Servizi per la didattica
PORTALE DELLA DIDATTICA

Sistemi aperti

02MTJPO

A.A. 2018/19

Course Language

Inglese

Course degree

Course structure
Teaching Hours
Lezioni 20
Esercitazioni in aula 40
Tutoraggio 21
Teachers
Teacher Status SSD h.Les h.Ex h.Lab h.Tut Years teaching
Barbero Silvia
Sistemi aperti (Design sistemico)
Professore Associato ICAR/13 20 40 0 0 3
Pedone Giuseppe
Sistemi aperti (Gestione economica dei progetti)  
Docente esterno e/o collaboratore   20 40 0 0 5
Comino Elena
Sistemi aperti (Procedure per la sostenibilità ambientale)
Professore Associato ICAR/03 40 20 0 0 6
Peruccio Pier Paolo
Sistemi aperti (Teoria e storia del design di sistemi)
Professore Associato ICAR/13 40 20 0 0 10
Teaching assistant
Espandi

Context
SSD CFU Activities Area context
2018/19
The lab ‘Open Systems’ features the entire master in Systemic Design. It gives the theoretical and design tools to face complex problems inherent in environmental, social and economic sustainability of the entire system analyzed. The lab, thanks to the contributions in various disciplinary fields (Systemic Design, Procedures for environmental sustainability, Theory and history of Systemic Design, Economic evaluation of the projects) is tailored to provide students the skills to configure a new development model (economic and social) for the manufacturing activities following the principle that the outputs of a system become the inputs for another productive chain. The lab’s main learning objective is to provide students the elements to face the study of complex productive systems and their interconnections with existing constrains imposed by the different realities on the territory, technical limits and legislative and cultural barriers. The principal skills gained are: - Complexity’s theories and methods; - Methodological and design tools to carry out a holistic diagnosis in different contexts and situations; - Methodological and practical tools to handle the economic, patrimonial and financial aspects in the evaluation and production scheduling; - Knowledge of environmental resources and their vulnerability; - Knowledge of limits on the applicability of the technical instruments in relation to quantitative analysis of outputs and inputs of complex systems.
The lab ‘Open Systems’ features the entire master in Systemic Design. It gives the theoretical and design tools to face complex problems inherent in environmental, social and economic sustainability of the entire system analyzed. The lab, thanks to the contributions in various disciplinary fields (Systemic Design, Procedures for environmental sustainability, Theory and history of Systemic Design, Economic evaluation of the projects) is tailored to provide students the skills to configure a new development model (economic and social) for the manufacturing activities following the principle that the outputs of a system become the inputs for another productive chain. The lab’s main learning objective is to provide students the elements to face the study of complex productive systems and their interconnections with existing constrains imposed by the different realities on the territory, technical limits and legislative and cultural barriers. The principal skills gained are: - Complexity’s theories and methods; - Methodological and design tools to carry out a holistic diagnosis in different contexts and situations; - Methodological and practical tools to handle the economic, patrimonial and financial aspects in the evaluation and production scheduling; - Knowledge of environmental resources and their vulnerability; - Knowledge of limits on the applicability of the technical instruments in relation to quantitative analysis of outputs and inputs of complex systems.
