| Module Title: | Industrial Design |
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| Language of Instruction: | English |
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| Module Delivered In |
No Programmes
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| Teaching & Learning Strategies: |
The teaching & learning strategy is student-centered and follows a studio-based deep-learning pedagogical approach. Learners are immersed in a range of collaborative, problem-solving activities, to investigate and evaluate where design can propose solutions for commercial and social benefit. Teaching & learning is facilitated through:
• lectures,
• studio based learning,
• peer-to-peer group/team learning,
• industry/partner collaboration,
• seminar/workshops,
• e-Learning,
• presentation,
• facilitated peer-to-peer critique/review,
• self-directed independent learning. |
| Module Aim: |
The aim of this module is to enable learners explore and interpret the embodied visual language & complex meaning of physical products. The content aims to provide learners with a range of complex problems, to design aesthetic, technically robust, human-centered & market appropriate solutions. The module approach aims to support learners acquire the knowledge, skill and insight to support a self-aware, brave and informed attitude and behavior, when proposing and communicating personal aesthetic, through design. |
| Learning Outcomes |
| On successful completion of this module the learner should be able to: |
| LO1 |
Evaluate existing design to interpret and audit its attributes to effect improvement. |
| LO2 |
Frame, scope and engage a problem for human-centered, commercial and/or social benefit. |
| LO3 |
Operate independently, collaboratively and effectively to discover and interpret critical data relating to design decision-making to use in design-led problem solving and artifact story-telling. |
| LO4 |
Collate and interpret complex information, to implement in design decision-making. |
| LO5 |
Demonstrate selectivity, creativity and conceptual & technical skill in design process to execute a design-led approach to problem solving. |
| LO6 |
State and defend a personal perspective on design process and aesthetic. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
|
| No recommendations listed |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. |
| No incompatible modules listed |
Co-requisite Modules
|
| 6043 |
DSGN H2R08 |
Marketing for Design |
| 6860 |
DSGN H3425 |
Prototyping & Surfaces |
| 6861 |
MODL H3405 |
Advanced 3D Computer Modelling |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. |
| No requirements listed |
Module Content & Assessment
| Indicative Content |
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Sketch & Render
Learners engage in a process of refreshing their hand sketching & visual rendering skills of solid objects to assist communication of their design concept ideation.
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P12: Design Review
Learners disassemble, evaluate and propose a review of an existing mass-produced product. Product selection should have identifiable attributes, (i.e. form-factor, ergonomics/interface, technical, brand and cultural). Project purpose is to link all modular learning; to inform design decision-making. Content includes auditing of OBUX, styling & communication, usability, stakeholder and product system/PSS/eco-system, for design update proposal.
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P13: Co-design
Learners collaborate in a co-design research action to address a commercial, social or competitive problem. Task selection should be framed in partnership with internal and/or external agency, to encourage cross-discipline collaboration. Project purpose is to engage co-design process; to inform decision-making and insight. Content includes discovery, co-design ideation & problem-solving, design detailing, refinement and proposal.
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P14: Form & Story in Design
Learners collaboratively research in visual language and emerging trends, to propose a product family, with a product service system and/or eco-system. Project selection should be framed against a commercial, social or competitively framed problem. Project purpose is to integrate complex design constraints with an agreed visual aesthetic language. Content includes discovery, system design, design development, detail refinement and delivery.
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Design Studio (Resource)
Dedicated, flexible work space comprising high levels of natural light to support studio-based pedagogy; the basis of design synthesis of concurrent knowledge, skills and competency from across all modular strands.
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Flexible Furniture (Resource)
Flexible work-space furniture to allow for collaborative interaction and design process.
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Specialist Computing, Printing & Software (Resource)
Access to specialist design computing, printing and design software.
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| Assessment Breakdown | % |
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| Continuous Assessment | 100.00% |
| Continuous Assessment |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Case Studies |
P12: Review Case-study |
1,2,3,6 |
15.00 |
Week 7 |
| Practical/Skills Evaluation |
P13: Co-design |
2,3,4,5,6 |
15.00 |
Week 14 |
| Presentation |
P14: Design for Form & Story |
2,3,4,5,6 |
40.00 |
Week 30 |
| Reflective Journal |
Reflective practice on research, process, decision & rationale in design practice, state & defend a personal philosophy to their own design & aesthetic, and identify future design developmental need/s. |
5,6 |
10.00 |
Week 30 |
| Oral Examination/Interview |
Showcase defense of design for academic year and synthesis with aligned modular elements. |
2,5,6 |
20.00 |
Week 30 |
| No End of Module Formal Examination |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Frequency |
Average Weekly Learner Workload |
| Studio Based Learning |
Every Week |
8.00 |
| Independent Learning |
Every Week |
4.00 |
| Total Hours |
12.00 |
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