For the “Understanding Systems & Systemic Design” course in the program for the Master of Design in Strategic Foresight and Innovation at OCAD University, the lecture slides were the same for both the full-time cohort on March 8 and part-time cohort on March 9, while the oral presentation varied. The target, in about 90 minutes, was to cover at least 4 of 5 sections, from:
- 1. Architecting ↔ designing
- 2. Service systems ← production systems
- 3. Affordances ↔ pattern language
- 4. Ecological anthropology ← teleology
- 5. Inquiring systems ↔ methods
The students were alerted that some of the arrows in the section headings were double-headed, and some were single-headed — with specific meanings. For each day, the classroom audio was recorded. That digital audio has now been synchronized with slides that had previously been posted on the Coevolving Commons.
This session was #8 of 15 lectures for the OCADU SFI students. They had already done some basic reading on systems approaches. Since they were working towards a Major Research Project (a lighter weight form of a thesis) for their Master of Design degree, my overall agenda for this lecture was to have them reflect on acts of representation. Systems have already been represented to them in a variety of forms: textually, orally and visually. For their Major Research Projects, they would be creating detailed representations, as ways of having their audience appreciate the in-depth study of the world and issues selected for the term.
The recordings of the lecture and students’ questions are available online as web videos in a playlist.
On March 8, the full-time students were on a pacing more attentive to time. The audio, with synchronized slides, runs 1 hour and 41 minutes.
On March 9, the part-time students asked more questions so a break was taken after covering the first three sections, at 1 hour and 27 minutes.
The concluding 42 minutes of March 9 covered the fourth section, and jumped over most of the fifth section.
Mobile listeners may prefer an audio file downloadable on a device. Some versions with digitally boosted volume are provided.
(volume boosted 3db, 93MB)
(volume boosted 6db, 93MB)
(part 1 of 2,
(volume boosted 3db, 80MB)
(volume boosted 6db, 80MB)
(part 2 of 2,
(volume boosted 3db, 39MB)
(volume boosted 6db, 39MB)
On long journeys, downloadable video files with slides may provide a richer experience.
|[20170308_0840_OCADU_Ing HD m4v]
(HD 579Kbps 439MB)
[20170308_0840_OCADU_Ing nHD m4v]
(nHD 142Kkps 108MB)
|[20170308_0840_OCADU_Ing HD webm]
(HD 401Kbps 304MB)
[20170308_0840_OCADU_Ing nHD webm]
(nHD 188Kbps 143MB)
(part 1 of 2,
|[20170309_0840_OCADU_Ing HD m4v]
(HD 553Kbps 363MB)
[20170309_0840_OCADU_Ing nHD m4v]
(nHD 137Kkps 92MB)
|[20170309_0840_OCADU_Ing nHD m4v]
(HD 393Kbps 257MB)
[20170309_0840_OCADU_Ing nHD webm]
(nHD 181Kbps 118MB)
(part 2 of 2,
|[20170309_1040_OCADU_Ing HD m4v]
(HD 241Kbps 78MB)
[20170309_1040_OCADU_Ing nHD m4v]
(nHD 220Kkps 70MB)
|[20170309_1040_OCADU_Ing HD webm]
(HD 109Kbps 36MB)
[20170309_1040_OCADU_Ing nHD webm]
(nHD 114Kbps 36MB)
I apologized to both audiences for covering so much content in such a short time. Perhaps at a future date, I’ll become more involved with an OCADU course as more than visiting lecturer, and will have multiple weeks to introduce and work with some of the more advanced ideas.