support@essaywritingexpert.org– Main Purpose: The paper should focus on analyzing the principles of design thinking. – Points of Analysis: The essay must cover the historical evolution, core principles of design thinking and provide relevant case studies. – Frameworks Discussed: Deal explicitly with ‘Five Whys’ but maintain a general perspective for the rest of the discussion.
| Unit study package code: | GRDE1026 |
| Mode of study: Tuition pattern summary: | InternalNote: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.Workshop: 1 x 3 Hours WeeklyThis unit contains a fieldwork component. Find out more about fieldwork on |
the work integrated learning (WIL) website at
https://www.curtin.edu.au/students/experience/industry/fieldworkpreparation/, which also contains a link to the Fieldwork Policy and Fieldwork Manual.
| Credit Value: Pre-requisite units: Co-requisite units: Anti-requisite units: Result type: Approved incidental fees: | 25.0NilNilNilGrade/Mark | |
| Information about approved incidental fees can be obtained from our website. Visit https://www.curtin.edu.au/students/essentials/fees/understanding-your | ||
| fees/ for details.Title: Name: Phone: Email: Location: | Unit coordinator: | DrMonika Lukowska-AppelPlease emailmonika.lukowsk@curtin.edu.auBuilding: — – Room: — |
| Consultation times: Please arrange via email | ||
| Teaching Staff: | Name: Phone: Email: Name: Phone: Email: Name: | Monika Lukowska-AppelPlease emailmonika.lukowsk@curtin.edu.auTom BensonPlease emailtom.benson@curtin.edu.auCurtin Connect |
| Administrative contact: | ||
| Phone: Email: Location: | 1300 222 888https://students.connect.curtin.edu.au/app/askBuilding: 102 – Room: Curtin Connect |
Learning Management System: Blackboard (lms.curtin.edu.au)
Unit Outline
GRDE1026 Start Design Thinking Semester 1, 2024
Faculty of Humanities School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 1 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.
Coronavirus (COVID-19) Update
Curtin University is committed to supporting all our students and staff whether they are on campus, working remotely or overseas. Your health, safety and wellbeing are our priority and the continuing COVID-19 pandemic may require changes to the unit schedule, learning activities, delivery modes and assessment to provide flexible and safe options to our community. Curtin will endeavour to keep changes and disruptions to a minimum at all times. For current advice and further information visit https://www.curtin.edu.au/novel-coronavirus/.
Syllabus
This unit allows students to develop fundamental knowledge of design thinking processes and approaches to solving problems. Through an exploration of a range of introductory research methods relevant to the disciplines of Design, students will approach design problems in an organised and creative way. Design thinking and doing research methods focus on understanding human needs through observation, interviews and a number of other essential design research methods leading to the analysis (and in some cases re-definition) of a design problem. Applied to practical design problems, learners work both individually and in teams.
Introduction
Start Design Thinking introduces students to the notion of design thinking and the use of research methods in the design discipline. The learning activities and assessments are designed to provide students with a hands-on experience of design thinking and the research methods, as well as fostering collaboration skills. These are intended to be rigorous but also fun, and a precursor to the rigour required for success in the design industry. Design, after all, is a collaborative activity that relies heavily not just on individual talent and commitment, but also on relationships with others (in the design industry and other industries). This unit also highlights the current increased role design thinking has in non-design disciplines such as business. It is focused on equipping students with the basic knowledge of design thinking and research methods so they can collaborate with people from other disciplines.
Unit Learning Outcomes
All graduates of Curtin University achieve a set of six Graduate Capabilities during their course of study. These inform an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and capabilities which employers would value in a professional setting. Each unit in your course addresses the Graduate Capabilities through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.
Your course has been designed so that on graduating you will have achieved all of Curtin’s Graduate Capabilities through the assurance of learning processes in each unit.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Curtin’s Graduate Capabilities
Learning Activities
This unit consists of 12 weekly 3-hour tutorials. There is 1 tuition-free week in Week 7 of the semester. Please refer to the Program Calendar at the end of this unit outline for more details.
