The early decades of the twenty-first century have been marked by substantial ecological, economic, political, technological and social transformation, compelling us to ask how it is that we have arrived at this contemporary moment? As designers, what strategies can we employ to combat the grand challenges currently at stake? How have the innovations, social movements and seismic events of the past influenced our ethics, methods and ideas? This course introduces students to the historical precedents for contemporary design practice and the research and communication methodologies required to contextualise them. Students will learn how to research and analyse the objects, movements and systems of design and how these legacies have impacted design practice today. Employing written, verbal and visual communication, we will explore the cultural conditions that have historically produced innovation and change, the ethics of design history research and the analytical and critical skills to explore and communicate these ideas. This course is suitable for students of design and those with an interest in critically examining the historical conditions that have shaped the designed world in which we live.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. research, develop and evaluate design concepts and processes by thinking creatively, critically and reflectively;
2. interpret, communicate and present ideas, problems and arguments in modes suited to a range of audiences; and
3. recognise and reflect on social, cultural technological, environmental and ethical issues of design in local and international contexts.

Additional Course Costs

This class may incur nominal additional costs when preparing and making your assessments at your own discretion.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Design after Design: How To Solve the World’s “Wicked Problems”? This week, we examine what design is and discuss how design can best offer strategies for the challenges of the 21st century. In this introductory we week we start to brainstorm what human-centred design is and look back to its origins.	Overview of course, outcomes and expectations
2	Design in the Global Shadow of Colonialism In week 2, we explore the design artefact of the world map and the how the legacies of cartography and colonialism impact upon contemporary life. We start with examining Typus Orbis Terrarum, the first world map, designed by Abraham Ortelius first in 1564 and finish with the decolonial strategies of mapping indigenous technology.	Discussion and Introduction and preparation for Assessment 1
3	Dark Satanic Mills: The Origins and Effects of Mass Culture The Industrial revolution, with its key innovations of steam, steel, mechanisation and transportation, forever changed the way humans work, sleep, eat and relate. We examine the cultural, economic and environmental conditions of the 19th century and how it has impacted upon design practice today.	Discussion and preparation for Assessment 1
4	Craft and Romance: Maker Movements 1 A reaction to the de-skilled labour brought about by the mass production, the Arts and Crafts Movement sought to reform design and artisanal craftsmanship. We visit the origins of this movement in Britain, its spread to Europe, the Americas and Japan.	Assessment 1a drafts due in class hardcopy
5	Luxury, Taste, Consumption The 19th century also marks the birth of the middle class consumer. We examine the relationship between mass-production, taste and value, and how the aesthetics of luxury impact design.	Workshopping drafts for assessment 1a
6	Necessity and Invention: Industrial Complexes There is a contention belief necessity breeds invention. We examine the political upheavals in the 20th century and how impending problems such as recession, war and famine galvanised new forms of design.	Assessment 1a Due Introduction of Assessment 2
7	The World as a Total System: The Rise of The Machines This week we examine the pre-cursors to the networked world and how the developments of computation, systems thinking and cybernetics impacted the early environmentalist movements, conceptions of technological determinism and the concept of the global village.	Working on Assessment 2
8	Watching Assessments 2 in class	Assessment 2 Due Watch in class
9	Train your Algorithm: Design in the Era of Surveillance Capitalism Building upon the social movements surveyed in the previous weeks, we explore the complex nexus of culture and commerce that currently governs our networked lives. We discuss how service and systems design can contribute and combate these media economies.	Assessment 3: Draft heading and subheading due for workshopping in class
10	Autonomy and Automation: Ethical Design in the 21st Century In our final week before review, we consider how the modes of production in the 21st century have changed from those in the 19th. We consider the rise of automation and its impact upon labour, and what strategies design can offer for climate, social and economic justice.	Assessment 3: Draft heading and subheading due for workshopping in class
11	Hack The Planet: Maker Movements 2 This week we revisit the principles of the arts and craft movement and consider how they have been built upon by contributions from remix cultures and open-source movements, considering the legacies of colonialism and the ethics of cultural appropriation.	Assessment 1b due
12	Design after Design: How to solve the world’s “wicked problems”? Recap and Review - How can understanding the past help us to design the future?	Workshopping and consultation in class for Assessment 3
13	Examination Week (no class)	Assessment 3 due

