81534 Problem Framing

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2019 is available in the Archives.

UTS: Design, Architecture and Building
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, industry-based 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 program. 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 culminates with students producing a proposed framing or course of action towards resolving their chosen problem. Students are guided in this process through videos, animations, readings, guided exercises, online group discussions and peer feedback.

Subject learning objectives (SLOs)

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.	Conduct research 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 critique 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 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

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these in mind.
C = communication and group work
A = attributes and values
P = practical and professional
R = research and critique
I = innovation and creativity

Teaching and learning strategies

This subject uses a problem-based and peer to peer learning strategy that involves students in researching and developing their own solutions to a self-selected, complex, real world industry problem. The subject is delivered online with topic modules released weekly through the UTS Canvas platform.

Each week students will be asked to familiarise themselves with a range of online written and visual resources related to the module topic. Provided learning material will include short lecture videos and animations, academic literature and other relevant online resources.

Students will need to complete the provided exercises to apply new concepts discussed in the online materials on their chosen industry problem. They will reflect on how these may be relevant within their current professional practice. They will also have the opportunity to engage with peers for broader reflections through online group discussions.

The subject assessments utilise reflective writing, visual portfolio and formal presentations to offer students the opportunity to synthesise their explorations and conceptualise new ways of viewing the problem context and potential solutions (framing).

Students are responsible for their participation and collaboration within this class. Tutors will be available to offer insight and guidance as needed.

Grades, marks and feedback on submitted tasks will be provided through ReView.

Content (topics)

• Overview of problem framing
• The design mindset – what are the barriers and enablers to solving wicked problems?
• Archaeology and Paradox (problem history mapping and identifying barriers to resolution)
• Identifying stakeholders and their values
• Theme Exploration – Exploring human centred values
• Frames – Working from themes towards new viewpoints of the problem context
• Exploring Frames – Extrapolating potential solutions in keeping with the new framing
• Futures – Applying new framing and solutions back into real world organisational context

Assessment

Assessment task 1: Initial Problem Statement

Intent:	To elicit the established view of the problem situation.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 4 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, R.1 and R.2
Type:	Reflection
Groupwork:	Individual
Weight:	20%
Length:	Maximum 1000 words
Criteria:	This task will be assessed on clarity of the problem statement and quality of description of the context.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Provide a problem statement that clearly describes the current problem within its context ? how it is currently understood, perceived and approached 40 1 A.1 Identify the underlying conflicts and complexities that act as barriers to resolution 30 2 R.1 Engaging and accessible communication 20 9 A.1 Demonstrate competent use of research methods 10 4 R.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Paper on a theme

Intent:	To deepen understanding of uncovered core themes through application of hermeneutic phenomenology methods.
Objective(s):	This task addresses the following subject learning objectives: 10, 5 and 6 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
Type:	Essay
Groupwork:	Individual
Weight:	20%
Length:	4 pages in length
Criteria:	This task will be assessed on quality of communication and insightfulness of the analysis.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Demonstrate competent use of research methods 30 10 P.1 Demonstrate exploration of themes through various perspectives 20 6 R.2 Quality of analysis and resulting insights 50 5 R.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Problem Framing

Intent:	To progress your industry project by developing new ways of conceptualizing your chosen problem and its potential resolution.
Objective(s):	This task addresses the following subject learning objectives: 10, 3, 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
Type:	Report
Groupwork:	Group, group and individually assessed
Weight:	60%
Criteria:	This task will be assessed on: the quality of design research, insights towards reframing the problem and the effectiveness of communication the quality of engagement with your group members
Criteria linkages:	Criteria Weight (%) SLOs CILOs Evidence of quality engagement with stakeholders and group members 10 3 C.1 Persuasive and engaging communication 20 9 C.1 Demonstrate new and novel framing of the problem space 30 7 C.1 Quality of framing 20 8 I.1 Demonstrate competent use of framing methods 20 10 I.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Required texts

1. Dorst, K., Kaldor, L., Klippan, L. and Watson, R., Designing for the Common Good, BIS Publishers, Netherlands

2. Dorst, K. (2015). Frame Innovation. MIT Press

3. Dorst, K. (2017). Notes on Design: How Creative Practice Works. Amsterdam, BIS Publishers

Recommended texts

Each online module has a reading list at the end of recommended readings. Your tutor will advice on which are the most useful.