84710 Research Methods in Product Design

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Subject handbook information prior to 2021 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 84610 Inside Design AND 84111 Understanding Three-dimensional Form AND 84116 Product Design Communication A AND 84611 Integrated Product Design AND 84117 Product Design Communication B AND 84118 Informing Product Design

Description

Various research methodologies, strategies and techniques are of core importance in obtaining, analysing and understanding research data and its implications for integrated product design. This subject considers diverse theoretical and practical research methodologies which serve to support and build on previous learning. Students are mentored in researching and using a variety of research methodologies, strategies and analysis techniques.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Demonstrate an understanding of Design Thinking as it relates to Integrated Product Design.
2.	Demonstrate the skills for finding approaches to designing for ill-defined, open-ended and complex design problems.
3.	Demonstrate a capacity to apply design methods to generate a design process in the development of Integrated Product Designs.
4.	Demonstrate an understanding of how to write an academic essay.
5.	Demonstrate a capacity to produce the visual communication of design work to a professional standard

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Commitment to ethical practices (A.2)
Effective visual communication skills (C.2)
Ability to work in teams and in multi-disciplinary contexts (C.4)
Demonstrated ability for problem setting and problem solving (I.1)
Identify and execute research methods appropriate to the project (R.1)
Analyse complex contexts for design (R.2)
Develop reasoned arguments supported by research (R.3)

Teaching and learning strategies

This subject uses an inquiry-based learning strategy that involves students in researching and developing their own solutions to complex design challenges. The subject uses design professionals as studio leaders and guest lecturers to ensure that all content and tasks are relevant to current professional practice in a global context. This subject includes active learning experiences where ongoing feedback is provided weekly in all on campus engagements such as interactive lecture sessions and studios. It is therefore imperative that students attend all on campus engagements. The subject combines one 1.5h interactive lecture session and one 2h studios per week. The interactive lecture sessions will provide knowledge, relevant to the subject, and that will enable students to work on their design projects. The knowledge provided includes information on the principles of research methods and how they are applied to Itegrated Product Design. Prior to key lectures, students will be required to prepare questions or complete tasks for the lecturer relating to the weekly lecture content, and the design projects they are working on. Students will be able to do this by reviewing reference material relevant to each interactive lecture session. The weekly lecture topic and where to find reference materials is listed in the Program. In the studios, students will work on their design projects with a studio leader. At the beginning of each studio the studio leader will discuss with the entire group the challenges they are facing with their projects. The studio leader will then prompt students faced by similar challenges to form small groups to facilitate collaborative discussions. The studio leader will be reviewing the work weekly and will provide feedback verbally.

It shall be the students responsibility to record any feedback provided in studio. During pin-up presentations students will be expected to actively participate in collaborative peer review feedback exercises. Students will also be supported by the level 2, Faculty Workshop in the construction of presentation models and or prototypes. Grades, marks and feedback on final design submissions will be provided through Re.View.

Content (topics)

This subject addresses the following issues and topics:

Introduction to research methods for product design
Understanding products in a systems context
Understanding overarching strategic frameworks in rationalising design directions
Examining human behaviour and culture
Development of digital reports and process journals
Academic writing and referencing skills
Designing for open-ended, complex, ill-defined problems
Self-initiated design

Assessment

Assessment task 1: Design Research and Development / Behaviour - Hand Hygiene

Intent:	Overview A design project to develop and assess the students' understanding of the application of design research methods to generate process, experiment, learn and generate human-centred product, service or strategic design innovations. The focus of this assessment is to address issues of behaviour to improve well-being. Aim To design a new way to address hand hygiene concerns. Parameters Good hand hygiene is understood to be one of the most effective ways of limiting the spread of diseases. In poorer communities the consequences of poor hand hygiene can be deadly. You must investigate hand-washing behaviours, routines and rituals both broadly and around specific contexts established as critical and appropriate for design intervention. Deliverables The following item is due at the conclusion of the project: Design Process Book (Digital) From the start, you must maintain a record of your design process throughout the project, in a dedicated field journal. The journal must be brought to every studio class. Your process should contain design methods / results, sketches, diagrams and photographs of observational studies and prototypes. Finally, you are to translate the content of your field journal into a finely edited book that expresses your journey through the design phases toward your final design. The way a designer communicates and styles their process is critical. The design phases are: (Formative) Research Ideas / Brief Concepts Design Development Realisation The format of the booklet must be designed for reading on a computer tablet (e.g. iPad). Your design for hand hygiene is to be presented at the start of week 5 at which time, studio focus will be on the design and layout of the digital book.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 3 and 5 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.4, I.1, R.1 and R.3
Weight:	40%

Intent:

Overview

A design project to develop and assess the students' understanding of the application of design research methods to generate process, experiment, learn and generate human-centred product, service or strategic design innovations. The focus of this assessment is to address issues of behaviour to improve well-being.

Aim

To design a new way to address hand hygiene concerns.

