DE1215 - Northumbria University Induction

Dorst, K. (2003) Understanding Design: 150 Reflections on Being a Designer. BIS Publishers.

Fletcher, A. (2001) The Art of Looking Sideways. Phaidon.

Gonnella, R., Landa, R. (2000). Visual Workout: Creativity Workbook. Delmar.

Guerin, P. (2005) Creative Fashion Presentations. Fairchild Books.

Hindle, T. (1998). Making presentations. Dorling Kindersley.

Schmitt, BH. (1999) Experiential marketing: how to get customers to sense, feel, think, act, an. - New York: Free Press.

Schön, D. (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.

This module introduces the student to;
• The learning environment, including support, guidance, University processes and resources.
* Practical activities which develop the students' perception and understanding of the design process in relation to the programme.
* Activities which develop the students' abilities to direct their own learning, evaluate their own progress and achievements and support the learning of
others.

This module aims to;
• provide students with an insight and understanding of the programme of study, the Faculty and University
• develop confidence through a range of basic techniques for the development of
intellectual and practical skills appropriate to the context of the programme, including group work.
• facilitate the students ability to evaluate and direct their own learning

Upon successful completion of the module you will be able to:

- Recognise design issues or problems and identify appropriate solutions

- Display evidence of creative thinking through the exploration and communication of design concepts

- Demonstrate the ability to initiate and manage their own learning, evaluate their own progress, exercise reflective and critical self-analysis.

- Utilise a range of communication skills through one or more of the following: written, visual, oral, aural or computer mediated communication

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Blackboard
E-learning facilities

The project brief will be introduced through an initial briefing session where the brief can be fully explained and students will have the opportunity to ask questions.

Tutors will spend one week in semester 1 with students delivering a combination
of lectures, studio teaching and seminars. During this week students, working in small groups, will visit a Museum or Gallery and use research techniques to
enable them to respond to the brief in a well-informed, meaningful and structured way. The brief will ask students to explore an aspect of the site and produce a
3-dimensional piece in response.

Students will then undertake self-directed work in their designated groups to develop responses before the second week of delivery occurs in semester 2.

In semester 2, tutors will spend 1 week with students helping refine projects through studio teaching and seminars. Students will then deliver a final presentation of the completed work to staff and students.

The module is taught through a combination of lecture, studio teaching, seminars, directed and independent learning. Learning is through undertaking
project work that promotes enquiry based/problem solving learning methodology.

Peer evaluation is introduced within formative assessment in order to
engage students as active learners through their participation in the assessment process - encouraging them from the outset of their studies to develop critical judgment skills and understand their role and responsibility to reflect upon and manage their own learning.

Tutor supported group activities will take place to facilitate students' development in the areas being studied in the module and allow for formative feedback. Verbal feedback is designed to help students to identify areas of success and/or development to be considered during this and other projects.

a Summative assessment and rationale for tasks
The project brief/s supporting the module will identify the assessment criteria and submission requirements appropriate to the topic of the project. The assessable elements will consist of a project presentation, which will enable students to demonstrate the process and research skills developed throughout the module.

b. Additional formative assessment – detail of process and rationale
Tutorials and staged reviews with tutors will provide an opportunity for critique and formative direction. This will allow students to reflect upon their own work and act upon feedback prior to final submission.

c. Indication of how students will get feedback and how this will support their learning
Feedback will be delivered verbally during the assigned delivery weeks, where discussion will clarify future direction. Upon receiving summative assessment students will receive a Pass/Fail, reflecting achievement against the learning outcomes of the module. Students are encouraged to take ownership of their learning by recording feedback in order to reflect upon it as they engage in subsequent learning.
Please note: there will be formative and summative feedback given for each module during the delivery week session and online following the submission of module work.

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