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
Having successfully completed this module you will be able to:
- 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.
- 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.
- Utilise a reflection tool to analyse in depth your own contribution to the project, the effectiveness of the team process and the collaborative relationship with your chosen organisation, identifying personal and group strengths and areas for future development.
- 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.
- Use appropriate literature to support the design concept and identify potential risks and risk management strategies.
- Analyse the design product to establish its sustainability and usability for the identified user group.
- 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
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.
|Practical classes and workshops||9|
|Total study time||187.5|
Resources & Reading list
You may also need. Examples of relevant journals which might be accessed on line in university 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
Farrelly L (2014). Designing for the Third Age: Architecture Redefined for a Generation of ‘Active Agers’. New Jersey: Wiley.
Jacobs K (2007). Ergonomics for Therapists. Mosby.
Both components of the summative assessment must be passed.
Formative assessment descriptionProposal and risk assessment
Summative assessment description
|Written lay abstract||40%|
Referral assessment description
|Written lay abstract||40%|
Repeat type: External