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MPDSD Systemic Design ARK176 vt 09Status: AvslutadÖppen för svar: 2009-03-13 - 2009-05-08 Antal svar: 22 Procent av deltagarna som svarat: 51% Kontaktperson: Jaan-Henrik Kain» Utbildningsprogram som genomför enkäten: Chalmers
Goals and fullfilment of goalsThe learning outcomes are given in the course programme, that is the knowledge, understanding, skills and perspectives you are expectd to reach. Notify for each outcome how well they have been fulfilled.1. Learning outcome 1After completion of this course, the student should be able to: Explain systems thinking and its relevance for design, architecture and planning.22 svarande
Genomsnitt: 3 - We didn"t get any concrete example or course about using system thinking in architecture, design and planning except one lecture about kitchens"systems. And even in this case it was more descriptive than functional.» (Very insufficient) 2. Learning outcome 2After completion of this course, the student should be able to: Select systems thinking approaches that are relevant for a specific design, architecture or planning task.22 svarande
Genomsnitt: 2.52 - What are the different systems thinking approaches in architecture, design and planning? Appart from mindmapping, system representation (boundaries,inputs, outputs...) I didn"t really get any tools or techniques to apply in different cases.» (Very insufficient) 3. Learning outcome 3After completion of this course, the student should be able to: Gather appropriate knowledge input to make use of these approaches.22 svarande
Genomsnitt: 2.65 - see answer above» (No opinion) 4. Learning outcome 4After completion of this course, the student should be able to: Analyze and synthesize this knowledge by employing systems thinking, i.e., by combining and integrating different systems approaches.21 svarande
Genomsnitt: 2.68 - Hard to learn to integrate and use different system thinking in sucha a short time of experience. But, that has nothing to do with the course, more the actual time frame. » (Insufficient) 5. Learning outcome 5aAfter completion of this course, the student should be able to: Translate such analysis and synthesis into a draft design proposal, using systems thinking as language of communication (assignment 1).21 svarande
Genomsnitt: 3.76 - As I am not clear on what is system thinkingI am not convinced that system is the best language of communication, all the more in the very concrete tasks of this specific assignment.» (Very insufficient) 6. Learning outcome 5bAfter completion of this course, the student should be able to: Translate such analysis and synthesis into a more complex design program (assignment 2).21 svarande
Genomsnitt: 3.47 - To me, system thinking has been of absolutely no help for writing the program. According to me, being on the site and experimenting its specificities is more relevant to write a program than to draw abstract and standard schemes.» (Very insufficient) 7. Are the aims and goals reasonable in relation to your pre-knowledge ?21 svarande
Genomsnitt: 2.17 8. Are the goals reasonable in relation to the scope and amount of credits?21 svarande
Genomsnitt: 2.36 - Being in a master program is not about winning credits, it"s about LEARNING! When a student is lost, doesn"t understand an assignement and its goals, and asks for help to his teacher, the answer should not be: "do what I ask otherwise you won"t get your credits". The teacher"s main task is to TEACH, to PASS KNOWLEDGE, to INSPIRE students and to try to help them understand the subject.» (No opinion) 9. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 1 - A road map to systems thinking. Jaan-Henrik Kain –, Architecture20 svarande
Genomsnitt: 3.2 - Good overview and introduction to systems but not of any help for the assignments.» (To some extent) 10. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 2 - Systems analysis, risk analysis. Krystyna Pietrzyk –, Architecture.21 svarande
Genomsnitt: 2.9 - Interesting and complete. But these systems are systems on already existing things and situations that don"t help us using systems thinking in the design part of a project.» (Quite well) 11. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 3/4 - Ecological systems, Mass Flow Analysis MFA/ Life Cycle Analysis LCA.Ulrika Palme –, Environmental Systems Analysis. 21 svarande
Genomsnitt: 3.52 - The lecture was great but absolutely not related to what we are studying!» (To some extent) 12. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 5/6 - Systems analysis within sociology. Freddy Castro –, Dept of Sociology21 svarande
Genomsnitt: 2.66 - This lecture gave me an excellent , new thoughts about system thinking , and analysing peoples behaviour. Really impressive.» (Excellently) 13. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 7 - Important system issues for design and analysis of industrial process energy systems. Simon Harvey –, Heat and Power Technology.21 svarande
Genomsnitt: 2.95 - The systems of these lecture were very relevant because they were clearly defined by tools and rules. This is what I felt was missing to systems in relation with architecture design and planning.» (To some extent) 14. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 8 - Economics and environmental issues seen from an integrative systems analysis perspective. Anders Ekbom –, Dept of Economics19 svarande
Genomsnitt: 3.26 - inspiring lecture! M. Ekbom was very reactive to our questions and gave us good input.» (Quite well) 15. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 9 –, The building as system Krystyna Pietrzyk –, Architecture21 svarande
Genomsnitt: 3.14 16. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 10 - Systems of systems. Jaan-Henrik Kain –, Architecture.21 svarande
Genomsnitt: 2.85 - Too many themes disconnected to each other and no structure in this lecture. However, some schemes about actors were very interesting.» (To some extent) 17. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 11 - Complex systems. Kristian Lindgren –, Physical Resource Theory21 svarande
Genomsnitt: 3 - interesting but absolutely no link to our task!» (Not at all) 18. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 12 –, Design processes as systems. Jaan-Henrik Kain –,21 svarande
Genomsnitt: 2.8 - it was very much like hearing the two previous lectures, by Kain, all over again» (To some extent) 19. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 13 –, Market places as systems. Maria Nyström –, Architecture21 svarande
