Since design basically deals with wicked problems, defining the problem and building the process are important. Especially
in defining the problem, it is necessary to consider comprehensively based on a wide range of knowledge across various academic
fields. In addition, the "optimal development process to be established" differs depending on the purpose, scale, and development
system of the design development.
Therefore, in order to promote design development, it is necessary not only to satisfy fixed knowledge but also to integrate a wide range of cross-disciplinary knowledge resources and empirical rules acquired through practice, and to think about things comprehensively in order to promote appropriate development. Therefore, this course aims to integrate theory and practice, and the construction and implementation of processes for defining issues will be conducted on a group work basis. However, the best way to do this will vary depending on the number of students, so this class will begin with an examination of the structure of the class method. In this class, students will be required to be actively involved in the implementation of the class, so please pay attention to this point.
Therefore, in order to promote design development, it is necessary not only to satisfy fixed knowledge but also to integrate a wide range of cross-disciplinary knowledge resources and empirical rules acquired through practice, and to think about things comprehensively in order to promote appropriate development. Therefore, this course aims to integrate theory and practice, and the construction and implementation of processes for defining issues will be conducted on a group work basis. However, the best way to do this will vary depending on the number of students, so this class will begin with an examination of the structure of the class method. In this class, students will be required to be actively involved in the implementation of the class, so please pay attention to this point.
The objective of this class is to acquire practical knowledge about defining issues and promoting projects in design development.
In addition, the course aims to enable students to comprehensively consider various perspectives such as evolutionary biology,
cognitive science, brain science, ergonomics, organizational psychology, and behavioral economics in defining issues.
- Can appropriate discussion of the definition of the issue.
- In defining a problem, be able to consider it from a holistic perspective across a variety of academic disciplines.
- Be able to devise a plan to drive a design or project forward.
| Each Report | Contribution to the discussion | Final Report | Total. | |
|---|---|---|---|---|
| 1. | 10% | 15% | 5% | 30% |
| 2. | 10% | 20% | 5% | 35% |
| 3. | 15% | 15% | 5% | 35% |
| Total. | 35% | 50% | 15% | - |
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1． | Orientation: Discuss "Types of Problems" based on H. Rittel & M. Webber's paper and "Introduction to Evolutionary Biology"
based on R. Dawkins' paper. Discussion and decision on how to proceed with this class in detail. |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 2． | Discussion 1: What is "beauty"? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 3． | Discussion 2: What do people perceive as "good"? What do people perceive as a "like"? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 4． | Discussion 3: What are the factors that affect "comfort"? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 5． | Discussion 4: How should the line between science and pseudoscience be drawn? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 6． | Discussion 5: What are the conditions of the moment when humans feel "funny and interesting"? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 7． | Discussion 6: How is the concept of "cute" formed? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 8． | Discussion 7: What are the key factors that influence "optimal task assignment"? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 9． | Discussion 8: What is the best way to set up evaluation methods and criteria in tasks? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 10． | Discussion 9: How can issues be identified? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 11． | Discussion 10: What are the factors that cause fallacies in metamorphosis? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 12． | Discussion 11: How can motivation crowding out occur? (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 13． | Discussion 12: Ideas on how to reduce bias in group psychology (The content will be changed as necessary in light of the situation.) |
Conduct research on the discussion topic and then discuss it. | 180minutes |
| 14． | Discussion 13: How should guidelines for content to be considered in promoting design development be developed? (The content will be changed as necessary in light of the situation.) |
Conduct a comprehensive consideration based on the previous discussions. | 180minutes |
| Total. | - | - | 2520minutes |
1. 35% : peer review of each report
2. 50% : peer review in the group
3. 15% : the final report
The final score is calculated based on the total score to sum up above, and credit is awarded to those who have scored 60% or more in total.
The median of the total score is used for 1 to 2.
2. 50% : peer review in the group
3. 15% : the final report
The final score is calculated based on the total score to sum up above, and credit is awarded to those who have scored 60% or more in total.
The median of the total score is used for 1 to 2.
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
Book 1 : Motivation and Personality, by Abraham Maslow
Book 2 : The Selfish Gene, by Richard Dawkins
others are taught on lectures.
Book 2 : The Selfish Gene, by Richard Dawkins
others are taught on lectures.
- Contact the consultation by e-mail. An online response will be conducted after discussing the date and time depending on the situation.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic self-management skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| Applicable | Classes will be taught by faculty with practical experience in design development. |
- 4.QUALITY EDUCATION
- 8.DECENT WORK AND ECONOMIC GROWTH
- 9.INDUSTRY, INNOVATION AND INFRASTRUCTURE
- 12.RESPONSIBLE CONSUMPTION & PRODUCTION
Last modified : Tue Feb 11 04:18:08 JST 2025