SYSTEMIC DESIGN Skills related to learning: - to implement the concept of open system; - to classify and to manage interrelated fluxes; - to know how to use the principles of Systemic Design to design complex systems; - to communicate clearly and effectively the complex projects designed; - to know how to find, read and interpret the quantitative data necessary for the application of the systemic approach. Expected learning outcomes: - to analyze the environmental and productive context in holistic way; - to design fluxes of energy, matter and information that flow from a productive system to another one; - to design an “open” relational system with different level of analysis (historical, economic, social and ecological) - to manage the project’s complexity and its feasibility; - to develop a critical vision on the current productive models; - to critically analyze the current scenarios; - to communicate clearly and effectively the proposals elaborated with different communication techniques (written, oral, graphic, video,...). PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY At the end of this course, the students will be able to understand the technical feasibility of a project, in terms of its implementation. They will be able to understand and evaluate the data of the project, and define which ones are most important and should be asked to the company/ies involved in the project. THEORY AND HISTORY OF SYSTEMIC DESIGN The provided competences allow the student to menage the historical senario in which system thinking crosses the project at different scales (from product to urban system, in connection with a specific social and territorial context). At the end of the course, the student will have the critcal and fundamental tools to act with awareness in a complex design system. Skills related to learning: - to know the history of Systemic Design; - to know complexity theory; - to know the concept of systems thinking applied to a project; - to know the basic principles of ecology with a focus on the interaction man-environment. Expected learning outcomes: - to design new productive and consumption scenarios based on open systems vision (following the Generative Science); - to manage the historical background on systemic design to deal with the critical and interpretative tools which help the student to reason about the current culture of the project. ECONOMIC EVALUATION OF THE PROJECTS The course want to stimulate the students to promote an entrepreneurial attitude. An increasing numbers of designers go for start up creation or spin-off of companies. To the systemic designer is asked to work on consultancy for changing the business model in a sustainable way, with technical and economy feasibility. At the end of the course the student will be able to elaborate a business plan for a new activity (start up) or to transform a linear one into a systemic one.
SYSTEMIC DESIGN Skills related to learning: - to implement the concept of open system; - to classify and to manage interrelated fluxes; - to know how to use the principles of Systemic Design to design complex systems; - to communicate clearly and effectively the complex projects designed; - to know how to find, read and interpret the quantitative data necessary for the application of the systemic approach. Expected learning outcomes: - to analyze the environmental and productive context in holistic way; - to design fluxes of energy, matter and information that flow from a productive system to another one; - to design an “open” relational system with different level of analysis (historical, economic, social and ecological) - to manage the project’s complexity and its feasibility; - to develop a critical vision on the current productive models; - to critically analyze the current scenarios; - to communicate clearly and effectively the proposals elaborated with different communication techniques (written, oral, graphic, video,...). PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY At the end of this course, the students will be able to understand the technical feasibility of a project, in terms of its implementation. They will be able to understand and evaluate the data of the project, and define which ones are most important and should be asked to the company/ies involved in the project. THEORY AND HISTORY OF SYSTEMIC DESIGN The provided competences allow the student to menage the historical senario in which system thinking crosses the project at different scales (from product to urban system, in connection with a specific social and territorial context). At the end of the course, the student will have the critcal and fundamental tools to act with awareness in a complex design system. Skills related to learning: - to know the history of Systemic Design; - to know complexity theory; - to know the concept of systems thinking applied to a project; - to know the basic principles of ecology with a focus on the interaction man-environment. Expected learning outcomes: - to design new productive and consumption scenarios based on open systems vision (following the Generative Science); - to manage the historical background on systemic design to deal with the critical and interpretative tools which help the student to reason about the current culture of the project. ECONOMIC EVALUATION OF THE PROJECTS The course want to stimulate the students to promote an entrepreneurial attitude. An increasing numbers of designers go for start up creation or spin-off of companies. To the systemic designer is asked to work on consultancy for changing the business model in a sustainable way, with technical and economy feasibility. At the end of the course the student will be able to elaborate a business plan for a new activity (start up) or to transform a linear one into a systemic one.
The lab is fundamental for the entire master. It is preferable/necessary to attend the other labs of the master (Innovation, Virtual Design, Products components) before attending this one. The other Labs gives the theoretical and design tools to deal with the contents of the ‘Open System’ lab: - capacity to consider a mass-produced product as an interrelated and complex system taking in account the fluxes of matter, energy and information; - capacity to define a multimedia project where real images, digital renders, video and audio are integrated with the final goal to tell, communicate and transmit to other complex systems; - capacity to manage cross-platform workflows accessible by multiple users; - technical know-how to manage the technical and productive innovation; - capacity to understand the scenario, market, technological, organizational and cognitive changes to improve the performances of organizations working on the territory; - ability to combine quantitative approaches to qualitative variables distinctive of complex systems.
