| Unit name | History of Design and Innovation |
|---|---|
| Unit code | INOV10009 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Mr. Bartlett |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None. |
| Units you must take alongside this one (co-requisite units) |
None. |
| Units you may not take alongside this one |
None. |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
Why is this unit important?
Understanding the history of design and innovation is fundamental to appreciating the transformative power of creativity in addressing global challenges. History of Design and Innovation allows you to explore how cultural, environmental and social factors shape the creative process, cultivating your ability to differentiate actual innovation from mere creativity. By engaging with the works of influential designers and diverse global philosophies, you will gain the tools to critically analyse design's role in shaping society and tackling issues like inequality and sustainability. By connecting historical insights to contemporary challenges, the unit will inspire you to see yourself as an agent of change, capable of influencing the future through thoughtful and innovative design.
How does this unit fit into your programme of study
In Year 1, you will focus on building foundational skills and knowledge – being introduced to the essence of design, design thinking and innovation, emphasizing creativity, visual communication and problem identification. These early units emphasise intellectual stimulation and personal development, as you engage with real-world issues that challenge traditional approaches and encourage reflective, active learning.
An overview of content
Develop a foundational understanding of design and innovation by distinguishing it from creative conjecture using established concepts and principles. You will examine how culture, environment, diversity, adversity and ingenuity shape the creative process. Exploring the design leaders of the 20th and 21st centuries, begin to craft a personal understanding of ‘good’ design. Broaden your perspective with a global view of design and its role in addressing social justice issues, exploring non-Western design philosophies and the impacts of colonialism. Develop your self-definition of innovation and be able to communicate to non-designers the critical role of design in creating the potential for innovation to occur.
How will students, personally, be different as a result of the unit
You will develop a deeper understanding of how cultural, environmental, and social factors shape the creative process. By gaining the ability to critically distinguish between simple creativity and true innovation, you will learn to approach real-world problems from a design-thinking mindset. By exploring the work of influential designers, you will begin to form your personal definition of design and innovation.
Learning Outcomes
On successful completion of this unit, students will be able to:
Teaching will be focused on interactive studio-style workshop sessions based on a series of case studies and small-group project work supported by in-person lectures. This simulates the group-based professional context of design practice and allows for the kind of discussion, debate, and diversity of perspective that really stimulates transformative creative learning. Teaching and assessment are focused on real-world case studies to add to the authenticity of what is being learnt and why.
Tasks which help you learn and prepare you for summative tasks (formative):
Mid-term Portfolio Critique (individual assessment), 1500 words or equivalent (0% Not Required for Credit), [ILOs 1-5]
Tasks which count towards your unit mark (summative):
Innovation Portfolio (individual assessment), 3500 words or equivalent (100%), [ILOs 1-5]
A collection of case studies, projects, reflections, and academic critique created throughout the term.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. INOV10009).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
