最新糖心Vlog

Program Director Contact Details: Innovation and Entrepreneurship
Name: Dr Wendy Lindsay
Email: wendy.lindsay@adelaide.edu.au

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Teaching Staff

Name: Dr Wendy Lindsay
email: wendy.lindsay@adelaide.edu.au

On successful completion of this course, students will be able to:

1. Understand and interpret design thinking theories, concepts and processes;
2. Identify the relationship between design thinking, innovation and entrepreneurship and the value of innovation to organisations, economies and society;
3. Demonstrate the ability to formulate and apply the basic elements of human-centred design; empathetic research and analysis, problem definition, idea generation, prototyping, evaluation and iteration;
4. Demonstrate team collaboration and strategies to address potential problems/conflicts that occur when working in teams;
5. Identify and apply ethical principles in the design process.

No Text book required.

A list of readings will be provided in MyUni

Library Resources
The 最新糖心Vlog of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the 最新糖心Vlog’s website. Access to the Library's electronic resources.

is the 最新糖心Vlog of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the 最新糖心Vlog. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.

This course is delivered in 3 + 3 full day intensive workshops.

As design thinking is based on learning by doing, a significant component of the intensives will be conducted through a small group discovery experience (SGDE), hands-on activity workshops, short presentation and feedback sessions, and include fieldwork sessions external to the classroom. Where relevant, guest speakers will be brought in to supplement lecture components.

As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).

Schedule

Session	Topics
1	Fundamentals: Introduction, including the value and importance of design thinking
2	The Design Thinking Methodology, incorporating Step 1 – Empathetic Research, analysis and fieldwork
3	Step 2 – Problem definition
4	Step 3 – Ideation and prioritisation of solutions
5	Step 4 – Rapid Prototyping
6	Step 5 – Test, Iteration and Implementation
7	Time to Think beyond Crisis Mode/Changing Management Paradigms
8	External fieldwork and Role Play/Simulation Presentation

The following assessments may be modified prior to the commencement of the semester. Please check closer to course date.

#	Assessment Task	Task Type	Length	Weight	Learning Outcomes
1	Design Challenge: Creation of a Zine	Individual	30 minutes	10%	1,3,4
2	Research Report: Compare and Contrast	Individual	1,500 words	25%	1,2,3,5
3	Peer Review of Project Presentations	Individual	Time based completion of Rubrics/value-add critique	5%	2,3,4
4	Role Play/Simulation Project Presentation	Group	10 mins presentation, plus 5 mins Q&A	15%	2,3,4
5	Project Report	Group	2,000 words	25%	1-5
6	Reflective Journal	Individual	1,250 words	20%	1-5
	Total			100%

Students should attend all classes in order to pass the course. There is considerable experiential learning during classes that build your knowledge and thus enable you to be successful in this course.

Course results may be subject to moderation by the Assessment Review Committee.

Design Challenge: Creation of a Zine
You will create two Zines (small, self-published work of original or appropriated texts and images) using a blend of visual imagery and words to creatively capture your learning over the first and second intensive. Work is a timed challenge undertaken in class. The Zines will be a work in progress segment of the final Reflective Journal assignment.

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Research Report: Compare and Contrast
Two readings have been selected for this report.  One adopts a negative stance, the other a more positive perspective. In comparing and contrasting the two papers, underpinned by additional research to substantiate your line of argument, you develop a robust understanding of design thinking and its relevance and value to various stakeholders across different facets of business and life generally.

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Peer Review of Project Presentations
Self and peer assessment are important aspects of learning practice. A rubric is provided for you to assess your peers on their Role Play presentations. You select the most appropriate criteria for each category the teams have achieved, plus produce some feedback comments illustrating strengths/weaknesses identified during the role play and offer value-add constructive suggestions for addressing gaps you perceived during the presentation.

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Project Presentation: Role Play/Simulation
Teams will prepare a role play or simulation to present their project work undertaken during the intensives. Each team member will be assigned a role and required to take part in the presentation. Time keeping will be strictly enforced; each presentation will consist of 10 minute role play/simulation, plus a 5 minute Q&A session conducted by the audience.

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Project Report
The goal of working through a design thinking process is to create an innovative solution for a defined problem that is desirable, feasible, and viable. Not only should your product, service or solution satisfy the needs of customers, users or stakeholders, it should be supported by an appropriate commercial business model and implementation plan. Desirability is typically at the forefront during the design thinking workshop sessions as you are concerned with testing your ideas and validating assumptions about potential users. To strengthen and underpin work undertaken during the problem/solution phases, a close focus should be given to project’s feasibility and viability to ensure your solution can be implemented and will be sustainable over time.

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Reflective Journal
Reflective exercises serve as a valuable means of facilitating the connection between theoretical elements and working practice. As this course is likely to differ from many others in your study program, the two design challenge Zines you produce at the end of the first two intensives will act as personal learning logs to facilitate your write up of the reflective essay for this assignment. Reflective writing helps sharpen ability to observe and document your own learning, to focus subjectively on personal experience, reactions, and reflections, providing a critical record of learning that is beneficial as it coalesces your thinking, determines the value and application of what you are learning, and where you may be struggling and why.

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Submission of Assignments and Project Report
Assignments and project reports should be submitted in softcopy as pdf files. If an assignment is made up of multiple documents, these should be compiled into a single pdf file. Please name your file with your name or initials and what it is. (Eg. Mz-assign1.pdf).

All text based assignments must be submitted via MyUni:

• Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both).
• Cover Sheet: Please include in the assignment a completed 最新糖心Vlog of Adelaide Assessment Cover Sheet (found in MyUni, under Modules) providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
• Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
• Assessment extensions request: An application for Assessment Extension should be made before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine medical, compassionate or extenuating circumstances. See sections 3 and 7a) i. in particular on assessment extensions in the Modified Arrangements for Coursework Assessment (MACA) Policy.
• Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
• Resubmission: of an assignment after reworking it to obtain a better mark will not normally be accepted. Approval for resubmission will only be granted on medical or compassionate grounds.
• Appealing a mark or grade: If you are dissatisfied with your mark or grade, you may request a review or re-mark. There must be academic or procedural reasons for your request, so you can’t simply request a re-mark because you are disappointed with your result. For more information on the process see Assessment Grievance: Appealing a mark or grade