The lab is fundamental for the entire master. It is preferable/necessary to attend the other labs of the master (Innovation, Virtual Design, Products components) before attending this one. The other Labs gives the theoretical and design tools to deal with the contents of the ‘Open System’ lab: - capacity to consider a mass-produced product as an interrelated and complex system taking in account the fluxes of matter, energy and information; - capacity to define a multimedia project where real images, digital renders, video and audio are integrated with the final goal to tell, communicate and transmit to other complex systems; - capacity to manage cross-platform workflows accessible by multiple users; - technical know-how to manage the technical and productive innovation; - capacity to understand the scenario, market, technological, organizational and cognitive changes to improve the performances of organizations working on the territory; - ability to combine quantitative approaches to qualitative variables distinctive of complex systems.
The lab activity is centred on a specific theme unique and shared by all the single contributions and communicated to the students at the beginning of the lessons during a plenary where all the teachers of the lab are involved. Generally, the theme aims to configure an open and autopoietic system starting from the holistic diagnosis of the current situations with the identification of fluxes of matter, energy and information involved. Starting from the analysis of a specific geographical area, the focus is on a current linear system coming from a concrete case study of a productive reality. The analysis is on the resources used, the waste obtained, the public and private bodies involved in the productive reality and the relationships between each other. These elements are the starting point to redefine the productive process and to obtain an open system where the output generated are input to use as resources for the same or another process. The result is a general vision which considers all the fluxes that can bring to a significant reduction of the impact on the environment; the single steps of transformation are explored defining the environmental, economic and social outcomes. The lab is composed by 4 contributions (Systemic Design, Procedures for environmental sustainability, Theory and history of Systemic Design, Economic evaluation of the projects) of 60 hours each between frontal lessons and group work, as detailed below: SYSTEMIC DESIGN (6 CFU, 60 hours) This contribution coordinates laboratory activities, guiding the students through the development of a project following the approach of the constructivist learning, thanks to: - theoretical lesson on the systemic approach’s project methodology (in collaboration with the teacher of “Theory and history of Systemic Design”) (5 hours); - development of the holistic diagnosis of the territory taken in analysis (5 hours); - development of the analysis on the analyzed system, focusing the attention on the fluxes of energy and matter involved and with which interacts (10 hours); - elaboration of the overall open system (10 hours); - evaluation of the technical feasibility (in collaboration with the teacher of “Procedures for environmental sustainability”)(10 hours) - evaluation of the economic impact of the entire system compared to the current one (in collaboration with the teacher of “Economic evaluation of the projects”) (5 hours); - evaluation on the social and environmental outcomes on the territory taken in consideration (5 hours); - analysis of the differences between the linear productive system and the systemic one, and dealing with the possibility of industrial evolution from the linear model to the systemic one (5 hours); - elaboration of the communication materials useful to explain the complex project designed (5 hours) The contribution involves theoretical notions with a consistent practical application that allows the direct transfer of the theoretical concepts into the thematic project foreseen for the current year. PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY (6 CFU, 60 hours) The contribution is divided in: - theoretical lessons: provide information on ecological-environmental topic related to the existing regional, national and international (EU) legislation; analysis of the causes that brings to ecosystem degradation, the effects on biocenosis and the resources consumption; explanation of solutions and technics on ecosystem improvement and conservation (20 hours); - Work group: taking in consideration a case study, there will be the analysis of different scenarios on environmental sustainability evaluated with traditional and systemic approach, with a focus on the quantification of the resources used and their reuse (15 hours); - Activities in the classroom: focus on a specific environmental topic, chosen in collaboration with the other teachers, following the traditional and systemic approach (20 hours); - Presentation and discussion of the work done by the group of students (5 hours). THEORY AND HISTORY OF SYSTEMIC DESIGN (6 CFU, 60 hours) This contribution provides an historical and critical read on systems thinking from its origin to the current situation through the theoretical contributions of the different thinkers. Its origin are not recent: the concept of ‘system’ has seen a development through the centuries, from Eraclito to Nicola Cusano, from Gottfried Wilhelm von Leibniz to Gianbattista Vico until the XX century with the investigation on the field of the modern physics and a reading of the phenomenon through an holistic approach culturally closes to oriental