81535 Co-evolution of Problem and Solution
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 81533c Foundation Public Sector Innovation Practices AND 81534c Problem Framing
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
In this subject students learn how solutions and problems co-evolve in design-based, creative problem-solving. Students develop proficiency in utilising iteration methods that support effective co-evolution. To achieve these learning outcomes students continue to apply the frame creation methodology to their nominated industry project initiated in 81534 Problem Framing. Multiple stakeholders are included to develop cross-organisational frames and solutions. Students are guided in this process through weekly studios, guest lectures and peer feedback.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Understand and articulate the fundamentals and benefits of an iterative problem solving approach |
|---|---|
| 2. | Progress concepts through to implementable solutions through use of iteration methods such as experimentation |
| 3. | Engage and collaborate with stakeholders to coevolve a shared view of problem and solutions |
| 4. | Understand how to use the design process to enhance discourse with stakeholders around the problem and solution space |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- apply leadership skills to take a proactive role in identifying and collaboratively addressing problem situations in a public sector context, and to promote the values of innovation to others working in the public sector (A.3)
- facilitate cross-organisational communication and collaboration in a public sector innovation context (C.2)
- articulate ideas simply, succinctly and persuasively to a diverse group of stakeholders or audience (C.3)
- develop interventions - such as products, services, procedures, and policies - through a co-evolution of problem and solution (I.2)
- apply human-centred design methods to develop interventions that address multiple stakeholders interests, needs and aspirations (I.3)
- 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
Teaching and learning strategies
This subject is delivered through a combination of weekly sessions and one all day intensive. Learning activities include group-facilitated exercises, individual independent research and learning, guest lectures, and presentations. Learning resources for the subject range across research articles, YouTube content, Government reports, internet blogs, other suggested readings.
Content (topics)
- Design iteration
- Co-design
- Stakeholders perspectives
- Engagement techniques
- From frames to futures
- Exploring futures
- Paths to implementation
Assessment
Assessment task 1: Co-design exercise
| Intent: | The purpose of this assignment is to enable students to reflect on the issues explored during the last semester in readiness for co-evolving the problem and solution. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1 and 3 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.3 and I.2 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Criteria: |
|
Assessment task 2: User centered framing
| Intent: | The intent of this assignment is to assist students in determining their preferred outcomes for the final presentation (assignment 3) |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 3 and 4 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.2, C.3, I.3 and R.2 |
| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 35% |
| Criteria: |
|
Assessment task 3: Proposal
| Intent: | This assessment facilitates the opportunity for students to present their project outcomes to the group, tutors and key stakeholders. |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 3 and 4 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.3, C.3, I.2 and I.3 |
| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 45% |
| Criteria: |
|
Required texts
- Christiansen, J. and Bunt, L., 2012. Innovation in policy: allowing for creativity. Social Complexity and Uncertainty in Public Governance (http://www.nesta.org.uk/publications/assets/features/innovation_in_policy).
- Dorst, K., Kaldor, L., Klippan, L. and Watson, R., Designing for the Common Good, BIS Publishers, Netherlands
- Eppel, E., Turner, D. and Wolf, A., 2011. Experimentation and learning in policy implementation: Implications for public management.
- Spencer, N., 2009. The relevance of rigour for design practise.
