In this course we examine speculative and critical design methodologies which challenge the narrow assumptions and preconceptions that typically limit the form and function of designed artefacts. These methodologies look beyond a functional instrumentalism to consider how design can be used to incite mindful reflection rather than blind consumption, as well as address society’s “wicked problems”. The processes and practices considered involve designers imagining futures based on current technological and cultural trajectories; but rather than accepting those trajectories, design is used as an instrument to incite change and alter their direction. The course uses design projects as the main vehicle for the exploration of speculative design theories and methodologies. The projects are not confined to any particular medium or discipline but require students to question what they produce and why.

Learning Outcomes

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

1. apply design as a cultural practice with complex agendas and implications for society;
2. design and produce artefacts that embody complex critical ideas and values;
3. conduct research into design theories, artefacts and processes, and apply findings to creative production; and
4. substantiate design outcomes with research and rationale.

Field Trips

A field trip to the National Museum of Australia (NMA) will take place in the first half of semester

Additional Course Costs

Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Class Summary and include tuition, teaching materials, and student access to the workshops for the stated course hours. The Material Fee is payable to the School of Art & Design to supply consumables and materials that become your physical property.

The Additional Materials Fee is payable for Materials you use in addition to those supplied as part of the course. You can purchase additional material from the Workshop and take advantage of the GST-free status. These materials are also WHS and workshop process compliant. Students have the option to obtain After hours Access to workshop and studio spaces outside of class delivery. After hours Access is defined as access to workshop and studio spaces outside of business hours between 6.00pm and 10:00pm Monday to Friday and 9am – 4pm Saturday - Sunday. It is afforded to students by paying an After hours Access Fee each semester.

For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to Speculative and Critical Design
2	Speculative and Critical Design x the NMA
3	NMA Visit	Field Trip/Case StudyAssessment task 1 Due
4	Speculative Museum Futures	Research sprint: research and mapping NMA Futures
5	World Building	Assessment task 2 Due
6	NMA Project - Sketching, Ideation, Proposal, Consults
7	No Class - NMA Futures Project - Research & Development
8	No Class - NMA Futures Project - Research & Development
9	NMA Futures Project - WIP Presentations & Feedback	WIP Presentations
10	NMA Futures Project - Production & Feedback
11	NMA Futures Project - Production & Feedback
12	NMA Futures Project - Final Presentations	NMA Futures Project Due

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
NMA Futures Research Resource	20 %	08/03/2024	3
NMA Archetype Cards	20 %	22/03/2024	1,2
Major Project	60 %	21/05/2024	1,2,3,4

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills website. 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.

Assessment Task 1

NMA Futures Research Resource

In preparation for the major project you will develop your knowledge of speculative design concepts and practices, as well as issues related to the NMA Futures brief. Prepare a summary that documents your investigation and demonstrates your understanding. Your summary should include:

1. Speculative and Critical Design (2 slides - 1 slide per example)

Drawing on the resources provided in class and your own research, briefly define and distinguish between speculative and critical design. Cite sources to support your definition. In our shared Google Slides Deck, document and describe two examples of design projects that fit your definition. Briefly describe the critical and/or speculative intention of the projects. Use images and text.

2. NMA Futures - Annotated Bibliography (3 slides - 1 slide per source)

Identify and summarise three relevant sources related to the NMA Futures brief: What are the key issues at stake at the National Museum of Australia?

For each source:

• Cite each source in full, and provide a link
• Briefly evaluate each source: Who is the author? What is the publication? How credible is the source? What discipline or context does the source come from?
• Briefly summarise the points most relevant to the NMA Futures brief

Due date: Week 3 in Class. Briefly present your examples to class.

Submission: Export your slides as a single PDF file, upload to Wattle.

