Programmet är inrättat 02 mars 2006.
Denna utbildningsplan (version 1) är fastställd 02 mars 2006 av Utbildningsnämnden/kursnämnder vid Kultur och samhälle (K3).
Utbildningsplanen gäller från 02 mars 2006.
Förkunskapskrav och andra villkor för tillträde till programmet
Requirements are as follows:
1) Academic degree at bachelor level or equivalent, 120 credit points (180 ECTS), in relevant subjects for interaction design, Examples of relevant subjects include, but are not limited to: computer science, informatics, information systems, human-computer interaction, new media arts, fine arts, design (industrial, product, graphic), media studies and cognitive science.
2) Two approved work samples from your design portfolio OR approved solution to design assignment offered by the school (see http://www.mah.se/templates/Page____35652.aspx)
3) A motivation for your application as specified at http://www.mah.se/templates/Page____35652.aspx
4) General eligibility + the equivalent of English course B in Swedish secondary school. Information on application and eligibility is available at www.mah.se/education/non-exchange
AIMS AND OBJECTIVES
In addition to the general goals for university education, as stated in the Higher Education Act, 1st chapter, §9, the student should develop ability to design interactive digital products and systems with a focus on use qualities. After completing the program, the student should be well prepared for a professional role as interaction designer, as well as for doctoral studies in interaction design.
DESCRIPTION AND LEARNING OUTCOMES
The goal of the first year in the programme is to provide a broad base covering current research areas in the field as well as the professional practice of interaction design. The following course modules are covered:
- Research themes, 20 credit points (30 ECTS credits). A studio course with design projects from relevant research areas.
- Use qualities, 10 credit points (15 ECTS credits). Assessment of different aspects of use qualities in interactive systems.
- Tools for interaction design, 10 credit points (15 ECTS credits). The course develops basic skills for practical design work. Examples of areas covered include: design methods, field study methods, techniques for expressing and communicating design concepts and ideas, prototyping techniques, exhibition design, project management.
The second year is dominated by a thesis project, an individual specialization planned and carried out by the student under tutoring covering both practical design work and theoretical reflections on design. The year also contains courses reflecting on the epistemology of design. The following course modules are offered:
- Thesis project, 20 credit points (30 ECTS credits). An individual specialization planned and carried out by the student under tutoring covering both practical design work and theoretical reflections on design. Also contains a reading module.
- Philosophy of science, 5 credit points (7,5 ECTS credits). Introductory course in the philosophy of science from the perspective of interaction design.
- Design as knowledge development, 5 credit points (7,5 ECTS credits). Introduction to the epistemology of design.
- Critique, 5 credit points (7,5 ECTS credits). The course further develops the epistemology of design with a particular focus on a dialogical perspective.
- Collective production, 5 credit points (7,5 ECTS credits). Production management and production applied in a collective presentation of all thesis projects in the course.
The pedagogical approach takes as its starting point a fundamental assumption about learning as reflective practice. Therefore the dominating form of teaching is studio based where students work with design projects, individually or in groups. The principal role of the teacher is as tutor with the double goal of assisting the student in developing good solutions for the design situation at hand, and also to help the student in acquiring valuable knowledge for design practice. In the assessment of design projects equal emphasis is put on reflection on the design project, in terms of theoretical and empirical grounding, work process, problem framing, concept development and detailed design, and on the final result. The student is faced with a design setting (a problem area or a specific design assignment) and take responsibility for reaching a number of knowledge goals whos fulfilment are assessed. Due to the nature of the subject as a design field, important aspects of the knowledge acquired are tacit and can only be developed and articulated through tutoring in design practice.
Interaction design is a multidisciplinary subject. In order to design interactive digital systems and media with good use qualities, knowledge from several fields is needed. We strive to recruit heterogeneous student groups to expose them to multi-disciplinary work, and the qualities that evolve through bringing together complementary fields of knowledge, already in their education. At the same time our goal is to let each student develop their particular abilities and interests within the framework of the programme. To achieve this design projects in the beginning of the programme are typically carried out in multidisciplinary groups, and later on students work more on an individual basis. If the early group projects succeed in exposing students for each others different domains of competence, and the studio becomes the context where they do most of their work, they will appreciate and make use of the different competencies available in the studio also in their individual projects.
The overall learning goal for the student is to reach a level of designing with digital materials where (s)he can:
- independently carry out an interaction design project with good results, in professional practice as well as in research in the field;
- generate and articulate, through reflections on process as well as product, a knowledge contribution that reaches beyond the design problem in question, and thus contributes with new knowledge to the subject (an explicit goal for the thesis project in year two)
The design competence developed includes (at least) the following aspects of knowledge.
The ability to formulate fruitful problems in a design situation: to go beyond the assignment as originally formulated, exploring a variety of possibilities, and thus reaching a better understanding of how to utilize the limited resources available – this is the core of designing.
The ability to evaluate interaction design concepts, prototypes and final products. Functional, aesthetic and ethical values are important, with emphasis on methods and theories that focus on the use situation. In particular, the student should develop an understanding of design qualities related to perspectives on gender, migration, ethnicity and sustainability.
The ability to reflect on the design process and its products, and as a result from reflection, the ability to articulate knowledge that contributes to concept development and further advancement of the field on research level. This aspect of knowing is essential in design as research, and main component in progression within the program.
Skills in using available tools for interaction design. This includes a variety of representational techniques for designing hard- and software, such as sketches, scenarios, storyboards, dramatized enactment, role play, paper prototypes, functional models, dynamic prototypes and programming environments.
A broad repertoire with examples of interactive digital products and systems is an important base for developing design competence. Good and bad examples are of equal importance, and their use qualities in particular. The repertoire should be as broad as possible with examples from a variety of genres and use situations.
In order to develop concepts that can be technically implemented, good knowledge of digital materials, their properties and their limitations is essential.
Finally, knowledge of design methods is important for coordination and communication, especially in large design projects.
In general, methods for grading are based on the aspects of knowledge being assessed in a particular course module.
Design projects, which constitute the major part of the curriculum, are graded regarding problem framing, concept, and design representation. General criteria used are innovativeness, pedagogical relevance (is the design work kept within the frame of the project assignment) and contextual relevance (does the concept respond to the needs of the particular users and use situations).
Other practical aspects of knowledge, for example in the course module »Use qualities«, are assessed with regard to the work carried out, as well as the students critical reflection on the process.
Theoretical and reflective course modules are assessed by theoretical and reflective activities, for example writing essays on selected themes.
Students who fulfil the requirements stated in the Higher Education Ordinance are awarded a "Degree of Master in Interaction Design".
You still can apply for:
Interaction Design Advanced until 2006-08-25 - Don't forget to send a work sample with your application, Information on application and eligibility is available att www.mah.se/education/non-exchange
Work samples and motivation shall be sent separately to
205 06 Malmö
before last application day (April 15, 2006).