Design Thinking and User Centered Design (11656.1)

Please note these are the 2026 details for this unit
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Design Thinking and User Centered Design
Available teaching periods Delivery mode Location
View teaching periods On-campus
Online self-paced
 UC College, Bruce, ACT
Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Arts And Design
Discipline Study level HECS Bands
School Of Design And The Built Environment Level 1 - Undergraduate Introductory Unit Band 2 2021 (Commenced After 1 Jan 2021)
Band 2 2021 (Commenced Before 1 Jan 2021)
This unit introduces students to fundamentals of design process and evolution of design solutions. Student will learn basics of human-centric processes focusing on need finding, understanding, creating, thinking, and doing. A sound understanding of how to conduct design research is gained with an understanding of the processes involved in engaging with the user to create effective design solutions. The student will engage in applying this knowledge in finding solutions for real-world problems in the creation of a design solution and application.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Describe the iterative design process, basic design thinking and research techniques;
2. Apply and analyse design thinking and research methods in the creation of innovative design solutions for real-world problems; and
3. Communicate design intent to stakeholders using effective presentation techniques.


Graduate attributes

3. UC graduates are lifelong learners - be self-aware
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - take pride in their professional and personal integrity
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

11042 Introduction to Design Thinking Techniques

Assumed knowledge

None.
Availability for enrolment in 2026 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2025 UC College, Bruce, ACT UC College Trimester 2 26 May 2025 On-campus Mr Gowrie Waterhouse
2025 Bruce, Canberra Semester 2 28 July 2025 Online self-paced Mr Gowrie Waterhouse
2025 Bruce, Canberra Semester 2 28 July 2025 On-campus Mr Gowrie Waterhouse
2026 UC College, Bruce, ACT UC College Trimester 2 29 June 2026 On-campus Mr Gowrie Waterhouse
2026 Bruce, Canberra Semester 2 10 August 2026 Online self-paced Mr Gowrie Waterhouse
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Mr Gowrie Waterhouse
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

Unit readings will be available through UC Learn (Canvas).

Recommended reading:

Articles and Websites:

  1. Interaction Design Foundation. (n.d.). What is design thinking and why is it so popular? Retrieved from https://www.interaction-design.org/literature/article/what-is-design-thinking-and-why-is-it-so-popular
  2. Design Council. (n.d.). History of the double diamond. Retrieved from https://www.designcouncil.org.uk/our-resources/the-double-diamond/history-of-the-double-diamond/
  3. UX Magazine. (n.d.). Unveiling the influence of cognitive biases on design decision making. Retrieved from https://uxmag.com/articles/unveiling-the-influence-of-cognitive-biases-on-design-decision-making
  4. Interaction Design Foundation. (n.d.). Cognitive biases. Retrieved from https://www.interaction-design.org/literature/topics/cognitive-biases
  5. Interaction Design Foundation. (n.d.). Empathy – How to improve your designs by developing empathy for your target group. Retrieved from https://www.interaction-design.org/literature/article/empathy-how-to-improve-your-designs-by-developing-empathy-for-your-target-group
  6. Toptal. (n.d.). Design problem statements: What they are and how to frame them. Retrieved from https://www.toptal.com/designers/product-design/design-problem-statement
  7. Interaction Design Foundation. (n.d.). Wireframing. Retrieved from https://www.interaction-design.org/literature/topics/wireframing
  8. Six Sigma. (n.d.). A comprehensive guide to input-process-output models. Retrieved from https://www.isixsigma.com/dictionary/input-process-output-i-p-o/
  9. Figma. (n.d.). High fidelity prototyping of screen-based interactions. Retrieved from https://www.figma.com/resource-library/high-fidelity-prototyping/
  10. Harvard Business School Online. (n.d.). 5 examples of design thinking in business. Retrieved from https://online.hbs.edu/blog/post/design-thinking-examples
  11. AIGA Eye on Design. (n.d.). What does it mean to decolonize design? Retrieved from https://eyeondesign.aiga.org/what-does-it-mean-to-decolonize-design/

Journal Articles:

  1. Dorst, K. (2011). The core of ‘design thinking' and its application. Design Studies, 32(6), 521-532.
  2. Kruger, C., & Cross, N. (2001). Modeling cognitive strategies in creative design. Computational and Cognitive Models of Creative Design V, 205-226.
  3. Weir, K. (2024, January 30). The science behind creativity. Monitor on Psychology, 53(3). Retrieved from https://www.apa.org/monitor/2022/04/cover-science-creativity
  4. Hassan, S. M. (2023). SCAMPER as a Creative Idea Generation Method: Case Study on Graphic Design Students. Information Sciences Letters, 12, 1417-1428.

Books:

  1. Downton, P. (2003). Design Research. Melbourne: RMIT Publishing.
  2. Pater, R. (2020). The Politics of Design. Netherlands: BIS Publishers. Retrieved from www.thepoliticsofdesign.com

Videos:

  1. TEDx Talks. (2017, February 6). Design Thinking - Tim Brown [Video]. YouTube. https://www.youtube.com/watch?v=Tz0dpeqcO60
  2. User Experience Design. (2019, April 11). Model making and prototyping Episode 6 [Video]. YouTube. https://www.youtube.com/watch?v=Oee8VfjR1CE
  3. User Experience Design. (2019, April 4). Prototyping and model making Episode 5 [Video]. YouTube. https://www.youtube.com/watch?v=gWk6br5Ngkc

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Participation requirements

Active engagement in all online modules enhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities, as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.

Required IT skills

None.

In-unit costs

There may be costs associated with material purchases. 

Work placement, internships or practicums

None

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