religions and ancient philosophies. The contribution is divided in thematic lessons which let to deepen the relation between design and system: - the origin of systems thinking (20 hours); - the application of theory of system thinking to the project (school, enterprises, relevant people, case studies) (20 hours) - bibliographic review on systemic design (20 hours). ECONOMIC EVALUATION OF THE PROJECTS (6 CFU, 60 hours) This contribution provides designers the tools to develop autonomously an evaluation and economic programming of the production and interrelated activities. During the lessons and the group work are gained the essential elements to deepen the economic, patrimonial, financial aspects, the results and balance sheet indicators and the tools for achieving economic and financial results. The contribution deepens real case studies (linear and systemic) and develop the economic strategic project and the evaluation of a project using the tools described above. The contribution is about: - theoretical explanation of the main concepts as Balance Sheet, Income Statement, Cash flow and introduction of the excel tool useful for the group work (3 frontal lessons-9 hours) - checking of the acquisition of theoretical notions (3 hours) - setting of the analysis on a real and linear case study with the delivery of a progress report (12 hours) - setting of the analysis on the systemic project (12 hours) - delivery of the progress report and review of the work with the students (3 hours) - reviewing of the group work in the final stage of the project (21 hours) The excel tool provided let the students be able to do an analysis on 5 years inserting data on economic, patrimonial and financial aspects, in a simplified way. There are predefined cells called “Balance Sheet” (Asset e Liabilities) and is possible also to insert years of depreciation. Given these inputs the tool is able to produce a profit and loss and cash-flow analysis. In this way is possible to set a critical analysis on the income and financial situation.
The lab activity is centred on a specific theme unique and shared by all the single contributions and communicated to the students at the beginning of the lessons during a plenary where all the teachers of the lab are involved. Generally, the theme aims to configure an open and autopoietic system starting from the holistic diagnosis of the current situations with the identification of fluxes of matter, energy and information involved. Starting from the analysis of a specific geographical area, the focus is on a current linear system coming from a concrete case study of a productive reality. The analysis is on the resources used, the waste obtained, the public and private bodies involved in the productive reality and the relationships between each other. These elements are the starting point to redefine the productive process and to obtain an open system where the output generated are input to use as resources for the same or another process. The result is a general vision which considers all the fluxes that can bring to a significant reduction of the impact on the environment; the single steps of transformation are explored defining the environmental, economic and social outcomes. The lab is composed by 4 contributions (Systemic Design, Procedures for environmental sustainability, Theory and history of Systemic Design, Economic evaluation of the projects) of 60 hours each between frontal lessons and group work, as detailed below: SYSTEMIC DESIGN (6 CFU, 60 hours) This contribution coordinates laboratory activities, guiding the students through the development of a project following the approach of the constructivist learning, thanks to: - theoretical lesson on the systemic approach’s project methodology (in collaboration with the teacher of “Theory and history of Systemic Design”) (5 hours); - development of the holistic diagnosis of the territory taken in analysis (5 hours); - development of the analysis on the analyzed system, focusing the attention on the fluxes of energy and matter involved and with which interacts (10 hours); - elaboration of the overall open system (10 hours); - evaluation of the technical feasibility (in collaboration with the teacher of “Procedures for environmental sustainability”)(10 hours) - evaluation of the economic impact of the entire system compared to the current one (in collaboration with the teacher of “Economic evaluation of the projects”) (5 hours); - evaluation on the social and environmental outcomes on the territory taken in consideration (5 hours); - analysis of the differences between the linear productive system and the systemic one, and dealing with the possibility of industrial evolution from the linear model to the systemic one (5 hours); - elaboration of the communication materials useful to explain the complex project designed (5 hours) The contribution involves theoretical notions with a consistent practical application that allows the direct transfer of the theoretical concepts into the thematic project foreseen for the current year. PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY (6 CFU, 60 hours) The contribution is divided in: - theoretical lessons: provide information on ecological-environmental topic related to the existing regional, national and international (EU) legislation; analysis of the causes that brings to ecosystem degradation, the effects on biocenosis and the resources consumption; explanation of solutions and technics on ecosystem improvement and conservation (20 hours); - Work group: taking in consideration a case study, there will be the analysis of different scenarios on environmental sustainability