Module overview
In this level 5 module, you will build on your understanding of design as an art and a science at level 4 and its effects on occupational performance. You will apply this to your understanding of OT practice, to support occupational engagement for health and well-being.
You will be introduced to assessments from Occupational Therapy and other appropriate disciplines to enable you to evaluate features of design and their potential impact on occupational performance and well-being. You will also take part in workshops and receive presentations from external speakers to further your knowledge of design principles and processes.
This level 5 module involves collaboration with outside agencies in designing systems, environments or artefacts to enhance occupational engagement/performance for service users.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate creative problem solving, ergonomic and occupational analyses to identify a design issue within an organisation, which impacts service user occupational engagement, health and/or wellbeing.
- Evaluate the design process and design product using relevant outcome measures where appropriate, to identify the impact of the design for the target service user group.
- Work with peers and an external organisation (national or international) to create a system/environment/artefact which will enable or enhance occupational engagement by service users to improve health and wellbeing.
- Analyse the design product to establish its sustainability and usability for the identified user group.
- Demonstrate effective team working with peers and collaborative approaches with your external partner organisation to design a system, environment or artefact, ensuring a participative design process where possible.
- Use appropriate literature to support the design concept and identify potential risks and risk management strategies.
Syllabus
- Further development of the design concepts introduced in year 1 with specific application to a design project
- Practice in searching, selecting and applying evidence to support design ideas and processes
- Contact with specialists in a range of organisations in order to develop understanding of design principles within a therapeutic context
- Opportunities to explore/use a range of tools to identify the ways in which design enables or inhibits occupational engagement for populations/groups, taking account of sustainability principles
- Completion of specific tasks/activities in groups in order to develop collaborative team working skills
- Group work to design an environment/artefact/system to enhance occupational engagement, health and well being for specified service user groups
- Development of an information stand for a showcase event, illustrating your design concept
Learning and Teaching
Teaching and learning methods
This module builds on Level 4 OCCT 1032 Design for Occupation I. Please refer back to the reading materials and resources on your Blackboard site as these will be relevant here also.
Lectures/workshops to review, develop and apply design principles learnt at level four.
Self-directed learning and research to develop understanding of wider principles of design in preparation for project work.
Collaborative project work in teams and with outside agencies to complete selected projects and take part in reflection and peer review processes.
| Type | Hours |
|---|---|
| Independent Study | 154.5 |
| Lecture | 12 |
| Project supervision | 12 |
| Practical classes and workshops | 9 |
| Total study time | 187.5 |
Resources & Reading list
General Resources
You may find these journal resources useful (available from the library). Architectural Design Wiley online library Journal of Urban Design Taylor Francis online journal Journal of Design History Oxford Journals online British Journal of Occupational Therapy Ergonomics Applied Ergonomics Access by Design: The Journal of the Centre for Accessible Environments
Internet Resources
University of Cambridge Inclusive Design Toolkit University of Cambridge Engineering Design Centre.
Inclusive Design for Getting Outdoors (I’DGO) at:.
The Helen Hamlyn Centre for Design at:.
Textbooks
Farrelly L (2014). Designing for the Third Age: Architecture Redefined for a Generation of ‘Active Agers’. New Jersey: Wiley.
Christiansen, CH., Baum, CM., & Bass-Haugen, J. (2015). Occupational therapy: Performance, participation and well-being. Thorofare, NJ: SLACK Incorporated.
Jacobs K (2007). Ergonomics for Therapists. Mosby.
Karwowski, W (2011). Human factors and ergonomics in consumer product design. Boca Raton: Taylor and Francis.
Conway, M (2008). Occupational therapy and inclusive design: Principles for practice. Oxford: Blackwell Publishers.
Assessment
Assessment strategy
If an attempt is taken in the supplementary period, the submission will follow the referral method.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Group Poster Presentation
- Assessment Type: Formative
- Feedback: Feedback on the risk assessment and timeline will be provided to each project group ahead of the showcase. Verbal feedback from showcase visitors.
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Poster Presentation | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: External