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Bottoms Lines in Time 1: Annotated Bibliography Weeks 1-6	15 %	01/04/2021	22/04/2021	1,2,3
Bottom Lines in Time 2: Annotated Bibliography Weeks 7-11	15 %	20/05/2021	03/06/2021	1,2,3
Design Deep Dive: Collaborative Critical Analysis	20 %	29/04/2021	13/05/2021	1,2,3
The Long Form: Precedents for Current Contentions in Design, A 1500 Word Essay	50 %	03/06/2021	18/06/2021	1,2,3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

All students are expected to attend and contribute weekly in terms of group work and discussion. You will need to come to class having completed the reading for each week in advance.

Assessment Task 1

Bottoms Lines in Time 1: Annotated Bibliography Weeks 1-6

You have been commissioned to collate, read and summarise 4 prescribed texts on design history, ethics and concepts for your design team. Your task is to clearly and critically summarise each text in a way that is easy for a senior partner to understand, and also giving your opinion on the importance and veracity of each article. Each reading will be listed week by week in Teams.

Each summary will be laid out as followed:

1. The full reference for the text, using the Chicago referencing style .
2. A 250 word summary of the text where you:

• outline the key points and arguments made by the author;
• note the context and style of the text via critical analysis methods; and
• discuss why you think this text is important or interesting to the field of design and design practice (and if you have any points of contention with its argument).

This method of summary and analysis is a research tool often referred to as an annotated bibliography.

You will be required to bring drafts of each of these to class from weeks 2-6 and all 4 articles are due in class in Week 6.

Assessment Criteria:

1. 4 x 250 word summaries of prescribed texts, carefully presented with the correct formatting, referencing, spelling and grammar (LLO 1,2)
2. A demonstration of sustained curiosity and criticality with regards to contextualising these texts within the broader design themes and discussions of weeks 1-5. (LLO 2,3)

Rubric

Assessment Criteria:	High Distinction 80-100	Distinction 70-80	Credit 60-70	Pass 50-60	Fail 0-50
4 x 250 word summaries of prescribed texts, carefully presented with the correct formatting, referencing, spelling and grammar (LLO 1,2)	Perfect spelling, consistent and considered referencing and punctuation. Language is clear and summaries are succinct.	Very good spelling, consistent and considered referencing and punctuation. Good expression and summaries of each text.	Some good referencing although some anomalies and inconsistencies could be addressed. More attention to being as succinct as possible.	Referencing system is unclear, expression and spelling inconsistent.	Limited or no appropriate referencing, spelling, expression and summaries insufficient.
A demonstration of sustained curiosity and criticality with regards to contextualising these texts within the broader design themes and discussions in class. (LLO 2,3)	Critical and thoughtful insight into each text as well as a concise and cohesive understanding of the crux of its arguments.	Very good summary and understanding of each text. More emphasis on expressing what is critically at stake in each text but very commendable.	Some good summaries of each text. More time spent contextualising and working to explain how it fits within a greater design context could be addressed.	Some good attempts to explore each text, more care could be applied to cohesively explain what each text is and why it is important to design.	Summary is unclear with limited detail or explanation of each text.

Assessment Task 2

Bottom Lines in Time 2: Annotated Bibliography Weeks 7-11

Your design team have been so impressed with your summaries of important research, they have asked you to collate another annotated bibliography. This time for the readings for weeks 7-11. Collate, read and summarise four prescribed texts on design history, ethics and concepts for a senior partner in your design team. Your task is to clearly and critically summarise each text in a way that is easy for a senior partner to understand, and also giving your opinion on the importance and veracity of each article.Each reading will be listed week by week in Teams.