evaluated with traditional and systemic approach, with a focus on the quantification of the resources used and their reuse (15 hours); - Activities in the classroom: focus on a specific environmental topic, chosen in collaboration with the other teachers, following the traditional and systemic approach (20 hours); - Presentation and discussion of the work done by the group of students (5 hours). THEORY AND HISTORY OF SYSTEMIC DESIGN (6 CFU, 60 hours) This contribution provides an historical and critical read on systems thinking from its origin to the current situation through the theoretical contributions of the different thinkers. Its origin are not recent: the concept of ‘system’ has seen a development through the centuries, from Eraclito to Nicola Cusano, from Gottfried Wilhelm von Leibniz to Gianbattista Vico until the XX century with the investigation on the field of the modern physics and a reading of the phenomenon through an holistic approach culturally closes to oriental religions and ancient philosophies. The contribution is divided in thematic lessons which let to deepen the relation between design and system: - the origin of systems thinking (20 hours); - the application of theory of system thinking to the project (school, enterprises, relevant people, case studies) (20 hours) - bibliographic review on systemic design (20 hours). ECONOMIC EVALUATION OF THE PROJECTS (6 CFU, 60 hours) This contribution provides designers the tools to develop autonomously an evaluation and economic programming of the production and interrelated activities. During the lessons and the group work are gained the essential elements to deepen the economic, patrimonial, financial aspects, the results and balance sheet indicators and the tools for achieving economic and financial results. The contribution deepens real case studies (linear and systemic) and develop the economic strategic project and the evaluation of a project using the tools described above. The contribution is about: - theoretical explanation of the main concepts as Balance Sheet, Income Statement, Cash flow and introduction of the excel tool useful for the group work (3 frontal lessons-9 hours) - checking of the acquisition of theoretical notions (3 hours) - setting of the analysis on a real and linear case study with the delivery of a progress report (12 hours) - setting of the analysis on the systemic project (12 hours) - delivery of the progress report and review of the work with the students (3 hours) - reviewing of the group work in the final stage of the project (21 hours) The excel tool provided let the students be able to do an analysis on 5 years inserting data on economic, patrimonial and financial aspects, in a simplified way. There are predefined cells called “Balance Sheet” (Asset e Liabilities) and is possible also to insert years of depreciation. Given these inputs the tool is able to produce a profit and loss and cash-flow analysis. In this way is possible to set a critical analysis on the income and financial situation.
The Laboratory’s activities, which will be proposed by the main teachers of the various contributions, have the following way of carrying out: - the activities carried out by the contributions in “Procedures for environmental sustainability”, “Theory and history of Systemic Design” and “Economic evaluation of the projects” include mainly theoretical lessons and some activities of analysis, planning and inspection carried out in class with the teachers; - the contribution in “Systemic Design” includes mainly concrete group activities of analysis and planning, carried out in class with the teacher and verified monthly by the teachers coming from the entire lab. The design activity on a specific topic of the lab is carried out by group of students (about 3 students for each group). To every single group is required to analyse a production process and to discuss the results with the teachers and the students in order to share a common critical vision on the topic. During the development of the project some presentations on the single work are fixed involving the other teachers and external experts to discuss on the results reached in an open dialogue between the parts following a bottom-up process. The lab required a very regular attendance in the classroom and an active participation by the students.
The Laboratory’s activities, which will be proposed by the main teachers of the various contributions, have the following way of carrying out: - the activities carried out by the contributions in “Procedures for environmental sustainability”, “Theory and history of Systemic Design” and “Economic evaluation of the projects” include mainly theoretical lessons and some activities of analysis, planning and inspection carried out in class with the teachers; - the contribution in “Systemic Design” includes mainly concrete group activities of analysis and planning, carried out in class with the teacher and verified monthly by the teachers coming from the entire lab. The design activity on a specific topic of the lab is carried out by group of students (about 3 students for each group). To every single group is required to analyse a production process and to discuss the results with the teachers and the students in order to share a common critical vision on the topic. During the development of the project some presentations on the single work are fixed involving the other teachers and external experts to discuss on the results reached in an open dialogue between the parts following a bottom-up process. The lab required a very regular attendance in the classroom and an active participation by the students.
