Course Syllabus
Co-Creation Lab |
 |
| Semester & Location: |
Fall 2021 - DIS Stockholm |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Design, Engineering, Entrepreneurship |
| Prerequisite(s): |
None |
| Faculty Members: |
Jonathan Geib, PhD |
| Program Director: |
Natalia Landázuri Sáenz, PhD (Interim) |
| Time & Place: |
Tuesday, 2:50–4:10pm and 4:25–5:45pm, classroom D-409 |
Course Description
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 critically reframe challenges and innovate collaboratively. No design experience is required. We select our project focus in dialogue with the 14 Grand Challenges for Engineering in the 21st Century, including enhancing virtual reality, advancing personalized learning, and making solar energy economical. Working in interdisciplinary groups, you develop ideas in co-creation with peers, 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 the design and consulting firm 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 interdisciplinary 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 storytelling and prototyping
-Incorporate design thinking into our everyday professional activities
Course Structure
Module 1: Introduction
- Introduction and orientation in design thinking and co-creation
- Discussion of the Grand Challenges for Engineering in the 21st Century
- Narrowing in on challenges of particular interest to students
Module 2: Project Cycle A
- Formation of interdisciplinary teams with focus on common interests and diversity of students' skill sets
- (Re)-defining a challenge to address based on the team's major interests
- Gathering and mapping of information relevant to the challenge—including scientific, engineering, humanistic, cultural, economic, and political aspects
- Empathizing through observation and communication with users/stakeholders within academia, industry, the public sector, and/or communities.
- Reframing the challenge as necessary.
- Ideating: brainstorming many different ideas, then converging on one to further develop
- Prototyping and testing with users/stakeholders/peers to gain feedback
- Final presentations of each group
- Field Study: the 'One-Minute City'
Module 3: (Re)Orientation
- Re-visiting innovation and empathy
- Re-tackling the Grand Challenges
Module 4: Project Cycle B
- Formation of (new) interdisciplinary teams with focus on common interests and diversity of students' skill sets
- (Re)-defining a (new) challenge to address based on the team's major interests
- Gathering and mapping of information relevant to the challenge—including scientific, engineering, humanistic, cultural, economic, and political aspects
- Empathizing through observation and communication with users/stakeholders within academia, industry, the public sector, and/or communities.
- Reframing the challenge as necessary.
- Ideating: brainstorming many different ideas, then converging on one to further develop
- Prototyping and testing with users/stakeholders/peers to gain feedback
- Field Study: Openlab
- Final presentations of each group
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 interdisciplinary 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 of incorporating scientific, engineering, humanistic, cultural, economic, and political approaches to address major world challenges
Faculty
Jonathan Geib, PhD
PhD (Chalmers University of Technology, Gothenburg, 2020) on complexities of engagement with urban participatory processes involving public sector institutions and art and design practitioners. MSc (KU Leuven, 2013) in Urbanism and Strategic Planning. MSc (KU Leuven, 2010) in Human Settlements. BSc (University of Texas at Austin, 2002) in Architecture. Research Fellow at the International Youth Think Tank (Gothenburg, 2020–present). Motivated by pluralistic approaches to research and design practice, criticality, and creativity. With DIS since 2021.
Readings
Kelley, T. and Kelley, D. (2014). Creative Confidence: Unleashing the Creative Potential Within Us All. London: William Collins.
Cross, N. (2011). Design Thinking: Understanding How Designers Think and Work. Oxford: Berg Publishers. (selected chapters)
Brown, T. and Katz, B. (2009 [updated 2019]). Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. New York: Harper Business. (selected chapters)
National Academy of Engineering (NAE). (2008 [updated 2017]). Grand Challenges for Engineering. Washington, DC: National Academies Press. [link]
- challenges presented in this report will serve as the starting point for problem-based learning exercises
Cech, E. (2012). Great Problems of Grand Challenges: Problematizing Engineering's Understandings of Its Role in Society. International Journal of Engineering, Social Justice, and Peace. 1(2). 85–94. [link] (this is the introduction to a special issue on the Grand Challenges)
Additional supplementary readings and case studies will be provided to (and selected by) students in order to help address particular problems presented during the course.
Field Studies
The course includes at least 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.
- 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 presentation of solutions proposed to help address major 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 (individual): Your engagement both in and out of class, including: attendance, preparation for class and other sessions, active participation in learning activities, class discussions, written reflections, and group work.
Project work (team*): Focused on the process of group work which includes: how the group worked together to understand, question, and (re)define the assumed challenge, how it generated, explored, and tested ideas; how it interacted with other groups; how it navigated and managed group dynamics and disagreements; and how it worked strategically throughout the process.
*Note that individual grades on team projects may still be applied.
Project presentations (team): Final verbal presentations of group proposals.
Project reports (team): Final written reports of group proposals.
Readings (individual): One or more students each week will briefly summarize and reflect on the assigned reading, and lead a group discussion.
Journal & reflection responses (individual): A physical notebook/journal is required, and may be complemented digitally. Record observations, personal reflections, and insights throughout the course in written and visual form: text, diagrams, sketches, and photos. This includes documenting group work sessions, brainstorms, and field studies. The journal is your own personal record of your activity throughout the course and will not be evaluated. However, it will be a valuable reference for you when helping prepare group presentations. You will also receive periodic assignments to respond to reflection prompts related to course activities, and these will be graded.
| Active engagement (individual) |
20% |
| Project work (team*) |
30% |
|
Project presentations (team) |
15% |
|
Project reports (team) |
15% |
|
Readings (individual) |
10% |
|
Reflection responses (individual) |
10% |
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 |
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