Designing great experiences is one thing, delivering them is another. This course aims to equip designers with the tools and methods to create their own product development companies. Participants will learn how to develop and evaluate product/service concepts, establish a rapid iterative prototyping process and use the human-centered design process to create and test minimum viable versions of their products. The project-based course will focus on using contemporary professional methodologies to help students bring their product concepts to market in meaningful ways. Priority is given to INTD students in Year 3. Students outside of the registration priority group may register/waitlist for this course as of the registration rule release date.
The course offers full coverage of the foundation skills for today’s entrepreneur who would like to start a business based on a product or service. The material is designed for participants to generate useful ways of developing product or service concepts from idea through to launch. The course follows a cycle starting with the new product concept and moving forward to the implementation of the business opportunity. During this course, participants will learn proven tools, frameworks and concepts useful for discovery – generating an wide range of ideas that can be validated by establishing a market fit.
Through lectures, short in-class charrettes, co-creation workshops, project development cycles, tutorials, and group critiques, students will build their skill sets as design-driven business founders. Students will practice a process including Lean UX process, divergent and convergent thinking, hypothesis and validation, and multiple presentation techniques to create product experiences that are not only functional but address a current needs and/or interests of a specific audience. By the end of the course students should have furthered their understanding of essential perspectives of business viability and technological feasibility.
Assignments this term will include:
The course should help students appreciate that:
In this course students will learn the following:
|Phase 1 Concept Proposal||10%|
|Phase 2 Value Proposition Canvas||10%|
|Phase 3 Business Model Canvas||15%|
|Phase 4 Prototype||15%|
|Phase 5 Testing Report||15%|
|Phase 6 Final Presentation||20%|
Research questions are appropriate, carefully framed and insightful. Sources are varied and reliable; scope and depth of research suits the project and time available. Research findings are selected and evaluated according to relevant criteria. Design shows evidence (through the process books) of being informed and improved through research and testing.
Playfulness, experimentation, and intelligent development result in a wide range of possible solutions; the design process is both convergent and divergent, analytical and synthetic, as the project phase requires. Many iterations are considered and evidence of this is documented in the process books. More importantly, reflective notes show how ideas connect and why certain directions were chosen over others. Make connections.
Communication: Ensuring that the form of the message resonates with the intended audience.
Achieving an expressive unity between meaning and form.
Risk-taking; designing solutions that arise from insight, experiment and imagination.
Achieving engaging, meaningful solutions. Typography demonstrates a good understanding
of normative and expressive principles; images and other visuals illuminate ideas clearly and elegantly.
Technical accomplishment: Using technology competently and in a way that is appropriate to concept,
audience, objectives and visual form.
Considering the designed experience in interacting with the piece. Does it invite reading, is it clear, can the desired information be apprehended easily.
Giving a convincing explanation and defense of work; effective, professional presentation.
Meeting deadlines; developing projects iteratively rather than at the last moment; organization of tasks using such tools as a Gantt Diagram.
Students demonstrate the course learning competencies by recording their design process and methods
in a process book which forms an integral component of the course grade. It consists of:
Documentation of the project process including:
Summary of research (250 word written document summarizing literature and providing the context for your proposed solution.
Must include a bibliography. Include any primary research such as interviews or testing)
Visual research (the visual context for your work, context, moodboards, etc)
Refinement and conceptual development (show the evolution of the idea)
Final proposed solution (images of work with textual rationale)
Self-assessment: reflections on processes, methods, ideas, solutions and management strategies. (what worked, what didn’t, what you might do differently next time)
Important: the purpose of the process book is to show a reader the evolution of the idea/design. Research, Conceptual Development and Visualization are assessed by evaluating your Design Process Book. It is not enough to simply show images, you need to use words to connect concepts and thematic development, to show how research influenced design, to point out strengths and weaknesses of various directions. Essentially you are explaining your thought process through your project.