This unit is intended to introduce and familiarise students with the process of design thinking and research methods used in design. It focuses on the theory and practice of design thinking in the design industry, rather than on production skills.
In Assessment 1, you are required to write a 1,200-word essay on the role of design thinking in the contemporary practice of design. This assessment is intended to help you to see the significant role that design and design thinking play in other ways besides just aesthetics.
Assessment 2 gives you a hands-on experience of using a range of common research methods used in design and design thinking to solve a given problem by informing and generating a wide variety of solutions. This assessment highlights the importance of the user as well as the need for research in design with the design industry’s current focus on user-centred and human-centred design.
Finally, in Assessment 3, you will work in teams to select a concept to develop as a final solution, and deliver a pitch of this to the problem from Assessment 2. This assessment is focused on developing your presentation and pitching skills, as well as your ability to work in teams. These soft skills are highly desirable in the design industry and are integral to working successfully in design and many other disciplines/industries related to design.
Learning Resources
Library Reading List
The Reading List for this unit can be accessed through Blackboard.
Essential texts
The required textbook(s) for this unit are:
| On successful completion of this unit students can: | Graduate Capabilities addressed |
| 1 | Identify and distinguish between a range of design research methods relevant to a particular design problem |
| 2 | Recognise and apply different design thinking processes and successfully work through one fully to a conclusion |
| 3 | Work creatively in teams to develop effective design solutions using Design Thinking |
| 4 | Collate and analyse human-centred data to inform a design solution |
| 5 | Demonstrate an understanding of the ethical, theoretical and strategic role of Design Thinking in the design industry |
| Apply discipline knowledge, principles and conceptsInnovative, creative and entrepreneurialEffective communicators with digital competency |
| Globally engaged and responsiveCulturally competent to engage respectfully with local First Peoples and other diverse culturesIndustry connected and career capable |
| Find out more about Curtin’s Graduate Capabilities at the Learning Innovation and Teaching Excellence Centre (LITEC) website: litec.curtin.edu.au |
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
l The required textbook(s) for this unit are:
A Designer’s Research Manual / by Jenn Visocky O’Grady and Ken Visocky O’Grady
(ISBN/ISSN: 1631594303)
Online resources
l The required textbook(s) for this unit are:
A Designer’s Research Manual / by Jenn Visocky O’Grady and Ken Visocky O’Grady
(http://link.library.curtin.edu.au/p?pid=CUR_ALMA51182702370001951) (ISBN/ISSN: 1631594303)
Other resources
You should bring the following every week:
l GRDE1026 Start Design Thinking Study Guide
l Laptop (if you have one)
l Scanner
l Blank paper (unlined)
l Camera (e.g. smartphone camera)
l USB
l Highlighter
l Black marker (0.7mm and/or 1.5mm)
l Black pen and 2B/HB pencil
l Materials for visualisation (colour pencils, paint, graphics software, etc.)
l Microsoft Word
l Adobe Creative Suite software and/or Microsoft Powerpoint
l Adobe Acrobat (preferably the Pro version)
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 4 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Assessment
Assessment policy exemptions
l There are no exemptions to the assessment policy
Assessment schedule
*Please refer to the Late Assessment and the Assessment Extension sections below for specific details and conditions.
Detailed information on assessment tasks
1. Assessment 1: Essay (30%)
For Assessment 1, you are required to write a 1,200-word essay (+/- 100 words, excluding reference list) on the role of design thinking in the contemporary practice of design. You are required to read the Essential Readings for this assessment and use them to discuss the given topic. If you wish, you may also reference and/or cite other texts in your essay.
