Course Syllabus
Co-Creation Lab |
 |
| Semester & Location: |
Fall 2021- DIS Stockholm |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Design, Engineering, Entrepreneurship |
| Faculty Members: |
TBA |
| Program Director: | Natalia Landázuri Sáenz, PhD - Interim Program Director |
| Time & Place: |
TBA |
Description of Course
This interactive course – open to all students – focuses on the process of design, using methods of design-thinking and co-creation: user-centered mindsets and action-oriented toolkits to help reframe challenges and innovate collaboratively. No design experience is required. We select our focus from among the Grand Challenges for Engineering in the 21st Century, including enhancing virtual reality, advancing personalized learning, and making solar energy economical. Working in multidisciplinary groups, you develop ideas in co-creation with stakeholders, professionals, and end users, utilizing tools and techniques to better understand and synthesize insights; generate, visualize, and prototype ideas; and iterate collaborative designs.
Our course utilizes design thinking - applying methodologies of design to challenges in society - which makes it central to innovation and creativity. In the words of David Kelley, founder and chairperson of IDEO, design thinking involves "… the ability to combine empathy for the context of a problem, creativity in the generation of insights and solutions and rationality to analyze and fit solutions to the context." In our lab, we'll combine elements of analysis, social science approaches, creativity, complex problem-solving, engineering, and some 'business thinking' as we tackle today's Grand Challenges.
Together we'll:
-Participate in and lead innovation in a collaborative setting in multidisciplinary teams
-Master creative thinking and problem-solving
-Learn techniques to understand users’ motivations and to gather deep insights
-Learn from failure: innovation entails risk-taking and trying new things
-Communicate through engaging visual storytelling and prototyping
-Incorporate design thinking into our everyday professional activities
Course structure:
Module 1: Introduction
- Introduction and discussion of global challenges in the 21st century
- Proposal and discussion of additional challenges of particular interest to the students
Module 2: Grand challenge-project 1
- Formation of multidisciplinary teams with focus on common interests and diversity of students' skill sets
- Selection of challenge to address based on team's major interests
- Thorough collection of relevant information- should include scientific, engineering, humanistic, cultural, economic, and political aspects related to the challenge
- Communication with stakeholders within academia, industry, public sector, and/or community
- Brainstorming and proposal
- Feedback session with other teams and stakeholders
- Prototyping and presentation
Module 3: Grand challenge-project 2
- Formation of multidisciplinary teams with focus on common interests and diversity of students' skill sets
- Selection of challenge to address based on team's major interests
- Thorough collection of relevant information- should include scientific, engineering, humanistic, cultural, economic, and political aspects related to the challenge
- Communication with stakeholders within academia, industry, public sector and/or community
- Brainstorming and proposal
- Feedback session with other teams and stakeholders
- Prototyping and presentation
Learning Objectives
By the end of this course, you will be able to:
-Search and synthesize relevant and reliable literature and information from various sources
-Capably use methods and practices of design thinking and problem-based learning
-Effectively communicate, in lay and advanced terms, and innovate, within interdisciplinary teams
-Effectively explain advanced concepts to non-experts within a particular field
-Collaborate effectively within multidisciplinary teams to contribute to the generation of creative ideas to help solve current global challenges
-Communicate effectively in writing and verbally to clearly explain and support ideas and arguments
-Utilize prototyping concepts and tools
-Reflect upon opportunities and challenges of working within interdisciplinary teams
-Reflect upon major challenges the world is facing today
-Reflect upon the importance and need to incorporate scientific, engineering, humanistic, cultural, economic, and political approaches to address major world challenges
Faculty
TBA
Readings
Brown, Tim and Barry Katz (2009) Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Harper Business
Cross, Nigel (2011) Design Thinking: Understanding how designers think and work
NAE Grand Challenges for Engineering report, http://www.engineeringchallenges.org/
- Challenges presented in this report will serve as basis for problem-based learning exercises
Additional case studies and selected readings will be chosen by students, or provided to them (if needed), in order to help address particular problems presented during the course.
Field Studies
The course includes two course-integrated field studies where students interact with stakeholders currently involved in addressing major world challenges.
Guest Lecturers
Guest lecturers may be invited to talk about specific global challenges and current efforts to address them, and to provide feedback to the students.
Approach to Teaching
A major teaching/learning component of this course relies on problem-based learning (PBL), where students work within interdisciplinary teams. Students are tasked with proposing innovative solutions to help address specific challenges that are of major concern in today's world. In order to accomplish this task, students are required to search for reliable information pertinent to the challenge, communicate within the groups, and develop ideas towards solutions that incorporate scientific, engineering, humanistic, cultural, economic, and political approaches. In addition, students are tasked to prototype their ideas and assess their feasibility in conversation with stakeholders. During PBL, faculty act as facilitators to guide the groups and help them develop necessary skills to succeed in their quest. In addition, this course includes lectures, discussions and course-related field studies. These learning activities provide a framework to facilitate PBL. During field studies, students have the opportunity to interact with stakeholders and ask relevant questions.
Expectations of the Students
To thrive in this course, be prepared to participate, contribute, ask and answer questions, and think creatively. Consider the following:
- Are you a good listener?
- Are you willing to test new ideas and new ways of thinking?
- Do you promote an environment where everyone feels free to express their ideas and stretch their thinking?
- Do you contribute to the learning environment by sharing your thoughts and experiences?
There will be about three hours of class time each week and you are expected to work a minimum of six hours per week outside of class (including time spent on assignments, in group work, and on field studies).
- You should participate actively within your groups and during class lectures/discussions.
- Laptops may be used for note‐taking, fact‐checking, or assignments in the classroom, but only when indicated. At all other times, laptops and electronic devices should be put away during class meetings, please.
- Readings must be done prior to the class session. A considerable part of the class depends on class discussions.
- In addition to completing all assignments, you need to be present, arrive on time, and actively participate in all classes and field studies to receive full credit. Your final grade will be affected, adversely, by unexcused absences and lack of participation. Your participation grade will be reduced by 10 points (over 100) for every unexcused absence. Remember to be in class on time!
- Classroom etiquette includes being respectful of other opinions, listening to others, and entering a dialogue in a constructive manner.
Evaluation
To be eligible for a passing grade in this class, all assigned work must be completed.
You are expected to participate actively within your teams and substantially contribute to the generation, development and proposal of solutions to help address grand world challenges. You are expected to turn in all assignments on the due date. If an assignment is turned in after the due date, your assignment grade will be reduced by 10 points (over 100) for each day the submission is late.
Grading
Active engagement: Includes attendance, preparation for class and other sessions, active participation in learning activities, class discussions, written reflections, and group work.
Assignments: Assignments related to field studies and team work, graded surveys in preparation for class, quizzes related to reading and lecture material.
Reflection journal & reflection responses: Personal reflections related to the development of proposals during PBL, used to record observations and insights throughout the term: writing, photos, drawings, diagrams. Use to record group work sessions, brainstorms, field studies. Your reflection journal is yours and will not be evaluated. You will receive periodic reflection prompts, related to course activities. These reflection responses, integral to your development as design thinkers, will be assessed.
Reports: Written reports describing proposed solutions to particular problems from PBL, including prototypes.
Oral presentations: Presentations of proposals to address particular problems from PBL.
| Active engagement |
10% |
| Assignments |
25% |
|
Reflection responses |
15% |
|
Reports |
30% |
|
Oral presentations |
20% |
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
|---|---|---|