Module Program

April 23, 2014 - Resources

Creative Design Module 2015

Coached by: Gert Wastyn and Pablo Calderon Salazar


Description text

The Creative Design Module this year will focus on Public Design. Students will be challenged to work with real constituents (interaction) on the area around the C-Mine, and constantly communicate their ideas and process through the use of different media.


“But do we really need another way to talk about design and about what design can and could do? Regarding design, politics and the political, I argue yes. SInce the turn of the twenty-first century, there has been an increased interest in how the practices and products of design shape and contribute to public discourse and civic life’’

Carl Disalvo, Adversarial Design



The (public) space in and around Winterslag (C-Mine) is an under-explored context full of potential. It is a meeting point for people from different backgrounds and expertises (creatives, students, miners, commerce, residents, etc). A designer should be able to interpret the interests of a group of constituents (a company, organization, community, etc), and deliver a creative proposal that answers to their interests and fits a specific context.

Multimedia Technology allows us to collect, organize and represent data and information in many different ways, yet it always demands the action of a human being to mediate and unleash its potential. Designers should be able to tap into the potential of these technologies and, by doing so, they turn it into a tool for representation and communication between human beings.

During this year’s CDM will encourage students to work in real interaction in public space context, and be able to represent it in multi-medial ways.


Learning goals

  • Identifying and analyzing critical situations.
  • Working with ‘real’ constituents.
  • Interpreting constituents interests.
  • Representation of information in multimedia.
  • Design for interaction.
  • Develop a concept and design proposal.

Module approach

Designers are very often (maybe too much) working for virtual people, in the way that they create ‘personas’ or, led by marketing professionals, treat people as numbers and average them into the most ‘common’. This leads to a design that, instead of answering to people’s needs and situations, it creates new needs and expectations. For becoming more relevant in society, design should be more sensitive to the context where its inscribed, and interpreting the interests of different constituents is great part of this. For this module, you will receive a main assignment, to be developed in groups, and which will imply working with a (group of) constituent(s) from the area. Parallel to this, you will receive a secondary assignment, which consists on the documenting and representing of the main assignment, and will imply the strengthening of representations skills in multimedia and interactive ways.

The focus will be on rapid prototyping and iteration. When working with ‘real constituents’, you need to be able to communicate the development of your proposals, receive feedback and reflect on it to take it back to your design process.

Each group of students will to develop and carry a ‘system’ to document and communicate the process and updates of their projects, which has to include components of interactivity and multimedia. This will develop into one of the deliverables of the course, which should communicate the process of each group’s work.


Main assignment (Public Design)

To be developed in groups (no more than 4 people per group).

The central assignment of the module will consist of a project developed with a local constituent (or a group of them), with whom the group members will engage and interpret his (or their) interests through a specific design proposal. For this, we will have an initial walk through the area of Winterslag, from which each student will identify a critical situation and elaborate a map/diagram that illustrates it (problem map). Based on these ‘problem maps’, students will be grouped and will analyse in depth the situation and context (the space, people and activities taking place, historical background, etc).

Based on the analysis, the groups will develop a design proposal that will go through several levels of iteration, for they will have to communicate it to their local partner and react to their interests.

We encourage the students to directly prototype their ideas, with the materials and processes at their reach.


Parallel assignment

Besides the primary assignment of the module, you will receive the assignment to develop a system which allows you to document and represent your process of work, where some level of interactivity and/or multimedia representation is expected. The updates on this will be presented by each student/group at the beginning of each session.


Final presentation

In the last session of the module, you will be expected to deliver (1) an oral presentation with graphical aids, which explains the process you have taken and your decision-making, (2) a prototype that illustrates in the highest detail as possible your proposal and (3) a multimedia product with the documentation and representation of your process.

The prototype may contain:

  • Screenshots
  • Interactive applications
  • Animations
  • Video
  • Audio
  • Text
  • Tangible Objects
  • Other technology (programming, RFID, QR, Arduino, sensors, …)

Evaluation will include:

  • Overall & Visual concept
  • Visual and technical finishing
  • Documentation of the process
  • Participation


Training and classes

Lessons will be on Tuesdays from 9h45 to 12h30 and 13h30 to 16h30.

The morning sessions will start with the students presenting the advances on their projects, and the group giving feedback and critical comments. The afternoon will be focused on content (lectures and presentations by mentors and guest lecturers) and working sessions.


The following topics will be presented:

  • Public Design
  • Real life interaction
  • Problem analysis, brainstorming techniques and concept development
  • Project mapping
  • Documentation and representation of process


Level / Significance of the professional profile aimed at

This module is aimed to strengthen the skills of the students to work with real constituents, interpret their interests and deliver a proposal that suits them. Given that the students will work with people different to them -and most likely from different disciplines, they will strengthen their representation and communication skills.

Entry level / Required knowledge

Earlier modules of graphic design have to been completed with sufficient result.

You are adequate in one or more of the following drawing and image manipulation software: Photoshop, Freehand or Illustrator

You are adequate in one or more of the following authoring software: Flash or Director

Additional knowledge of video and/or audio packages is an advantage (Premiere, Final Cut Studio, Media100, Logic, Cubase, Cool Edit, Protools, …)

Other authoring software the student wishes to use will have to be mastered through self-teaching. However deadlines are final, use your time efficiently.



This module has an extent of 7 ECTS. (Five study points)

Point distribution


25 pt Problem analysis / Problem statement & Concept

40 pt Final Presentation

20 pt Documentation of process (weekly blog posts)



15 pt Participation, Discussion, Peer Evaluation

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