ESSAY OVERVIEW
In your essay, you must:
l Provide a brief explanation of one approach to design thinking. You may select from the
approaches covered in the tutorials or from the Essential Readings provided in the Reading List. For
the context of this essay, an approach refers to a representation of the design thinking process and
should consist of a number of stages/steps.
l Discuss how you think this approach to design thinking relates to the practice of design today. You
can relate this to your own practice, or to professional industry practice in general. You must use
content from the Essential Readings to support your discussion. However, the discussion should still
include some of your own ideas, and not simply repeat points from the Essential Readings.
l Reflect on the three roles of design thinking: ethical, theoretical, and strategic. This can be discussed
in relation to design thinking in general and does not have to be specific to the design thinking
approach you have selected, although you can do so if you wish. You must use content from the
Essential Readings to support your discussion. However, the discussion should still include some of
your own ideas, and not simply repeat points from the Essential Readings.
l All the Essential Readings for Assessment 1 can be accessed via the Reading List in Blackboard. You
may also use other texts, however these should not be used in place of the Essential Readings.
| Task | Value % | Date Due | Unit Learning Outcome(s) Assessed | Late Assessments Accepted?* | Assessment Extensions Considered?* | |
| 1 | Essay | 30% | Week: 4Day: Monday 18 MarchTime: 9:00 AM | 5 | Yes | Yes |
| 2 | Portfolio | 40% | Week: 10Day: Monday 29 AprilTime: 9:00 AM | 1,2,3 | Yes | Yes |
| 3 | Presentation | 30% | Week: 13Day: Monday 20 MayTime: Upload PDF 1 hr before tutorial; present in class | 3,4 | Yes | Yes |
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Direct quotes from all texts should be placed in quotation marks. Both direct quotes and paraphrased content must be properly referenced both in-text and in full at the end of your essay in a reference list.
You should refer to the marking criteria before, during, and after writing your essay to ensure that you have addressed all the criteria in your essay content.
SUBMISSION REQUIREMENTS
This is an individual submission. To aid you with your time management for this assessment, Assessment 1 is broken down into two submission deadlines.
Late penalties apply if you submit after the due date and time, unless you have an approved extension.
Essay draft due: Saturday 9 March, by 6:00 PM (optional)
This is a formative assessment and does not contribute to your final unit mark. Submit essay draft PDF via Blackboard using Turnitin.
Submission point: Assessment Submissions > Essay draft
l File format: PDF
l File size: Less than 5MB
l Page size and orientation: A4 portrait
Assessment 1 essay due: Monday 18 March, by 9:00 AM (late penalties apply)
This is a summative assessment and the mark for this will contribute to your final unit mark.
Submit Assessment 1 PDF via Blackboard using Turnitin.
Submission point: Assessment Submissions > Assessment 1: Essay
l File format: PDF
l File size: Less than 5MB
l Page size and orientation: A4 portrait
CONTENT REQUIREMENTS
Your submission should contain the following:
l Cover page: Include the unit name, assessment title, your name, your student number, your tutorial
day and time, and your tutor’s name. If applicable, please include the screenshot of your approved
extension.
l Essay: Title your essay “Assessment 1: Essay”. See information under “Essay Overview” for detailed
instructions relating to the specific content you are required to include in your essay. You should use
subheadings where required. All direct quotes must be in quotation marks. All images, direct quotes,
and paraphrased text must be referenced in-text. All images, direct quotes, and paraphrased text
must be referenced in full at the end of the essay in the reference list.
l Reference list: The reference list should contain the references for all the content (text and images)
that is not your own.
MARKING RUBRIC
Please refer to the study guide for the marking rubric details.
Use of ChatGPT and similar AI Generative Tools in Assessment 1
l You must not use any AI Generative Tools (e.g. ChatGPT or similar) to write the essay or generate ideas for the essay. The essay content should be derived from the readings, in-class discussion, and your own views/opinions.
2. Assessment 2: Portfolio (40%)
For Assessment 2, you will engage in research and ideation to generate solutions to a given problem. You will work on Assessment 2 from Week 4 to Week 9 (Sessions 4 to 8). Some activities relating to this assessment will require you to work with other students in your tutorial, however, you will complete and
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
submit your assessment individually.
THE PROBLEM
The problem will be introduced in Week 4 by the industry partner.
SUBMISSION REQUIREMENTS
This is an individual submission. As an individual, you must submit one PDF document.
Late penalties apply if you submit after the due date and time, unless you have an approved extension.
Assessment 2 due: Monday 29 April, by 9:00 AM
As an individual, you must complete and submit Assessment 2 as a single PDF. Submit Assessment 2 via Blackboard using Turnitin.