A summary of the topics under discussion, a copy of the slides used during the lessons and useful documents used in organising the group activities will be distributed directly to the students through the personal page of the students (portale della didattica) on www.polito.it Each contribution required the following references: SYSTEMIC DESIGN Mandatory: - Bistagnino, L. (2017). microMACRO, The whole of micro systemic relations generates the new economic-productive model. Milano, Italy: Edizioni Ambiente. http://www.edizioniambiente.it/ebook/1157/micromacro/ - Bistagnino, L. (2016). Systemic Design. Bra, Italy: Slow Food editore. - Pauli, G. (2010). The Blue Economy 2.0: 10 Years, 100 Innovations, 100 Million Job. Massachussets, US: Paradigm Publications. Optional: - Barbero, S. (2012). Systemic Energy Networks Vol.1 The theory of Systemic Design applied to Energy sector. Raleigh, US: Lulu Enterprises, Inc, Raleigh. - Barbero, S. (2012). Systemic Energy Networks Vol.2 The practice of macro and micro case studies. Raleigh, US: Lulu Enterprises, Inc, Raleigh. PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY Mandatory: - Odum, E. P., Odum, H. T., & Andrews, J. (1971). Fundamentals of ecology (Vol. 3). Philadelphia: Saunders. Optional: - S. Galassi, I. Ferrari, P. Viaroli (2014). Introduzione all'ecologia applicata. Dalla teoria alla pratica della sostenibilità. CittàStudi - Cunningham, W. P., Saigo, B. W., & Cunningham, M. A. (2001). Environmental science: A global concern (Vol. 412). Boston, MA: McGraw-Hill. - Smith T.M., Smith R.L (2008). Elements of Ecology (7th edition). Lake Arrowhead, CA, U.S.A.:Pearson THEORY AND HISTORY OF SYSTEMIC DESIGN Mandatory: - Capra, F.; Luisi, L. (2014). The Systems View of Life: A Unifying Vision. Cambridge, UK: University printing house - Maldonado, T. (1972). Design, Nature and Revolution: Toward a Critical Ecology. New York: Harp & Row - Papanek, V. (1971) Design for the real World. New York: Pantheon Books Optional: - Margolin, V. (1996). Global expansion or global equilibrium? Design and the world situation. Design issues, 12(2), 22-32. - Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The limits to growth. New York, 102, 27. - Jantsch, E. (1969). The chasm ahead. Futures, 1(4), 314-317 - Peccei, A. (1976). La Qualità Umana. Milano: Mondadori - Simon, H. A. (1996). The sciences of the artificial. MIT press - Alexander, C. (1964). Notes on the Synthesis of Form (Vol. 5). Harvard University Press. - Boguslaw, R. (1965) The New Utopians: A Study of System Design and Social Change. Englewood Cliffs: Prentice Hall - Bonsiepe, G. (1975). Teoria e pratica del disegno industriale. Milano: Feltrinelli ECONOMIC EVALUATION OF THE PROJECTS Mandatory: - there are no mandatory references. To integrate the student can consult any manual about micro economy. Optional: - F. Riccomagno; M. Semprini (2017) - Il bilancio d'esercizio e il bilancio consolidato dopo il D.Lgs. n. 139/2015 secondo l'interpretazione dei principi contabili nazionali e internazionali. Wolters Kluwer CEDAM (in particular the first part, chapters 2 e 3 – pagg 113-399)
A summary of the topics under discussion, a copy of the slides used during the lessons and useful documents used in organising the group activities will be distributed directly to the students through the personal page of the students (portale della didattica) on www.polito.it Each contribution required the following references: SYSTEMIC DESIGN Mandatory: - Bistagnino, L. (2017). microMACRO, The whole of micro systemic relations generates the new economic-productive model. Milano, Italy: Edizioni Ambiente. http://www.edizioniambiente.it/ebook/1157/micromacro/ - Bistagnino, L. (2016). Systemic Design. Bra, Italy: Slow Food editore. - Pauli, G. (2010). The Blue Economy 2.0: 10 Years, 100 Innovations, 100 Million Job. Massachussets, US: Paradigm Publications. Optional: - Barbero, S. (2012). Systemic Energy Networks Vol.1 The theory of Systemic Design applied to Energy sector. Raleigh, US: Lulu Enterprises, Inc, Raleigh. - Barbero, S. (2012). Systemic Energy Networks Vol.2 The practice of macro and micro case studies. Raleigh, US: Lulu Enterprises, Inc, Raleigh. PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY Mandatory: - Odum, E. P., Odum, H. T., & Andrews, J. (1971). Fundamentals of ecology (Vol. 3). Philadelphia: Saunders. Optional: - S. Galassi, I. Ferrari, P. Viaroli (2014). Introduzione all'ecologia applicata. Dalla teoria alla pratica della sostenibilità. CittàStudi - Cunningham, W. P., Saigo, B. W., & Cunningham, M. A. (2001). Environmental science: A global concern (Vol. 412). Boston, MA: McGraw-Hill. - Smith T.M., Smith R.L (2008). Elements of Ecology (7th edition). Lake Arrowhead, CA, U.S.A.:Pearson THEORY AND HISTORY OF SYSTEMIC DESIGN Mandatory: - Capra, F.; Luisi, L. (2014). The Systems View of Life: A Unifying Vision. Cambridge, UK: University printing house - Maldonado, T. (1972). Design, Nature and Revolution: Toward a Critical Ecology. New York: Harp & Row - Papanek, V. (1971) Design for the real World. New York: Pantheon Books Optional: - Margolin, V. (1996). Global expansion or global equilibrium? Design and the world situation. Design issues, 12(2), 22-32. - Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The limits to growth. New York, 102, 27. - Jantsch, E. (1969). The chasm ahead. Futures, 1(4), 314-317 - Peccei, A. (1976). La Qualità Umana. Milano: Mondadori - Simon, H. A. (1996). The sciences of the artificial. MIT press - Alexander, C. (1964). Notes on the Synthesis of Form (Vol. 5). Harvard University Press. - Boguslaw, R. (1965) The New Utopians: A Study of System Design and Social Change. Englewood Cliffs: Prentice Hall - Bonsiepe, G. (1975). Teoria e pratica del disegno industriale. Milano: Feltrinelli ECONOMIC EVALUATION OF THE PROJECTS Mandatory: - there are no mandatory references. To integrate the student can consult any manual about micro economy. Optional: - F. Riccomagno; M. Semprini (2017) - Il bilancio d'esercizio e il bilancio consolidato dopo il D.Lgs. n. 139/2015 secondo l'interpretazione dei principi contabili nazionali e internazionali. Wolters Kluwer CEDAM (in particular the first part, chapters 2 e 3 – pagg 113-399)
Modalità di esame: Prova orale obbligatoria; Elaborato grafico prodotto in gruppo; Elaborato scritto prodotto in gruppo;
SYSTEMIC DESIGN The exam takes in consideration all the activities carried out during the educational path: they will be checked through intermediary evaluations which will go towards the final grade. Regular deadlines (about one each month) are fixed to check the progress of the project: it is required a presentation supported by slides which has to be done in group and last about 15 minutes (with more 5 minutes of Q&A from the teacher, assistants and the students). The final evaluation consists in three main parts: - evaluation of the Holistic diagnosis, that is done in big group of about 10 students (the weight of this part on the final evaluation is the 10%) - evaluation of the Systemic Design project, done in small group (at least 4 people) (the weight of this part on the final evaluation is the 75%)* - evaluation of the general outcomes of all the projects in the specific context, done by big group (about 10 people) (the weight of this part on the final evaluation is the 15%). * in the evaluation of the Systemic Design project the following aspects will be evaluated: - activities carried out during the academic path (20%) - connection with the Holistic Diagnosis (5%) - detailed of the desk research (20%) - management of the field research (10%) - visualization of the project (10%) - effectiveness in video communication (20%) - coherence of final material (5%) - performance of the final presentation (5%). PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY The final evaluation takes in consideration the group work, the involvement and the participation during the entire educational path (60% of the final score). At the end is fixed a final report, a presentation with an oral discussion in the classroom of about 15 minutes on the topic analysed (40% of the final score). THEORY AND HISTORY OF SYSTEMIC DESIGN The final grade takes in consideration the class attendance. The modalities of verification consist on: - the activities carried out during the educational path with a final public presentation (mandatory) (34% of the final score) - oral exam (66% of the final score) ECONOMIC EVALUATION OF THE PROJECTS The exam takes in consideration all the activities carried out during the educational path: they will be checked through intermediary evaluations which will go towards the final grade. The intermediary evaluations consist of 1) check the acquisition of the relevant theoretical notions (score 1-10) with the evaluation like "plus" on final score, only in case of positive evaluation; and 2) development of a practical linear case study through the check of the progress report and its oral presentation to the