84902 Industrial Design Major Project: Research and Conceptualisation
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Subject handbook information prior to 2021 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 84122 Ergonomics and Industrial Design AND 84130 Product Technology AND 84133 Industrial Design Theory AND 84134 Industrial Design Professional Communication
Description
This is a project driven subject focused on researched-based designing. Throughout it students produce a design project brief and a number of conceptual designs. The brief is developed through engagement of appropriate research methodologies. These include but are not limited to background contextual research; theoretical conceptual investigation; situation analysis; problem-statement; and statement of aims, methods and outcomes and technological mapping. The brief development should be further informed by contextual exploration through in-depth observation, interviewing or probing of the social context. The conceptual designs should evidence explorations of form, function, ritual-of-use, ergonomics, product life cycle, materials and technologies.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | reflect carefully on the nature of design problems and the need for their solution |
|---|---|
| 2. | identify and implement effective information retrieval strategies for a design problem |
| 3. | effectively conduct interviews with stakeholders in a design problem |
| 4. | plan a research project so as to produce timely and appropriate outcomes |
| 5. | perform an effective market analysis |
| 6. | prepare an appropriate design brief |
| 7. | structure a report most appropriately to its purpose |
| 8. | write that report in clear, concise prose and in a manner which most effectively and logically takes the reader from a design problem through intermediate considerations to an appropriate design brief |
| 9. | have a sound working knowledge of the skills, strategies and processes needed for effective research |
| 10. | reflect carefully upon and use a number of appropriate creative/conceptual development strategies and techniques |
| 11. | develop and evaluate a number of appropriate conceptual design directions for resolving the brief generated by the student’s research findings. |
Teaching and learning strategies
This will be accomplished using various presentation and teaching strategies including but not limited to the following:
• A series of formal lectures in relation to research and conceptualisation [Where possible and timely guest lectures by leading design researchers will be scheduled].
• Tutorial classes where students are mentored in the development of their individual major research projects. This is accomplished for the most part individually. However, for the purposes of more general discussions, student groups and tutors will discuss various aspects of research project development.
Content (topics)
This subject addresses the following issues and topics:
- Introduction
- Choosing and evaluating your topic
- Information searching - keeping notes
- Project management
- Data collection, processing and analysis - Technology mining strategies and issues
- Technological Change - Evaluating information
- Preparing an information review
- Market analysis
- Developing a design brief
- Report preparation
- Creative conceptualisation strategies and techniques
- Concept presentation techniques
Assessment
Assessment task 1: DRAFT report on all aspects of research and initial proposal
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5, 6, 7, 8 and 9 | ||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 10% | ||||||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Fully detailed report on all aspects of research and initial proposal
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5, 6, 7, 8 and 9 | ||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Project presentation using both visual material and verbal explanation
| Objective(s): | This task addresses the following subject learning objectives: 10 and 11 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Recommended texts
Bui, Y.N. 2009, How to write a master's thesis, Sage Publications, Inc.
References
The following texts provide a fuller understanding of the issues addressed in this subject.
General
BREW, A.(2001) The nature of research. London: Routledge/Falmer(001.4 BREW)
KOKOTOVICH, V. 2012, 'Technology clustering issues: Understanding problems in prediction', 7th Biennial International Conference on Technology Education Research, Crowne Plaza Hotel Surfers Paradise, Australia, December 2012 in Explorations of best practice in Technology, Design & Engineering Education, ed Middleton, H., Griffith Institute for Educational Research, Brisbane, pp. 9-18.
POTTER, S.(2002)(Ed) Doing postgraduate research. London: Sage(001.42 POTT)
Information retrieval
BEST, S.J. & KRUEGER, B.S., 2004, Internet data collection. Thousand Oaks, Ca: Sage (001.42 BEST)
FRIEDMAN, B.G.(2004) Web search savvy: strategies and shortcuts for online research. Mahwah, N.J.: Lawrence Erlbaum(025.04 FRIE)
Interviewing
BRYMAN, A.(2004) Social research methods, 2nd edition. Oxford: Oxford UP(300.72 BRYM(Ed2))
FINK, A.(2003)(Series editor) The survey kit. Thousand Oaks, Ca: Sage(300.723 SURV(Ed2))
Focus groups
LITOSELLITI, L.(2003) Using focus groups in research. London: Continuum(001.433 LITO).
PUCHTA, C. & POTTER, J.(2004) Focus group practice. London: Sage(300.723 PUCH)
Surveys/Questionnaires
BRADBURN, N.M., SUDMAN, S. & WANSINK, B.(2004) Asking questions: the definitive guide to questionnaire design – for market research, political polls, and social and health questionnaires. San Francisco: Jossey-Bass(300.723 SUDA(2004 Ed))
BUCKINGHAM, A. & SAUNDERS, P.(2004) The survey methods workbook: from design to analysis. Cambridge, UK: Polity(300.723 BUCK)
Market research
IMMS, M. & EREAUT, G.(2002) An introduction to qualitative market research. London: Sage (658.83 EREA[1])
McGIVERN, Y.(2003) The practice of market and social research, Harlow, Essex: Pearson Education(001.4 MCGI)
Cross-cultural research
GANNON, M.J.(2001) Working across cultures. Thousand Islands, Ca: Sage(306.07 GANN)
USUNIER, J-C.(2000) Marketing across cultures. 3rd edition. Harlow, Essex: Pearson Education (658.848 USUN(Ed3))
Information evaluation and review
HART, C.(1998) Doing a literature review. London: Sage(300.72 HART)
MINTZ, A.P.(Ed)((2002) Web of deception: misinformation on the internet. Medford, NJ: Cyber Age(025.04 MINT)
Report writing
EVANS, D. & GRUBA, P.(2002) How to write a better thesis. Melbourne: Melbourne University Press(808.066 EVAN(ED.2))
NEVILLE, T.M, HENRY, D.B. & NEVILLE, B.D.(2002) Science and technology research: writing strategies for students. Lanham. MD: Scarecrow(025.524 NEVI)