Submission point: Assessment Submissions > Assessment 2: Portfolio
l File format: PDF
l File size: Less than 15MB (downsize your images!)
l Page orientation: Landscape
CONTENT REQUIREMENTS
You must include all the activities and work completed in tutorials (and/or at home). You must use the Assessment 2 InDesign template supplied and complete all sections. The template contains the following sections:
l Cover Page: Include the unit name, assessment title, your name, your student number, your tutorial
day and time, and your tutor’s name. If applicable, please include the screenshot of your approved
extension.
l Literature Reviews: Review at least 5 quality sources that relate to the given problem. Complete the
summary of key findings page.
l AEIOU: Complete all parts of the AEIOU section. Complete the summary of key findings page.
l Fly-on-the-wall Observation: Complete at least 1 Fly-on-the-wall Observation and analyse it.
Include the PDFs of the Fly-on-the-wall Observations and your analysis. Complete the summary of
key findings page.
l Interviews: Complete at least 2 interviews. Include the interview transcripts. Complete the summary
of key findings page.
l Empathy Mapping: Complete at least 1 empathy map. Complete the summary of key findings page.
l Research Summary: Copy and paste all the summary of key findings for each method on this page.
l Research Analysis: Identify at least 3 research insights into the user and problem (support each
insight with at least 3 findings from the Research Summary).
l Personas: Complete a Persona. Use the insights in your Research Analysis to do this.
l User Journey Maps: Complete a User Journey Map for the Persona. Use the insights in your
Research Analysis to do this.
l Problem definition: Complete the Design Brief.
l Rationale: In your own words, write a 500-word rationale (+/– 100 words) supporting your design
brief. Use the research findings, research insights, persona, and user journey map to explain and
justify why you have redefined the original problem the way you have done in the design brief.
l Ideation: Include the design brief your group has chosen, as well as photos and/or scans of your
Group Brainstorming. You do not need to re-type these. Include the ideas from the SCAMPER
method – this is done individually (use SCAMPER on at least 3 ideas, the 3 ideas can come from
your Group Brainstorming or be self-generated).
l Reference list: The reference list should contain the references of all the content in the literature
review and also any other content (image- or text-based) that is not your own. Make sure all direct
quotes in the literature review are in quotation marks, and that both direct quotes and paraphrased
text have the relevant in-text citations.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
MARKING RUBRIC
Please refer to the study guide for the marking rubric details.
Use of ChatGPT and similar AI Generative Tools in Assessment 2
l You must not use AI Generative Tools (e.g. ChatGPT or similar) to complete any of the research methods in this
assessment.
l You may use AI Generative Tools to assist with ideation, however you should bear in mind that as you will be
marked on your use of specific idea generation techniques so you will need to ensure that your use of these
tools must still allow you to demonstrate competency in these techniques. You must clearly state how these
tools were used in your submission, immediately next to the AI-generated content.
3. Assessment 3: Presentation (30%)
For Assessment 3, you will work in teams on prototypes in order to arrive at a final solution. As a team, you will produce and deliver an audio visual presentation on this solution. You will be assessed on the group presentation, the quality of the final solution, and your individual participation and engagement as a member of your team. You are expected to work in class with your team from Week 10 to Week 13 (Sessions 9 to 12).
SUBMISSION REQUIREMENTS
This is a team submission. You must submit one PDF or Powerpoint file and deliver one in-class presentation as a team. One person from your team should upload the Assessment 3 file in Week 13 (Session 12) at least 1 hour before your tutorial starts (Tue 17 Oct, 8:00 AM; Fri 20 Oct, 2:00 PM), and you must present Assessment 3 as a team in the Week 13 tutorial (Tue 17 Oct; Fri 20 Oct). (Other team members may submit additional back-up copies via email to the tutor if they wish.)
Late submissions are not accepted for Assessment 3. If submitting after the due date and time, you must have an approved extension
.