Parameters

Good hand hygiene is understood to be one of the most effective ways of limiting the spread of diseases. In poorer communities the consequences of poor hand hygiene can be deadly. You must investigate hand-washing behaviours, routines and rituals both broadly and around specific contexts established as critical and appropriate for design intervention.

Deliverables

The following item is due at the conclusion of the project:

Design Process Book (Digital)

(Formative) Research

Ideas / Brief

Concepts

Design Development

Realisation

The format of the booklet must be designed for reading on a computer tablet (e.g. iPad). Your design for hand hygiene is to be presented at the start of week 5 at which time, studio focus will be on the design and layout of the digital book.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3 and 5

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.4, I.1, R.1 and R.3

Weight:

40%

Assessment task 2: Design Research and Development / Society - Ageing

Intent:	Overview A design project to develop and assess the students' understanding of the application of design research methods to generate process, experiment, learn and generate human-centred product, service or strategic design innovations. The focus of this assessment is to address issues of society to improve well-being. Aim To design a new product that empathises with the needs of people who are advancing in years. Parameters There are many reports on the factors and statistics associated with the ageing population. You cannot, however, develop meaningful products from such a broad basis. Those members of our community who are grandmothers and grandfathers, who share wisdom and enjoy a perspective on life rich with reflection and experience; those that have given so much and now should receive some well deserved care and attention represent a very important part of our collective culture. Product design does plenty for those sectors of the community that mass-marketing, mass-manufacture and big business can exploit. Lets now really try to understand older people and create thoughtful, sophisticated products and experiences for them. Deliverables The following item is due at the conclusion of the project: Design Process Book (Digital) From the start, you must maintain a record of your design process throughout the project, in a dedicated field journal. The journal must be brought to every studio class. Your process should contain design methods / results, sketches, diagrams and photographs of observational studies and prototypes. Finally, you are to translate the content of your field journal into a finely edited book that expresses your journey through the design phases (the same as for Assessment 1) toward your final design. The way a designer communicates and styles their process is critical. The format of the booklet must be designed for reading on a computer tablet (e.g. iPad). Your design for hand hygiene is to be presented at the start of week 5 at which time, studio focus will be on the design and layout of the digital book. You should reflect on your efforts for Assessment 1: Hand Hygiene and improve on that process.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 3 and 5 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.4, I.1, R.1 and R.3
Weight:	40%

Intent:

Overview

Aim

To design a new product that empathises with the needs of people who are advancing in years.

Parameters

There are many reports on the factors and statistics associated with the ageing population. You cannot, however, develop meaningful products from such a broad basis. Those members of our community who are grandmothers and grandfathers, who share wisdom and enjoy a perspective on life rich with reflection and experience; those that have given so much and now should receive some well deserved care and attention represent a very important part of our collective culture. Product design does plenty for those sectors of the community that mass-marketing, mass-manufacture and big business can exploit. Lets now really try to understand older people and create thoughtful, sophisticated products and experiences for them.

Deliverables

The following item is due at the conclusion of the project:

Design Process Book (Digital)

From the start, you must maintain a record of your design process throughout the project, in a dedicated field journal. The journal must be brought to every studio class. Your process should contain design methods / results, sketches, diagrams and photographs of observational studies and prototypes. Finally, you are to translate the content of your field journal into a finely edited book that expresses your journey through the design phases (the same as for Assessment 1) toward your final design. The way a designer communicates and styles their process is critical. The format of the booklet must be designed for reading on a computer tablet (e.g. iPad). Your design for hand hygiene is to be presented at the start of week 5 at which time, studio focus will be on the design and layout of the digital book. You should reflect on your efforts for Assessment 1: Hand Hygiene and improve on that process.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3 and 5

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.4, I.1, R.1 and R.3

Weight:

40%

Assessment task 3: Academic Essay (Group)

Intent:	Overview An essay writing task to develop the students' ability to critically reflect on their design process and analyse their performance in addressing complex design problems, supported by academic research. Aim Coauthor an academic essay that provides reflective critical analysis on the work you have produced for both projects offered in the subject: Hand Hygiene and Ageing. Parameters You must read and understand the UTS Academic Writing Guide. A link to the writing guide can be found in Web Sites on UTS Online in the Research Methods subject area. An academic essay has the following components; an introduction, body, conclusion and reference list. You must analyse four projects (two from you and two from your coauthor), reflect upon and discuss the methods used and then critically analyse the results (your performance) by referring to selected theory on design thinking. You should identify aspects of your work that were done well and aspects of your work that may be improved upon in future. Focus on the processes. Deliverables The following item is due at the conclusion of the project: Academic Essay The essay must be written according to the format and rules specified in the document ReMe2014 Essay Format.doc that you can source from UTS Online. Failure to comply with those rules may mean that the submission is not graded and you and your coauthor may receive a zero mark for the work. The word limit of the essay is 1500 words, excluding the cover page and references page. You should have at least 5 references in your reference list. Be aware of plagiarism. If you plagiarise the work of others you will receive an automatic zero and further action may be taken. Please place your coauthored essay in the drop volume using the naming convention below. Names to be in alphabetical order: lastname1_lastname2_essay_rme16.doc
Objective(s):	This task addresses the following subject learning objectives: 1, 2 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.2, C.2 and R.2
Weight:	20%

Intent:

Overview

An essay writing task to develop the students' ability to critically reflect on their design process and analyse their performance in addressing complex design problems, supported by academic research.

