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. | Apply 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)
Contribution to the development of graduate attributes
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 initiated in the previous subject 81534 Problem Framing. 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, visuals and formal presentations to offer students the opportunity to conceptualise new ways of viewing the problem context and potential solutions and plan for implementation.
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 the UTS Canvas System.
Content (topics)
- Design iteration - prototyping
- Co-design - probes, scenario maps + personas
- Storytelling + pitching
- Engagement techniques
- Exploring futures
- Paths to implementation
Assessment
Assessment task 1: Co-design exercise reflection
| 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: | Individual | ||||||||||||
| Weight: | 20% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Using tools from Design Practice
| Intent: | The intent of this assignment is to show understanding of different design tools and the ability to use them in problem solving. | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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 and C.3 | ||||||||||||
| Type: | Report | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 20% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: 3A:Final Pitch 3B:Co-Evolution + Solution 3C:Peer Review
| 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 and I.2 | ||||||||||||||||
| Type: | Presentation | ||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||
| Weight: | 60% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
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.