Assessment 3 due: Upload PDF at least 1 hour before start of tutorial (Monday 20 May, 1:00 PM); presentation to be
delivered in the tutorial
l As a team, you must complete and submit Assessment 3 to Blackboard as a single PDF/Powerpoint
file.
l As a team, you must present Assessment 3 in your tutorial. Submit Assessment 3 via Blackboard using Turnitin.
Submission point: Assessment Submissions > Assessment 3: Presentation
l File format: PDF or Powerpoint file
l File size: Less than 15MB (downsize your images!)
l Page orientation: Landscape
l Time limit: 10 minutes
CONTENT REQUIREMENTS
Your creative pitch should contain the following (but not necessarily in this order):
l Cover page: This should contain the unit code and name; the title “Assessment 3: Presentation”; the
names and student IDs of all team members; tutorial day and time.
l Introduction: Introduce your team members and the original problem you were asked to solve.
l Define the problem: Articulate the redefined design problem statement and explain it (i.e. What is
the perspective used to approach the original given problem? Why has this perspective beenused?).
Highlight the key research insights that led to this approach. Use research from the literature review
to explain your team’s decision to define the problem as you have done.
l Target audience: Who are the people affected by the problem? How will they benefit from the
solution? This should mention the personas that have been identified as the target audience for the
final solution. You do not need to include personas that are not relevant to the final solution if there
is not enough time for you to do so.
l Competition: List and briefly describe the main competition for the final solution (i.e. existing
solutions that are similar to or directly compete with the final solution).
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
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CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
l The solution: Present the final solution and list its key features, while including at least one visual of
the solution. Provide a rationale for the final solution – explain how and why it is the best solution to
the problem (e.g. benefits to the target audience).
l Conclusion: Conclude the presentation strongly with a convincing final statement or “the big sell”.
l Reference list: This should contain the full references for any content you have included that is not
your own.
MARKING RUBRIC
Please refer to the study guide for the marking rubric details.
Use of ChatGPT and similar AI Generative Tools in Assessment 3
l You may use AI Generative Tools (e.g. Adobe Firefly, Mid-Journey, etc. or similar) to assist you with prototyping
and visualisation.
l If any AI Generative Tools are used, you must clearly state how these tools were used in your submission,
immediately next to the AI-generated content.
l You must not use any templates or similar tools (e.g. Canva) to generate the presentation slides (including the
slide layout and design); you must do all of this yourselves.
Pass requirements
In order to pass this unit, students are required to achieve an overall unit mark of 50 or higher; and meet all of the Unit Learning Outcomes (ULOs).
ULOs 1 and 2 can be met via Assessment 2 only. ULO 3 can be met via Assessments 2 and 3. ULO 4 can be met via Assessment 3 only. ULO 5 can be met via Assessment 1 only.
As such, you must submit all assessments to be able to demonstrate whether you can meet all the ULOs.
Please note simply submitting an assessment does not guarantee you have met the ULOs for that assessment. You should ensure that the work you have submitted for each assessment clearly demonstrates your ability to meet the relevant ULOs.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
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Assessment Moderation
Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of assessments are described in the Assessment and Student Progression Manual, available from
policies.curtin.edu.au/findapolicy/
Pre-marking moderation
l Assessment task details and marking criteria are provided to staff and students prior to the
commencement of assessment tasks.
l Assessors are provided with a marking guide or engage in pre-marking moderation discussion to ensure
consistent evaluation.
Intra-marking / Post-marking moderation
l Intra-marking moderation discussion is held between the Unit Coordinator and teaching staff/co-assessor.
l Blind double-marking of random samples will be done by the Unit Coordinator and teaching
staff/coassessor to ensure consistency.
l Moderation of all borderline results to confirm standard.
l Check for consistency using a random sample across markers and the student cohort.