Each summary will be laid out as followed:

1. The full reference for the text, using the Chicago referencing style .
2. A 250 word summary of the text where you:

• outline the key points and arguments made by the author;
• note the context and style of the text via critical analysis methods; and
• discuss why you think this text is important or interesting to the field of design and design practice (and if you have any points of contention with its argument).

This method of summary and analysis is a research tool often referred to as an annotated bibliography.

You will be required to bring drafts of each of these to class from weeks 7-11 and all 4 articles are due in class in Week 11.

Assessment Criteria:

1. 4 x 250 word summaries of prescribed texts, carefully presented with the correct formatting, referencing, spelling and grammar (LLO 1,2)
2. A demonstration of sustained curiosity and criticality with regards to contextualising these texts within the broader design themes and discussions of weeks 1-5. (LLO 2,3)

Rubric

Assessment Criteria:	High Distinction 80-100	Distinction 70-80	Credit 60-70	Pass 50-60	Fail 0-50
4 x 250 word summaries of prescribed texts, carefully presented with the correct formatting, referencing, spelling and grammar (LLO 1,2)	Perfect spelling, consistent and considered referencing and punctuation. Language is clear and summaries are succinct.	Very good spelling, consistent and considered referencing and punctuation. Good expression and summaries of each text.	Some good referencing although some anomalies and inconsistencies could be addressed. More attention to being as succinct as possible.	Referencing system is unclear, expression and spelling inconsistent.	Limited or no appropriate referencing, spelling, expression and summaries insufficient.
A demonstration of sustained curiosity and criticality with regards to contextualising these texts within the broader design themes and discussions in class. (LLO 2,3)	Critical and thoughtful insight into each text as well as a concise and cohesive understanding of the crux of its arguments.	Very good summary and understanding of each text. More emphasis on expressing what is critically at stake in each text but very commendable.	Some good summaries of each text. More time spent contextualising and working to explain how it fits within a greater design context could be addressed.	Some good attempts to explore each text, more care could be applied to cohesively explain what each text is and why it is important to design.	Summary is unclear with limited detail or explanation of each text.

Assessment Task 3

Design Deep Dive: Collaborative Critical Analysis

In groups, you will be allocated a design object and tasked with undertaking a detailed study of its history and form and presenting this in the form of a 5 minute video documentary. The purpose of this assessment is to stimulate deep research and critical analysis on a singular design artefact and to use group problem solving to playfully demonstrate your analysis and ideas. We will spend time in class developing our critical analysis These videos will be presented in class in weeks 8 and 9.

Assessment Criteria:

A 5 minute video exploring a prescribed design artefact, demonstrating:

1. evidence of a collaborative approach to group-work, resulting in a well organised, effective and engaging presentation (LLO 2);
2. creativity and sensitivity in verbal descriptions of design form, including evidence of the development of a formal and semiotic approach (LLO3); and
3. high quality research from relevant sources to develop an analytical approach to historical and contemporary issues related to design and the designed object (LLO 1)

Rubric

Assessment Criteria:	High Distinction 80-100	Distinction 70-80	Credit 60-70	Pass 50-60	Fail 0-50
Evidence of a collaborative approach to group-work, resulting in a well organised, effective and engaging presentation (LLO 2);	An excellent, enthralling and engaging video where it is obviously that you have collaborated in a way that is rigorous, consistent and playful.	A cohesive and engaging video work evidencing a good level of organisation and collaboration.	Some evidence of collaboration but also evidence of disorganisation and some areas where team-work could be improved.	Unclear how each team member has been given space to contribute.	No evidence of a collaborative approach to group work and organisation.
Creativity and sensitivity in verbal descriptions of design form, including evidence of the development of a formal and semiotic approach (LLO3)	Outstanding, creative and critical sensitivity in verbal descriptions of design form, elucidated in a way that makes reference to why this kind of reading is important.	Very good formal analysis with evidence of the development of a formal and semiotic approach and reference to why this reading is interesting and/or important.	Some good interpretations of the formal qualities of this artefact but more attention to be paid to extrapolating how we read and understand it.	Only very fleeting reference to visually decoding the design artefact.	Very limited or no time spent verbally describing design artefact.
High quality research from relevant sources to develop an analytical approach to historical and contemporary issues related to design and the designed object (LLO 1)	Excellent research from high quality sources to develop an analytical approach to historical and contemporary issues related to design and the designed object in ways that demonstrate curiosity and depth.	Very good historical contextualisation and consideration of this artefact in reference to larger issues related to design and the designed object.	Some good research from a variety of sources that help us understand and contextualise this artefact and why it is important.	Some research from less quality sources explaining basic ideas about the history of the object or its inventor, but limited contextualisation.	Very little or not research into this artefact or its historical contextualisation

