DE1216 - Northumbria University Research Skills

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

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

Lawson, B. (2004) What Designers Know. Oxford: Architecture Press.

McAlhone, B. & Stuart, D. (1998) A Smile in the Mind: Witty Thinking in Graphic Design. Phaidon

Poyner, R. (1998). Design Without Boundaries. Booth-Clibborn Editions.

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.

Wheeler, A. (2006) Designing Brand Identity. Wiley.

This module introduces the student to;
• Practical Research methods and how to apply them.
* 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 research methods.
* 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:

- Identify appropriate research and show evidence of critical design development and aesthetic analysis.
- Show evidence of experimental and/or innovative thinking in the resolution of a design problem or issue
- Produce design artefacts or creative solutions with distinguishable skill and application
- Demonstrate the ability to initiate and manage their own learning, evaluate their own progress, exercise reflective and critical self-analysis.

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Blackboard
E-learning facilities

The project brief will be introduced through a 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 individually, or in 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 develop a number of creative connections. Using, as a starting point, the history of the site, the history of the subject area, the development and progression of the subject/site etc. Followed by a second connection related to the first and then so on until 8 connections have been made.

Students will then undertake self-directed work, individually, or 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.

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 at 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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