Late assessment
Where the submission of a late assessment is permitted, late penalties will be consistently applied in this unit. Where a late assessment is permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. For assessment items submitted within the first 24 hours after the due date/time, students will be penalised
by a deduction of 5% of the total marks allocated for the assessment task;
2. For each additional 24 hour period commenced an additional penalty of 10% of the total marks allocated
for the assessment item will be deducted; and
3. Assessment items submitted more than 168 hours late (7 calendar days) will receive a mark of zero.
Where late assessment is NOT permitted for an assessment item or the entirety of the unit (refer to the Assessment Schedule table in this Unit Outline) and the student does not have an approved assessment extension:
1. All assessment items submitted after the due date/time will receive a mark of zero.
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School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
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Assessment extension
Where an application for an assessment extension is permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):
1. A student who is unable to complete an assessment item by/on the due date/time as a result of exceptional
circumstances beyond the student’s control, may apply for an assessment extension on the Assessment
Extension Application Form as prescribed by the Academic Registrar. The form is available on the Forms
page at https://students.curtin.edu.au/essentials/forms-documents/forms/ and also within the student’s
OASIS (My Studies tab – Quick Forms) account.
2. The student will be expected to submit their application for an Assessment Extension with supporting
documentation via the online form.
3. Timely submission of this information supports the assessment process. For applications that are declined,
delayed submission may have significant ramifications on the possible marks awarded.
4. An application may be accepted up to five working days after the due date/time of the assessment item
where the student is able to provide a verifiable explanation as to why they were not able to submit the
application prior to the assessment due date/time
Where an application for an assessment extension is NOT permitted for an assessment item(s) within this unit (refer to the Assessment Schedule table in this Unit Outline):
1. All assessment items submitted after the due date/time will be subject to late penalties or receive a mark of
zero depending on the unit permitting late assessment submissions.
Deferred assessments
Further assessment
Further assessments, if granted by the Board of Examiners, will be held between 15/07/2024 and 24/07/2024 . Notification to students will be made after the Board of Examiners meeting via the Official Communications Channel in OASIS.
It is the responsibility of the student to be available to complete the requirements of a further assessment. If your results show that you have been granted a further assessment you should immediately check OASIS for details.
Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies
A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. Carers for people with disability may also be eligible for support. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from AccessAbility Services.
Documentation is required from your treating Health Professional to confirm your health circumstances or carer responsibilities.
If you think you may be eligible for a CAP, please contact AccessAbility Services. If you already have a CAP please provide it to the Unit Coordinator in week 1 of each study period.
If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.
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School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
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Referencing style
The referencing style for this unit is Chicago 17th Author-Date.
More information can be found on this style from the Library web site: https://libguides.library.curtin.edu.au/uniskills/referencing/chicago17.
Privacy
As part of a learning or assessment activity, or class participation, your image or voice may be recorded or transmitted by equipment and systems operated by Curtin University. Transmission may be to other venues on campus or to others both in Australia and overseas.
Your image or voice may also be recorded by students on personal equipment for individual or group study or assessment purposes. Such recordings may not be reproduced or uploaded to a publicly accessible web environment. If you wish to make such recordings for study purposes as a courtesy you should always seek the permission of those who are impacted by the recording.
Recording of classes or course materials may not be exchanged or distributed for commercial purposes, for compensation, or for any other purpose other than personal study for the enrolled students in the unit. Breach of this may subject a student to disciplinary action under Statute No 10 – Student Disciplinary Statute.
If you wish to discuss this please talk to your Unit Coordinator.
Copyright
The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites without the express written consent of Curtin University.
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School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
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Academic Integrity (including plagiarism and cheating)
Academic Integrity
Curtin’s Student Charter, Academic Integrity Program (AIP), and core Values guide expectations regarding student behaviour and responsibilities. Information on these topics can be found on the Academic Integrity Website.
Academic Integrity Warnings
An Academic Integrity Warning may be issued to a student in limited circumstances and only where misconduct is not involved.
Academic Misconduct
Staff members are required to report poor academic practice and suspected misconduct. Academic Misconduct means conduct by a student that is dishonest or unfair in connection with any academic work. This includes all types of plagiarism, cheating, collusion, falsification or fabrication of content, and behaviours like falsifying medical certificates for extension. Contract cheating, the use of file sharing, translation services/apps, paraphrasing tools (text-spinners), article generators, and assignment help websites also may be considered academic misconduct.
