a range of dynamics, which are changing the supply and demand of healthcare; including: Socio‐Economic • Ageing population: people living longer are driving up healthcare costs and increasing demand for home based solutions from patients and State/insurers. • Corrosion of trust: better informed patients are becoming more sceptical of medical authorities and want more control over their care. • Risk consciousness: as people become more aware of risks they tend to be less able to assess them in a balanced way and futilely attempt to reduce risk to zero, the growing number of the ‘worried well’ generate more demand for healthcare. • Consumer‐oriented health policy: led by the USA, governments are increasing pressing people to take more responsibility for their health to reduce the State burden Medical • Medical advances: have led to more treatable conditions. • Compliance: lack of adherence to treatment programs is a rising concern, as well as leading to ineffective use of resources, it can lead to acute events as well as medication resistance. • Screening culture: there is a shift to health prevention through screening programmes or ‘health MOTs’. Technological • Health websites: more access to information through sites such as NHS Direct, paradoxically increases demand for healthcare services. • Social networks: around particular conditions arm patients with more knowledge about their condition than their GP. • Remote monitoring: tele-monitoring is already being trailed and is likely to grow. Commercial • Wellness programmes: insurance companies are starting to encourage companies to offer workers to participate in ‘wellness programmes’, which offer health checks, incentives or
• Lifestyle •
penalties for healthy lifestyles. Private fitness clubs: moving into healthcare. Medicalisation of lifestyle: smoking, drinking alcohol and eating too much ‘junk food’ have been reclassified as medical issues over the past decade, thus expanding the volume of ‘conditions’ to the treated.
NOTE: Students will only have direct access to the Client through the Global Studio Wiki. Global Website: http://www.invernessmedical.com/