Genomsnitt: 3.28 20. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 14 –, Ordering chaos. Agnes Mwaiselage. Embassy of Tanzania in Stockholm.21 svarande
Genomsnitt: 2.95 21. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 15 –, Architecture Conservation and the Systems Approach. Inger-Lise Syversen Architecture21 svarande
Genomsnitt: 3.04 22. Lectures. To what extent did the lectures contribute to the learning outcomes and as support for solving the assignments?Lecture 16 –,,,Systems thinking and architectural design. Marcus von Euler –,,, architect, researcher.21 svarande
Genomsnitt: 3.47 - To basic to be so late in the course» (Not at all) Education and course administration23. What support have you got for your learning from course literature and other material?21 svarande
Genomsnitt: 3.16 - too much theory and nothing concrete!» (Rather little) 24. Literature seminar. To what extent did the literature seminar contribute to the learning outcomes and as support for solving the assignments?21 svarande
Genomsnitt: 3.33 - The seminar was great, Allways good to discuss complex thoughts, to clear them out. Maybe though all should have delivered some text/summary becouse not everyone had read or at least skimmed through all texts... But, again, maybe it"s jut pity for themselves ,)» (Excellently) 25. How did the organisation, memoranda, direct information etc. function?21 svarande
Genomsnitt: 3.05 - good communication, but 100% demand on presence???» (Rather well) 26. Assignments. To what extent did Assignment 1 contribute to the learning outcomes?20 svarande
Genomsnitt: 3.3 - We didn"t get any feedback and correction of our work! I feel so frustrated!» (Not at all) 27. Assignments. To what extent did Assignment 2 contribute to the learning outcomes?21 svarande
Genomsnitt: 3.28 - Learned less about systems, but appreciated the learning about program writing and in particular the focus on environmental programming and the challenge to integrate the two.» (To some extent) Work environment28. How do you rate the possibilities to get assistance and ask questions?21 svarande
Genomsnitt: 3.33 - It is easy and possible and possible to ask questions! Getting a relevant answer is not as easy!!!» (Very bad) 29. How has the cooperation between you and students in your group been?22 svarande
Genomsnitt: 3.59 - If some people could respect their engagement, the workf of group, and not go to spain, Russia, Ski , France or any where while the others stay to work, that could be nice, But that is also the reponsability of the teatchers to punish some students !!!!» (Very bad) Concluding questions30. What is your overall opinion of the course?22 svarande
Genomsnitt: 3.36 - the rpoblem and solution were always presented hand-in-hand. this is a rather unique scheme for nay courses attended by me so far. the fact that systems thinking was a tool, to act as a bridge between the problem and solution was not emphasized. neither the method was defined or outlined properly.» (Bad) 31. What should be preserved next year?- Some good lectures should be kept. »- critical rethinking on course design and possible learning outcomes is required.unfortunately, nothing should be preserved» - The literature seminar could be given more time and perhaps with that, more time for reading and self-reflection.» - Some lectures abord many different themes that"s good, some assistant are really interesting,» - assignments in two stages» - the point of structuring the design process and the project is interesting and useful» - Most of the course because I think the course is very good.» - all. Superb with such an amount of lectures from so many diffrent angles!» - group works» - Letting students know that there is another way of thinking about creating architecture and it"s process.» - the last assigment , the brief and the examples» 32. What should be changed the nest year?- Some lectures took a lot of time (for the 1st assignment) on our working time. At the contrary for the second one, we had too much time. And i think that a group visit on the site should be done because we can not talk about architecture without seeing the site.»- the lectures (have some lectures in relation with architecture, planning and design), the assignements (more defined and precised, have some goals), the teachers motivation to pass knowledge to their students and their involvment in the course.» - the number of lectures have to be reduced, and also the relevance of the lecturers with the topic at hand has to be established and explained before hand to the lecturer invited. relevant examples, having some iota of resemblance to the task given to students, would go a long way in motivating and inspiring students to be able to understand and utilize the "systems thinking" in their lives as researchers or practitioners. » - The tutorial session were not always helping in the right direction and soemtimes contradictory.» - Many lectures are the same, exactly the same or thoings that we have already seen, loos of time» - -the lectures were in the wrong order, should have done the basic system thinking first. -the first assignment were an arctitectual one, which makes it harder for an industrial designer. -the first assignment were all too complex, which makes the project unrealistic and uninspiring» - it could be made VERY much more conceptual and architectural, whereas now it felt quite "grey" and uninspiring. maybe you could include an artist or conceptual architect and his/her use of the subject?» - Maybe the amount of lectures should be little bit less so instead it would be possible to focuse lite more in some issues.» - But maybe not such a loose connection to the other mastercourse - Either MORE connected, or another task to be solved. People seemed to loose track of it all - "is it the next course we do right now or should we still think in systems??" Integragtion didn"t work that well..» - the obligatority to follow 100% of the lectures» - It takes a while to get into the systems thinking. So maybe a small, informal workshop in the beginning can give more claerity to the aim of the course.» - first theorie and than the assigments» 33. Other comments- My opinion is passed +»- consultations should be more direct in suggestions and critics» - At the end it was verry revealling. I learned a lot about how my normal procedure of thinking works and wich different approaches you can make.»
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