Check your assessment instructions carefully before using any generative artificial intelligence (Gen-AI) software (e.g. Chat GPT, Midjourney, GitHub Copilot, etc.). You are not permitted to use Gen-AI software in any assessment task unless written permission is explicitly granted by the Unit Coordinator (e.g. within Blackboard or the assignment specifications). If the use of Gen-AI software has been approved, you must document its use, apply appropriate acknowledgement and attribution rules, and include a statement as to the nature and extent of the use when submitting the assessment. Unapproved, inappropriate, or undisclosed use may be dishonest or unfair behaviour, and thus considered misconduct. For further information on the use of Gen-AI software see the Academic Integrity Website.
The longer term personal, social, and financial consequences of misconduct can be severe, so please ask your tutors or unit coordinator if you need clarification or are unsure what to do. If your work is the subject of an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be graded until the process has concluded. Penalties for misconduct may include a warning, a reduced or nil grade, a requirement to repeat the assessment, an annulled grade (ANN) or termination from the course. For more information refer to Statute No.10 Student Discipline and Academic Misconduct Rules.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 13 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Information and Communications Technology (ICT) Expectations
Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
Design students will need reliable access to the internet, a scanner and a computer with Adobe Creative Suite and/or Powerpoint. They may also require access to printing facilities and specific photographic or illustration equipment, such as cameras, lenses, drawing tablets, etc. depending on the style of production used in their design work.
Each print station on campus has the ability to scan documents using the ’email’ function. Some smartphones (e.g. Apple iPhone) may have a scanner function built in.
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please contact The Learning Centre:
life.curtin.edu.au/learning-support/learning_centre.htm
l Using Blackboard, the I Drive and Back-Up files
l Introduction to PowerPoint, Word and Excel
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please visit UniSkills and the IT tools and guides webpage.
l Using Blackboard, the I Drive and Back-Up files
l Introduction to PowerPoint, Word and Excel
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 14 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Additional information
You must not submit work that has previously been submitted for assessment for another unit or at another institution. When including images or text not created by you, or not entirely created by you (as research or to provide context) you must:
l Reference each image or text using Chicago 17th B (Author-Date) referencing
l Include an in-text reference for each image or text
l Include a reference list at the end of the file/document with the full reference of each image or text.
This applies to all forms of assessment including essays, process files/journals, art or design portfolios and/or reports.
Use of ChatGPT and similar AI Generative Tools in this unit
l Assessment 1: You must not use any AI Generative Tools (e.g. ChatGPT or similar) to write the essay or generate ideas for the essay. The essay content should be derived from the readings, in-class discussion, and your own views/opinions.
l Assessment 2: You must not use AI Generative Tools (e.g. ChatGPT or similar) to complete any of the research methods in this assessment. You may use AI Generative Tools to assist with ideation, however you should bear in mind that as you will be marked on your use of specific idea generation techniques so you will need to ensure that your use of these tools must still allow you to demonstrate competency in these techniques. You must clearly state how these tools were used in your submission, immediately next to the AI-generated content.
l Assessment 3: You may use AI Generative Tools (e.g. Adobe Firefly, Mid-Journey, etc. or similar) to assist you with prototyping and visualisation. If any AI Generative Tools are used, you must clearly state how these tools were used in your submission, immediately next to the AI-generated content. You must not use any templates or similar tools (e.g. Canva) to generate the presentation slides (including the slide layout and design); you must do all of this yourselves.
Enrolment
It is your responsibility to ensure that your enrolment is correct – you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:
l the Student Charter
l Values and Signature Behaviours
l the University’s policy and statements on plagiarism and academic integrity
l copyright principles and responsibilities
l the University’s policies on appropriate use of software and computer facilities
Information on all of the above is available through the University’s “Student Rights and Responsibilities” website at: students.curtin.edu.au/rights.
