81534 Problem Framing
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Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
In this subject, students have the opportunity to advance their innovation skills by exploring a self-selected complex problem from their own professional practice and developing an innovation strategy in response. Students use frame creation, a design-based innovation methodology as the guiding framework over the course of the programme. Within collaborative groups students learn to apply design research methods to map out the nature and perspectives of the chosen problem; they design and facilitate an engagement process to open new, shared understanding. The subject programme culminates with students producing a proposed framing of the chosen problem along with some potential solution directions to progress with stakeholders. Students are guided in this process through weekly tutorials, guest lectures, and peer feedback.
Subject learning objectives (SLOs)
On successful completion of this subject students will have achieved the following:
| 1. | Clearly describe a current problem situation within its context. |
|---|---|
| 2. | Reflect on underlying paradoxes, challenges and complexity that is impacting on the ability to solve the problem. |
| 3. | Engage and collaborate with stakeholders and colleagues in an innovation project. |
| 4. | Develop and execute a productive research plan to collect information relevant to the problem. |
| 5. | Analyse data to identify patterns and develop insights. |
| 6. | Conduct a thematic analysis individually and through leading a group process. |
| 7. | Create and develop understanding of new frames that seek to change how the problem situation is viewed and open new opportunities for resolution. |
| 8. | Test and critic new frames for their utility in motivating innovation in the context. |
| 9. | Present project information to an audience in a manner that engages and informs them to aid their productive involvement in the project. |
| 10. | Reflect and develop own practices to improve impact as a professional within the public sector. |
Course intended learning outcomes (CILOs)
This subject also contributes to the faculty's five CAPRI graduate attribute categories (see 'Graduate Attribute Development') through the following course intended learning outcomes:
- address problem situations with an attitude that is open, experimental, empathetic and ethical (A.1)
- communicate and collaborate effectively in a multidisciplinary team to develop innovative cross-disciplinary interventions (C.1)
- develop and evaluate different frames (perspectives) on problem situations that open up new directions for solutions (I.1)
- reflect on the problem solving and innovation practice of own organisation and indicate the position of the practice within the broader public sector innovation landscape (P.1)
- recognise the nature of open, complex, dynamic and networked problems to be able to identify problem situations that require a design-based innovation approach (R.1)
- conduct research to develop a deep understanding of problem situations and the needs, interests and values of multiple stakeholders (R.2)
Contribution to the development of graduate attributes
This subject also contributes to the faculty's five CAPRI graduate attribute categories (see 'Graduate Attribute Development') through the following course intended learning outcomes:
- Communicate and collaborate effectively in a multidisciplinary team to develop innovative cross-disciplinary interventions (C-1)
- Be able to address problem situations with an attitude that is open, experimental, empathetic and ethical (A-1)
- Reflect on the problem solving and innovation practice of own organisation and indicate the position of the practice within the broader public sector innovation landscape (P-1)
- Recognise the nature of open, complex, dynamic and networked problems to be able to identify problem situations that require a design-based innovation approach (R-1)
- Conduct research to develop a deep understanding of problem situations and the needs, interests and values of multiple stakeholders (R-2)
- Develop and evaluate different frames (perspectives) on problem situations that open up new directions for solutions (I-1)
Teaching and learning strategies
- Writing productive design briefs
- Understanding of the theoretical bases for frame creation
- Workshop facilitation techniques
- Exploring deep human values through thematic analysis
- Techniques for facilitation of problem reframing
- Pitching a solution space
Content (topics)
- Writing productive design briefs
- Understanding of the theoretical bases for frame creation
- Workshop facilitation techniques
- Exploring deep human values through thematic analysis
- Techniques for facilitation of problem reframing
- Pitching a solution space
Assessment
Assessment task 1: Initial Problem Brief
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 9 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1 and R.1 |
|---|---|
| Groupwork: | Individual |
| Weight: | 15% |
Assessment task 2: Paper on a theme/Paper on Framing
| Objective(s): | This task addresses the following subject learning objectives: 10, 5, 6 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.1 and R.2 |
|---|---|
| Groupwork: | Individual |
| Weight: | 50% |
Assessment task 3: Problem Framing
| Objective(s): | This task addresses the following subject learning objectives: 3, 4, 7, 8 and 9 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1 and I.1 |
|---|---|
| Weight: | 35% |
Required texts
1. Dorst, K., Kaldor, L., Klippan, L. and Watson, R., Designing for the Common Good, BIS Publishers, Netherlands
Recommended texts
Dorst, K. (2006). Design problems and design paradoxes. Design issues, 22(3), 4-17.
http://www.mitpressjournals.org/doi/pdf/10.1162/desi.2006.22.3.4
Dorst, K. (2015). Frame innovation. MIT Press.
Paton, B., & Dorst, K. (2011). Briefing and reframing: A situated practice. Design Studies, 32(6), 573-587.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
Van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. SUNY Press.
Van der Bijl-Brouwer, M., & Dorst, K. (2014, October). How deep is deep? A four-layer model of insights into human needs for design innovation. In Colors of Care: 9th International Conference on Design and Emotion, Ediciones Uniandes, Bogotá, Colombia, Oct (pp. 8-10).
Wilcke, M. M. (2002). Hermeneutic phenomenology as a research method in social work. Currents: New Scholarship in the Human Services, 1(1), 1-10
http://www.ucalgary.ca/currents/files/currents/v1n1_wilcke.pdf
References
Lulham, R., Tomkin, D., Grant, L., & Jewkes, Y. (2016). The risk of ‘a cold conservatism’ in correctional facility design: the case for design innovation. Advancing Corrections Journal, 1, 12.
Schon, D. A., & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. Basic Books.
Schön, D. A. (1984). Problems, frames and perspectives on designing. Design Studies, 5(3), 132-136.
