Engineering Imagination - Summer School
Academic Study Board of the Faculty of Engineering
Teaching language: English
EKA: T900005102
Censorship: Second examiner: Internal
Grading: 7-point grading scale
Offered in: Odense
Offered in: Summer school (autumn), Summer school (spring)
Level: Bachelor
Course ID: T900005101
ECTS value: 5
Date of Approval: 07-01-2021
Duration: Intensive course
Version: Archive
Course ID
Course Title
ECTS value
5
Internal Course Code
Responsible study board
Administrative Unit
Date of Approval
Course Responsible
| Name | Department | |
|---|---|---|
| Charlotte Nelann Rabjerg | cnra@tek.sdu.dk | TEK Uddannelseskoordinering og -support, Det Tekniske Fakultet |
| Steffen Michael Sørensen | stms@iti.sdu.dk | SDU Innovation and Design Engineering, Institut for Teknologi og |
Teachers
| Name | Department | City | |
|---|---|---|---|
| Adam Alexander Montandon | aamo@iti.sdu.dk | SDU Innovation and Design Engineering, Institut for Teknologi og |
Programme Secretary
| Name | Department | City | |
|---|---|---|---|
| Christina Pytlick | cpy@tek.sdu.dk | TEK Uddannelseskoordinering og -support, Det Tekniske Fakultet |
Offered in
Level
Offered in
Duration
Recommended prerequisites
Learning objectives - Knowledge
Whatever the source of information be it texts, audio visual or lecture slides; information cannot become knowledge until there is understanding. Knowledge is gained through an internal (phenomenal) processing of information into understanding. Therefore knowledge is developed out of engaged interaction - we discuss information and we embody it through participation and virtual exercises. We do this in order to address the spectrum of learning styles represented in each unique student. Therefore we foster knowledge transfer using concrete examples through to creative conceptual thinking utilising both activities and personal reflection.
Learning objectives - Skills
Skill needs to include two key factors to be fully effective. The functional mastery of particular implements (tools and methods) that a person uses in order to accomplish something as well as the quality or finesse with which they apply these tools. These two factors also equate to the type of skill (theoretical and practical) they master and secondly, the intellectual ability to understand the complexity of situations in which and in what way it is appropriate to wield these skill for the best outcome.
Students will have opportunities to apply and reflect upon their ability to
- Inspire creativity and work with “out of the box” thinking
- Improve Knowledge and Research of intangible scenarios
- Gain real world skills in Leadership and Imagination Management
- Critically develop and explore new concepts.
Learning objectives - Competences
In this course students will work independently and in groups to challenge themselves and so develop competencies in
- The development of emerging new forms and formats for communicating and engineering experience based insights
- Identifying and taking action on design opportunities which emerge from in-depth practical research
- Reflecting on the role of experience in terms of designing meaningful outcomes for people
Content
The mission of this interdisciplinary creative program for mixed students is to transform engineers into experience designers though the study of tangible fantasies.
Throughout the 2 week course, students in small teams will conceptualise, develop and test a concept for a Tangible Fantasy. Here a tangible fantasy is defined as a clear, definite and real idea with no current basis in reality. In short, the creation of an improbable thing.
The course will be split into 5 key phases, each phase lasting approximately 2 days.
Phase 1 - The Inspiration Bath
In this phase students will adopt an imaginative attitude. They will work with the core knowledge and skills used in the ideation and creative phases of experience design. They will build on their interdisciplinary research skills, teamwork skills, storytelling and artistic expression. This will lay the foundation for the future phases, and give a new perspective into how to add value via creative design.
Students will cain the core skills of deep personal reflection, understanding new possibilities, using readily available tools and techniques to create experiences, and will widen their toolbox of creative engineering options.
This phase can be seen as a “reboot” of classic engineering knowledge and skills, with a focus on how these skills can be transferred to the study of tangible fantasy.
This phase is taught via Inspirational introductions. It will contain a wide range of practical case studies and real world examples.
Phase 2 - Knowledge and Research
In this phase, students will adopt a Transformative attitude. They will explore the core knowledge of a select number of theories and practice from the fields of:
Emotional design
Neuroscience
Behavioral psychology
Design thinking
System design
Human centered design
Students will also be introduced to key methods and theories including
Pine and Gilmore’s Experience Economy
Jordans Four Pleasure
Journey maps / experienced maps
Students will take practical class sessions and group work focusing on research via play in design
And Design anthropology. This will allow them to understand how to prototype, test and validate tangible fantasy concepts.
This phase will be taught via a combination of online Lectures and digital interactive tasks.
Phase 3 - Leadership and Imagination Management
In this phase students will adopt a courageous attitude. Students will be introduced to a range of flexible and adaptable leadership and management techniques that have been specially selected for working with projects with high risk, and intangible outcomes.
Tools introduced in this phase are:
Planning / Mapping
Agile Project Management
Change Management
Value proposition canvas
Leadership
This phase will be taught via: Group work, reflection, and a variety of practical case studies and examples.
Phase 4 - Experimenting
In this phase students will adopt a collaborative attitude. Students will create and take part in practical experiments and reflect upon experience design in practice. Students will develop the core knowledge of how to elicit emotions, understand the relationship between technology and emotion, and will broaden their range of technical possibilities through experimentation. Students will build on core skills of Emotional intelligence, chaos management and their ability to break free of conventional engineering.
This phase will be taught via: workshops and group feedback.
Phase 5 - Production - Bringing it all to life
In this phase students will adopt an experiential attitude. Students will focus on how to explore, communicate, and validate the tangible fantasy concepts they have designed.
Core skills and knowledge for this phase will be:
Understanding explorable worlds
Effectively engineering emotions
Creating customised experiences
Innovation in a non-engineering way
Creating differentiation through experience design
URL for Skemaplan
Teaching Method
Number of lessons
hours per week
Teaching language
Examination regulations
Exam regulations
Name
Exam regulations
Examination is held
Examination is held in the end of the course
Tests
Exam
EKA
T900005102
Name
Exam
Description
The examination is based on an overall assessment of:
- Attendance (80 %)
- Journal with deliveries during the 2 weeks
Form of examination
Portfolio
Censorship
Second examiner: Internal
Grading
7-point grading scale
Language
English
ECTS value
5
Additional information
Please note that registration for this course is binding.
Enrollment is limited to 25 students. If more applicants than places, applicants who meet the mandatory requirements are prioritised according to the below selection criteria:
- Students from SDU-TEK and SDU-NAT provided the course is approved as an elective on their study programmes
- Students from SDU-TEK with preapproval of credit transfer
- Students from SDU-NAT or SDU-SAMF with preapproval of credit transfer
- Other students from SDU-TEK
- Other students from SDU-NAT
- Other students from SDU-SAMF
- Other students from SDU
Note: If further selection criteria is needed this will be based on a first-come-first-served basis.