Class Design Laboratory

This CU aims to explore the contributions of design as an agent of social change through practical projects developed in real contexts. The projects are created in conjunction with 3rd sector institutions and seek to address emerging societal challenges. This CU favours collaborative work and encourages critical reasoning and systemic thinking; experimentation and dynamic problem-solving through the identification, formulation and methodological resolution of problems; creativity and intellectual curiosity in the search for innovative solutions; the development of interpersonal and collaborative skills in order to promote the exchange of ideas and the sharing of ideals.

Not applicable

Design's contributions to social innovation. Design thinking methodologies, valuing design as a research tool. Participatory design methods to promote dialogue, knowledge sharing and collaboration in the creative process between designers, the target audience and stakeholders. The syllabus is divided into 4 blocks related to the phases of the design process, adopting an iterative approach according to the needs resulting from the process:     - problem definition - research using mixed methods (collecting and analysing documentary data, interviews, case studies, SWOT analyses...);     - idealisation - studying ways of approaching the project, how it can be materialised;     - prototyping - designing cultural probes to encourage collaborative processes with the target audience; prototypes for usability tests;     - production and delivery - producing a model, communicating the project and delivering it to the client.

The course is laboratory-based. Students can develop the projects individually or in groups, favouring cooperation between peers. At the start of the semester, the partner institution and the R&D project are presented, followed by a briefing. The work methodology is defined, divided into 4 phases (problem definition, idealisation, prototyping, production and delivery) and a timetable is established for completing and presenting the results of these phases. Each phase is accompanied by the teacher, who introduces specific methods of research, experimentation and validation adapted to the context and needs of the projects. Methodologies of design thinking, participatory design and research practices through design are combined. At the end of the semester, the projects are presented to the partner institution followed by a joint reflection (students, teacher and client) on the social impact of the proposals.

Coleman, R., Clarkson, J., Dong, H., & Cassim, J. (2007). Design for inclusivity: A practical guide to accessible, innovative and user-centred design. Gower. Costa, A. (2019). Demência — Desdramatizada e colorida. Prime Books. Ku, B., & Lupton, E. (2022). Health design thinking: Creating products and services for better health. Cooper Hewitt. Norman, D. A. (2023). Design for a better world: Meaningful, sustainable, humanity centered. The MIT Press. Sanders, E., & Stappers, P. (2023). Convivial Toolbox: generative research for the front end of design (6th edition). The Netherlands: Bis Publishers.