Note: In Australia and other jurisdictions, students are required to complete a screening check prior to undertaking any activities that include children (e.g. surveying children at a school as part of a project). If this applies to you, start by contacting your unit coordinator for advice.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 15 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant caring responsibilities, pregnancy, religious practices, living in a remote location,or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact the appropriate service below. It is important to note that the staff of the University may not be able to meet your needs if they are not informed of your individual circumstances, so please get in touch with the appropriate service if you require assistance. To discuss your needs in relation to:
l Disability or medical conditions, contact AccessAbility Services: https://students.curtin.edu.au/personalsupport/disability/
l Elite athletes, contact Elite Athlete Coordinator: https://stadium.curtin.edu.au/sport/academy/elite-athleteprogram/
l All other grounds, contact the Student Wellbeing Advisory Service: https://students.curtin.edu.au/personalsupport/counselling-guidance/wellbeing/
Recent Unit Changes & Response to Student Feedback
Students are encouraged to provide feedback through student surveys (such as Insight (Curtin’s new unit and teaching survey developed in collaboration with students and staff) and the annual Student Experience Survey) and interactions with teaching staff.
Listed below are some recent changes to the unit as a result of student feedback. The brief for Assignment 2 and 3 has been updated for Semester 1, 2024.
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 16 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
Program calendar
| WEEK | SESSION | DATE | TUTORIAL | HOMEWORK | DUE DATE |
| 1 | 1 | Mon 26Feb | l Introduction to the unit andAssessment 1l Design Thinking processl Discussion on Designthinking processl Discussion on Assessment 1 | l Read Chap. 1 of ADesigner’s Research Manuall Complete essay draft andsubmit | |
| 2 | 2 | Mon 4March | l The role of design thinkingin relation to ethics, theory,and strategyl Feedback on essay draft | l Read Chap. 3 of ADesigner’s Research Manuall Work on essay | Essay draft (Sat 9 March, 6:00 PM) |
| 3 | 3 | Mon 11March | l Research in Graphic Designl Design research in practicel Final feedback on essay | l Read Chap. 4 of ADesigner’s Research Manuall Complete Assessment 1and submit | |
| 4 | 4 | Mon 18March | l Introduction to Assessment2l Planning and Designl Research methods 1: AEIOU,Literature review,Observation | l Read Chap. 2 of ADesigner’s Research Manuall Complete work onresearch methods | Assessment 1 (Mon 18 March, 9:00 AM) |
| 5 | 5 | Mon 25March | l Research methods 2:Interviews, EmpathyMapping | l Complete work onresearch methods | |
| 6 | Tuition-free week | ||||
| 7 | 6 | Mon 8April | l Analysing & synthesisingresearchl Defining the probleml Personal User Journey Mapl Design brief | l Complete Persona andUser Journey Mapl Redefine problem (designbrief) | |
| 8 | 7 | Mon 15April | l Working in teamsl Ideation techniquesl Assign groupsl Choose brief and start groupIdeation | l Complete individualideation | |
| 9 | 8 | Mon 22 | l From ideation toprototyping | l Work on prototypingl Complete Assessment 2 |
April
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 17 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS
| l Choose ideation concepts toprototypel Start prototyping | and submit | ||||
| 10 | 9 | Mon 29April | l Introduction to Assessment3l Choosing and delivering asolutionl The creative pitchl Work on prototypingl Choose final solution topitch | l Work on prototyping | Assessment 2 (Mon 29 April, 9:00 AM) |
| 11 | 10 | Mon 6May | l Visualisation forpresentationl Presentation techniques(visual communication)l Start work on Assessment 3presentation slides | l Work on Assessment 3presentation andrehearse; write script (ifneeded) | |
| 12 | 11 | Mon 13May | l Presentation techniques(body language, verbal)l Work on presentationl Mock presentation | l Complete and rehearseAssessment 3 for finalWeek 13 presentation | |
| 13 | 12 | Mon 20May | l Overview of follow-on unitGRDE2008 Design Thinkingand Visual Narrativel In-class Assessment 3presentationsl Peer feedback | N/A | Assessment 3 (upload by Monday 20 May,1:00 PM; present in usual tutorial) |
Faculty of Humanities
School of Design and the Built Environment
GRDE1026 Start Design Thinking
Bentley Perth Campus
15 Feb 2024
School of Design and the Built Environment, Faculty of Humanities
Page: 18 of 18
CRICOS Provider Code 00301J The only authoritative version of this Unit Outline is to be found online in OASIS