|Letter Grade||Grade Points||Percentage||Equivalent Description||Expanded Description|
|A+||4.33||95-100||Distinguished Achievement||For coursework of distinction, demonstrating a Distinguished, level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|A||4.00||90-94||Outstanding Achievement||For coursework of distinction, demonstrating an Outstanding level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|A-||3.67||85-89||Excellent Achievement||For coursework of distinction, demonstrating an Excellent level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B+||3.33||80-84||Commendable Achievement||For coursework demonstrating a Commendable level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B||3.00||75-79||Very Good Achievement||For coursework demonstrating a Very Good level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B-||2.67||70-74||Good||For coursework demonstrating a Good level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C+||2.33||65-69||Competent||Coursework demonstrates a competent level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C||2.00||60-64||Satisfactory||Coursework demonstrates a satisfactory level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C-||1.67||55-59||Pass||Coursework demonstrates a passing level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|D||1.00||50-54||Marginal Pass||Coursework demonstrates a marginal or barely adequate level of understanding and ability for satisfying the learning objectives of a course.|
|Grade Notation||See below for grading definitions.|
|W||Withdrawal from a course|
DEFINITIONS – GRADING
Grade Point Average: A Grade Point Average (GPA) is an average of the grade point values earned for credit courses.
Semester Grade Point Average
The average of the grade point values that you have earned for all courses attempted in a semester.
Cumulative Grade Point Average
The average of the grade point values for all of the credit courses attempted while at ECU, including repeated courses.
Grade Point Average Calculation: Grade point values range from 0.00 (F grade) to 4.33 (A+ grade). Each letter grade has a corresponding value. GPA is calculated by taking the total amount of the grade point values assigned for grades and dividing that total by the number of credits earned.
Aegrotat grade (AEG): Aegrotat (AEG) standing may be used where a student is unable to complete their course work due to significant medical or other extenuating circumstances beyond their control. AEG may be used where a student has successfully completed a minimum of 60 percent of a course. A grade assignment of AEG will carry credit, and satisfy pre-requisite and degree requirements, but will be GPA neutral
Incomplete grade: Incomplete grades may be granted by the instructor, for cases where the student has been unable to complete the course work because of extenuating circumstances beyond their own control. Such circumstances may be medical or of a personal nature and the student may be required to provide documentary evidence.
Pass/Fail/Credit Grades – Grades of ‘Pass’ (P), ‘Fail ‘(F) or ‘Credit’ (CR) may be assigned to select courses that identify P/F/CR as the grading method approved at Senate. Grades of P/F/CR are GPA neutral and will not impact grade point average positively or negatively.
Withdrawal from a course – Grades of ‘W’ will be assigned where a student officially de-registers from a course in advance of the withdrawal deadline each semester. Grades of W bear no academic penalty and will not be calculated as part of a student’s GPA, but will appear on a student’s academic transcript.
You are required to attend all classes. Absence and lateness will affect your grade for the course. Therefore, you should be aware of the following criteria:
You will receive a 5% penalty for each absence and a 2.5% penalty for each time that you are late for class. You will be considered late if you arrive after attendance is taken, when the class has formally begun. Furthermore, you are subject to the same penalty if you leave the session before it has properly ended. Being more than one hour late is equivalent to being absent. More than three unexcused absences in a class will result in failure of the course. To formally excuse an absence due to illness or emergency, students must phone or send an email to the instructor by the end of the day. You may be required to give proof of a legitimate excuse, such as a doctor’s note. It is also your responsibility to determine what you missed and what you must do to complete any assigned work.
100% attention is required during critiques and meetings. Thoughtful and serious engagement, critical thinking and sensitivity regarding other students and their work are crucial. You are expected to be present and engaged in every class, and well prepared for every meeting and critique.
The Disability Service Office provides services to and prepares Accommodation Notices for students with speech, hearing, visual, physical, mental health and neurological disabilities (learning, attention deficit hyperactivity disorder, autism spectrum disorders), as well as chronic health conditions and acquired brain injury. Faculty will accommodate students who have established their eligibility by evaluation with Disability Service and who present an Accommodation Notice at the beginning of the semester, and no later than three weeks before the first scheduled test/exam or assignment requiring accommodation. Students cannot expect accommodation unless they establish their eligibility and register with Disability Service. If you have a disability and have not yet registered with Disability Service, please contact Heather Mitchell, Disability Service Coordinator, firstname.lastname@example.org or 604.844.3081.