Aim

Coauthor an academic essay that provides reflective critical analysis on the work you have produced for both projects offered in the subject: Hand Hygiene and Ageing.

Parameters

You must read and understand the UTS Academic Writing Guide. A link to the writing guide can be found in Web Sites on UTS Online in the Research Methods subject area. An academic essay has the following components; an introduction, body, conclusion and reference list. You must analyse four projects (two from you and two from your coauthor), reflect upon and discuss the methods used and then critically analyse the results (your performance) by referring to selected theory on design thinking. You should identify aspects of your work that were done well and aspects of your work that may be improved upon in future. Focus on the processes.

Deliverables

The following item is due at the conclusion of the project:

Academic Essay

The essay must be written according to the format and rules specified in the document ReMe2014 Essay Format.doc that you can source from UTS Online. Failure to comply with those rules may mean that the submission is not graded and you and your coauthor may receive a zero mark for the work. The word limit of the essay is 1500 words, excluding the cover page and references page. You should have at least 5 references in your reference list. Be aware of plagiarism. If you plagiarise the work of others you will receive an automatic zero and further action may be taken.

Please place your coauthored essay in the drop volume using the naming convention below. Names to be in alphabetical order:

lastname1_lastname2_essay_rme16.doc

Objective(s):

This task addresses the following subject learning objectives:

1, 2 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.2, C.2 and R.2

Weight:

20%

Required texts

Milton, A. & Rodgers, P. (2013) Research Methods for Product Design: Portfolio Skills - Product Design, Laurance King, London

References

Research Papers

Cross, N., (1991). `Research in design thinking' In: N. Cross, K. Dorst, N. Roozenburg, eds. Proceedings of a workshop meeting held at the Faculty of Industrial Design Engineering, Delft University of Technology, The Netherlands, May 29-31, 1991, Delft: Delft University Press, pp. 3 — 10.

Dorst, K., & Cross, N. (2001). Creativity in the design process: co-evolution of problem-solution, Design Studies, 22(5),425-437.

Dorst, K., 2011, 'The core of 'design thinking' and its application', Design Studies, Vol. 32, No. 6, pp.521-532

Goldschmidt, G. & Rogers, P. (2013), 'The design thinking approaches of three different groups of designers based on self-reports', Design Studies, Vol. 34, No. 4, pp. 454-471.

Walden, R.J. & Kokotovich, V. 2012, 'Supporting Student Learning in Relation to Entrepreneurial Innovation in Self-initiated Industrial Design Major Projects', (Ed.) Middleton, H., 7th Biennial International Conference on Technology Education Research 2012, pp.155-164.

Walden, R.J. & Dorst, C.H. 2013, 'The integration of design parameters and the establishment of constraint and priority for innovation', DesignEd Asia Conference 2013: Delimitation - Creating with Constraints, Hong Kong, December 2013 in Proceedings, ed -, The Hong Kong Polytechnic University, Hong Kong, pp. 1-9.

Books

Brown, T., Change by design: How design thinking transforms organisations and inspires innovation, HarperCollins Publishers, NY

Cross, N. (2006). Designerly ways of knowing. London, Springer

Dorst, K., 2003, Understanding design: 150 Reflections on being a designer, BIS Publishers, Amsterdam

Koskinen, I., et al (2011) Design Research Through Practice: From the lab, field and showroom, Morgan Kaufmann, MA

Kumar, V. 2013, 101 Design Methods: A structured approach for driving innovation in your organisation, John Wiley & Sons, NJ

Lawson, B., (1990). How Designers Think, London: Butterworth Architecture.

Lawson, B. and K. Dorst (2009). Design expertise. Oxford, Architectural Press.

Martin, B. and Hanington, B. (2012). Universal Methods of Design: 100 ways to research complex problems, develop innovative ideas and design effective solutions, Rockport, MA

Michel, R. (Ed.) (2007) Design Research Now: Essays and selected projects, Birkhauser, Berlin

Nussbaum, B. (2013). Creative Intelligence: Harnessing the Power to Create, Connect and Inspire. Harper Business.

Norman, D. A., 2011, Living with Complexity, MIT Press, MA

Ockeloen, G., 2015, PSS for Dummies, De Volharding, viewed 29 February 2016, < http://www.reframingstudio.com/publications/pss-dummies>

Pullin, G., 2009, Design Meets Disability, MIT Press, MA

Stickdorn, M. & Scneider, J. 2011, This is Service Design Thinking.: Basics-Tools-Cases, John Wiley & Sons, NJ