Assessment Criteria

• Demonstrate an understanding of speculative and critical design
• Demonstrate an ability to research, evaluate and understand relevant sources
• Effective written communication and presentation

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
Conduct research into design theories, artefacts and processes, and apply findings to creative production (LO 3)	The research is directly relevant to speculative and critical design, and the NMA. The sources are clearly summarised and identified, critically evaluated and cited correctly.	The research is relevant to speculative and critical design, and the NMA. The sources are partly summarised and identified, evaluated and cited with some minor errors.	The research is somewhat relevant to speculative and critical design, and the NMA. The sources are partly summarised and identified, evaluated and cited with errors.	The research is not directly relevant to speculative and critical design, and the NMA. The sources are poorly summarised and poorly identified, evaluated and not cited correctly.	The research is not relevant to speculative and critical design, and the NMA. The sources are not summarised, not identified, not evaluated and not cited correctly.

Assessment Task 2

NMA Archetype Cards

Working in groups of 2-3, students will create a set of 5 archetype cards to provoke discussion, ideation and futuring for the NMA Futures Brief. These cards will be used by the class in the development of the final project.

Each card should capture one of the environmental, technical, cultural, and economic issues at stake in the NMA (ie one card for each issue), plus one wild card:

• Card 1: Environmental
• Card 2: Cultural
• Card 3: Technical
• Card 4: Economic
• Card 5: Wild Card (a 'black swan' event, such as a Pandemic, Societal Collapse or some other major disruption)

Existing archetypes (such as Tarot Cards) and futuring cards may be used as inspiration, but you must generate new cards specific to the NMA Brief.

Submission: Present in class (5 mins/group) and upload to Wattle as a PDF (one per group).

Due date: Week 5 in Class

Assessment Criteria

• Develop imaginative archetype cards that represent complex issues in the NMA
• Effectively deploy visual communication

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
apply design as a cultural practice with complex agendas and implications for society (LO1)	Outstanding NMA Archetype Cards that are visually compelling and capture the complexities of the NMA, its social, cultural, technical and economic barriers and opportunities.	Very good NMA Archetype Cards that are visually compelling and capture some of the complexities of the NMA, its social, cultural, technical and economic barriers and opportunities.	Good NMA Archetype Cards that are visually coherent but do not capture all of the complexities of the NMA, its social, cultural, technical and economic barriers and opportunities.	Incomplete NMA Archetype Cards that are not visually coherent and only captures one or two of the complexities of the NMA, its social, cultural, technical and economic barriers and opportunities.	Insufficient attempt at creating NMA Archetype Cards, does not capture any of the complexities of the NMA, its social, cultural, technical and economic barriers and opportunities.
design and produce artefacts that embody complex critical ideas and values (LO2)	Archetype Cards are designed with a very high degree of skill and they generate complex ideation	Archetype Cards are designed with a high degree of skill and they generate good ideation	Archetype Cards are designed with a moderate degree of skill and they generate some ideation	Archetype Cards are designed with a low degree of skill and they generate limited ideation	Archetype Cards demonstrate no degree of skill and they do not generate ideation

Assessment Task 3

Major Project

ICE CORE DRILL BRIEF

National Museum of Australia

Background

Between 1989 and 1993 the Australian National Antarctic Research Expeditions (ANARE) Glaciology Program undertook an ambitious ice core drilling project that extracted a 1.2-kilometre-deep core at the summit of Law Dome, inland of Casey Station in East Antarctica. Analysis of the ice core extracted a climate record going back 90,000 years.

As snow slowly compresses into glacial ice, air is trapped, creating a rare and valuable record of atmospheric carbon dioxide and other greenhouse gases. Law Dome has a very heavy and regular snowfall, which allows annual layers to be accurately counted in the ice cores. The program, led by glaciologist and climate scientist Vin Morgan, delivered one of the most influential data sets within the international fields of climate science and global change research.

Data extracted from the ice cores shows a rapid increase in greenhouse gases from the beginning of the Industrial Revolution. The transfer of carbon into the atmosphere through land clearing and industrial activity, in Australia and abroad, is told by the ice.

The ice core record also reveals the mobilisation of vast quantities of dust during the cold, arid Pleistocene, and the remobilisation of dust associated with the development of industrial farming and grazing systems across the colonised lands of Australia. The ice shows how humanity has become a geological force, with powers to profoundly reform the planet’s surface, its air and oceans. In 2017 the Australian Antarctic Division donated the ice core drill used in Vin Morgan’s project to the Museum. A 6.5 metre long section of the drill is now on display in the National Museum of Australia’s Great Southern Land gallery.

