Design for Inclusion (EN)2018/2019
- Content and learning outcomes
This module was inspired by various approaches to design that aim at developing products for people of limited means or underrepresented groups. Throughout the module, students are introduced to theories and methods focusing on prejudice, empathy, diversity and the concept of normality.Knowledge
The purpose of the module is to give the students the skills required to work with visionary design and develop communication for, about and with vulnerable groups. Through a structured and user-oriented process, students learn to challenge cultural and social barriers to inclusion. In close cooperation with relevant organisations, students address specific issues affecting minority groups, who all have very special needs.
The student acquires knowledge of:Skills
●design theory/methodology and semiotics
●communication and rhetoric
●culture and the history of ideas and sciences.
The student can:Competences
●engage in well-argued and well-documented interpersonal and cross-cultural communication of complex technical issues
●handle, transform and communicate knowledge visually
●apply innovative approaches to problem solving
●apply an anthropological method for the collection of relevant data
The student can:
●work strategically and innovatively, individually as well as together with others
●handle development-oriented assignments within design and idea generation
●handle development-oriented assignments related to the company's communication strategy
- Type of instruction
Teaching is a mix of lectures and workshops. Students work in groups.
- Subject/module requirement for
Equipment needed to participate
A computer with Adobe suite installed.
The learning outcomes of the exam are identical with the learning outcomes of the subject(s)/modul(es)Prerequisites for access to the examinationThe module includes one mandatory activity:
1. It is a prerequisite that the student presents a complete solution at the end of the module. Students who do not participate in the final oral presentation must instead hand in a written substitute assignment.
In case of non-compliance with the mandatory requirement, the provisions for mandatory activities will apply, cf. the Curriculum for the Bachelor’s degree programme in Design & Business.Exam in one or more subjectsType of examCombined written and oral examinationIndividual exam or group examIndividualExam languagesEnglishType of evaluation7-point grading scaleExaminersExternal censureExam criteriaKnowledge
- trend theory
- anthropological method
- cultures and the history of ideas and sciences
- design theory and semiotics
- argumentation strategy
- future analysis
- innovation processes
- technology and
- communication and rhetoric.
- identify and assess trends and phenomena in relation to trend and social theory and in a historical context
- apply an anthropological approach to the collection of relevant data
- draw up design briefs on the basis of research and data processing
- communicate trends, fashion and lifestyle, in writing and orally
- handle, transform and communicate knowledge visually
- apply innovative approaches to problem solving
- identify the potential for new markets and solutions based on an assessment of the trend and the development of the market
- communicate complex, well-argued and well-documented professional issues across cultures within the field of design, lifestyle and innovation.
- work strategically and innovatively - independently and in cooperation with others
- handle development-oriented assignments in design and idea generation
- manage the development and optimisation of an organisation's communication strategy
- communicate in accordance with a given company's identity and brand and
- prepare written and oral future analytical presentations based on ideological and cultural and theoretical analyses.
- Preliminary literature list
This is a preliminary literature list. A final literature list will be provided in connection with study start.Bohnet, I., 2016. What works: Gender equality by design. Cambridge, MA: Harvard UP.
Cottrell, S., 2005. Critical Thinking Skills. Houndmills, UK: Palgrave.
Halberstam, J., 2011. The Queer Art of Failure. Durham, NC: Duke UP.
Goffman, E., 2014. Stigma – Om afvigerens sociale identitet. København: Samfundslitteratur.
In the subject Design for Inclusion (EN) you will receive 47 hours of instruction, which corresponds to 63 lessons (1 lesson = 45 min.) and 34% of your total workload for the subject.
The teaching primarily consists of the following activities: internal lecturers, group work, workshops, cases.
The preparation primarily consists of the following activities: reading your own notes, reading the curriculum, preparation for the exam, exam.
Read about KEAs Study Activity Model
*KEA can deviate from the number of hours if this is justified by special circumstances