Assessment Task 4

The Long Form: Precedents for Current Contentions in Design, A 1500 Word Essay

You have been asked to write an opinion piece on a current topic in design, drawing on its historical context for a popular online design newsite. Select a current issue in design (outlined in our brain storm in week 1) and explore it using the historical and contextual design precedents we have explored over the semester.

Your Long Form should include:

1. a headline (A statement or question designed to draw in your reader and indicate the topic of your article);
2. a subheading (a sentence or two explaining what the article is about);
3. an Introduction, outlining your argument and how you will demonstrate this in the following paragraphs;
4. the analysis of two design artefacts that support your point (these cannot be the artefacts you studied for assessment 2). Included referenced images where appropriate; and
5. references to relevant literature to support your argument, including a reference list at the end in Chicago style.

You should use Chicago referencing style and clear, concise language in an academic tone (no colloquialisms or conversational cliches). https://www.anu.edu.au/students/academic-skills/academic-integrity/referencing/chicago-manual-of-style

Hurdle Assessment: Headline and subheading due in class week 9.

Final Assessment: Thursday of Week 13.

Assessment Criteria:

A 1500 essay using the Chicago Referencing Style on a current contention in Design contextualised with historical examples that:

1. recognises and reflects on social, cultural technological, environmental and ethical issues of design; (LLO 3)
2. demonstrates quality research partnered with the student's own interpretation and analysis (LLO1); and
3. communicates its argument clearly, with careful presentation and editing, with the correct treatment of reference material, paragraph structure, formatting, spelling and grammar. (LLO2)

Rubric

Assessment Criteria:	High Distinction 80-100	Distinction 70-80	Credit 60-70	Pass 50-60	Fail 0-50
Recognises and reflects on social, cultural technological, environmental and ethical issues of design; (LLO 3)	Excellent reflections, providing new and provoking insight into social, cultural technological, environmental and ethical issues of design;	Very interesting reflections and insight upon social, cultural technological, environmental and ethical issues of design;	Some interesting insight and thoughts on the social, cultural technological, environmental and ethical issues of design, but more work to clarify your argument and key points.	Limited reflection offered on larger concerns on the social, cultural technological, environmental and ethical issues of design,	No reflection or discussion of social, cultural technological, environmental and ethical issues of design;
Demonstrates quality research partnered with the student's own interpretation and analysis (LLO1);	Excellent and nuanced research, carefully interpreted and considered to bring new insight to the research area.	Very good research from a variety of sources used well to support the student's own interpretation and analysis.	Some good research and evidence of student's own interpretation and analysis but either of lesser quality or single information sources relied on too heavily.	Limited evidence of independent extended research.	No evidence of quality research or demonstration of student's own interpretation or analysis.
Communicates its argument clearly, with careful presentation and editing, with the correct treatment of reference material, paragraph structure, formatting, spelling and grammar. (LLO2)	An engaging and well structured argument that clearly flows from point to point, with excellent spelling, expression and referencing.	Very well structured and careful presentation with good spelling, expression and referencing.	A well articulated argument but structurally needing tightening to inform the reader of where you are going. More attention to spelling, grammar and/or referencing.	Some evidence of argument but a proof-read and checking of spelling, grammar and references would improve this.	Work is poorly communication, unclear what the argument is and why the writer is making it. Spelling, referencing and expression needing further refinement.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Please speak to your lecturer in advance if you are experiencing difficulties submitting your work.

Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students