Provocation

Using speculative and critical design methods, your task is to design an interpretive environment/experience for the ice core drill in 2050.  To do this, you will need to delve into the rich, complex and changing meanings embedded within the object. The goal is to creatively explore the profound connections the drill has to deep time and both the immediate and deep future, notions of ‘progress’ and technological advancement, the influence of data on cognition, human intervention and agency, the power of the more-than-human world, and culturally diverse ways of knowing and being. What might coming audiences feel about the many layers of the ice core drill’s narrative, and how could designed environments and experiences centred on the object help them live in, shape and make sense of their changing world? What present actions could the Museum take to generate and preserve knowledges and materials around the ice core drill that may be useful and meaningful in anticipated and imagined futures?

Assignment

Through research and creative investigation, develop imaginative designs that materialise and interrogate possible futures for the ice core drill in 2050 at the NMA. Students should use the NMA Archetypes Cards developed in class as a tool for project development and world building. Projects must address the brief provided by the NMA.

Use the NMA as the site and context for your design. Draw on the collections, visitor experiences and technologies of this national collecting institution, and the ambitious aims and philosophy of the NMA. Use these to inform your project, and be prepared to share your developed ideas with stakeholders.

Your design may take any suitable form. Possible forms include:

Visual and digital material — graphics, posters, short films, animations, web sites, games, advertisements, logos, identities, interfaces, visualisations, diagrams...

Objects — garments, gadgets, vehicles, buildings, devices, instruments, tools, technologies...

Written material — narratives, diaries, news articles, instruction manuals, policies, procedures...

Realise your design as fully as possible. Some forms (eg posters) can be fully realised. Others (eg buildings) can be realised in the form of models, maquettes or sketches. Consider how an audience would interpret, respond to or participate in your design.

Define your project scope and outcomes by agreement with your lecturer, in the form of a 150 word proposal via email before week 7.

 

Submission:

Submit all components of your design, depending on its specific form. Compile a digital submission of all relevant elements (eg digital files for print, video, fabrication, web sites, other) and submit via Wattle. Document any physical elements (models, posters, objects, etc) and bring to class as works in progress.

Your submission must also include a 1000-word rationale that justifies your project, lists your sources and documents your research process.

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
Apply design as a cultural practice with complex agendas and implications for society (LO1)	The project responds to the brief using speculative design methodologies in an evocative, complex and innovative way	The project responds to the brief using speculative design methodologies in a complex and innovative way	The project responds to the brief using speculative design methodologies	The project somewhat responds to the brief using speculative design methodologies	The project does not respond to the brief or use speculative design methodologies
Design and produce artefacts that embody complex critical ideas and values (LO2)	Artefact is designed and produced with outstanding quality, embodying the complexity of the brief through critical ideas and values	Artefact is designed and produced with very high quality, embodying some of the complexity of the brief through critical ideas and values	Artefact is designed and produced with good quality, embodying very few of the complexity of the brief through critical ideas and values	Artefact is designed and produced with some quality, embodying none of the complexity of the brief through critical ideas and values	Artefact is not designed and produced with sufficient quality, embodying none of the complexity of the brief through critical ideas and values
Conduct research into design theories, artefacts and processes, and apply findings to creative production (LO3)	The project is supported by extensive research, and this research is applied to the project in a rigorous and compelling way	The project is supported by research, and this research is applied to the project in a compelling way	The project is somewhat supported by research, and this research is applied to the project	The project is somewhat supported by research	The project is not supported by any research
Substantiate design outcomes with research and rationale (LO4)	Reflections on this project and its intentions are communicated eloquently and their details are evidenced by a wide variety media.	Reflections on this project and its intentions are well communicated and their details are evidenced by various media.	Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media.	Reflections on this project and its intentions are communicated but the discussion lacks evidence.	The project has not been situated in the field and lacks reflection.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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

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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

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 Access 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