teacher and other students (evaluation to all group with a score 1-10). At the end of the educational path is required the final report on the systemic project and it will be evaluated on the technical contents, data consistency on economic, patrimonial and financial aspects, and the effectiveness of the report (evaluation to all group in /30). In that occasion, the student will give again to the teach the report on linear situation with the correction on mistakes, so the evaluation will take into account both parts and it will consist in the mid evaluation. To decide the final grade is evaluated also the final performance of the students and their commitment in the final stage of definition of the project. The final score is mainly based on the report about the systemic approach and it is completed with the oral presentation during the final exam (like a "plua" or "minus" in the performance) and the first initial evaluation in order to differentiate the different students in the same group (so the students that hard working from the beginning will be awarded). FINAL EXAM: At the end of the educational path there is a collective exam where are involved all the teachers from each contribution. The students, divided in groups, have to present and discuss the final project with a presentation of about 15 minutes with about 10 minutes of Q&A from the teachers, a presentation of the main project tables about the final project (from 7 to 10 in A3 format), deliver a written report (book of about 20 pages in A4 format). At the end of the presentation and the view of the project table, the teachers meet apart to discuss about the final grade, given by the mathematical average between the 4 grades gained by the student in every single exam. The final grade is individual for each student.
Exam: Compulsory oral exam; Group graphic design project; Group essay;
SYSTEMIC DESIGN The exam takes in consideration all the activities carried out during the educational path: they will be checked through intermediary evaluations which will go towards the final grade. Regular deadlines (about one each month) are fixed to check the progress of the project: it is required a presentation supported by slides which has to be done in group and last about 15 minutes (with more 5 minutes of Q&A from the teacher, assistants and the students). The final evaluation consists in three main parts: - evaluation of the Holistic diagnosis, that is done in big group of about 10 students (the weight of this part on the final evaluation is the 10%) - evaluation of the Systemic Design project, done in small group (at least 4 people) (the weight of this part on the final evaluation is the 75%)* - evaluation of the general outcomes of all the projects in the specific context, done by big group (about 10 people) (the weight of this part on the final evaluation is the 15%). * in the evaluation of the Systemic Design project the following aspects will be evaluated: - activities carried out during the academic path (20%) - connection with the Holistic Diagnosis (5%) - detailed of the desk research (20%) - management of the field research (10%) - visualization of the project (10%) - effectiveness in video communication (20%) - coherence of final material (5%) - performance of the final presentation (5%). PROCEDURES FOR ENVIRONMENTAL SUSTAINABILITY The final evaluation takes in consideration the group work, the involvement and the participation during the entire educational path (60% of the final score). At the end is fixed a final report, a presentation with an oral discussion in the classroom of about 15 minutes on the topic analysed (40% of the final score). THEORY AND HISTORY OF SYSTEMIC DESIGN The final grade takes in consideration the class attendance. The modalities of verification consist on: - the activities carried out during the educational path with a final public presentation (mandatory) (34% of the final score) - oral exam (66% of the final score) ECONOMIC EVALUATION OF THE PROJECTS The exam takes in consideration all the activities carried out during the educational path: they will be checked through intermediary evaluations which will go towards the final grade. The intermediary evaluations consist of 1) check the acquisition of the relevant theoretical notions (score 1-10) with the evaluation like "plus" on final score, only in case of positive evaluation; and 2) development of a practical linear case study through the check of the progress report and its oral presentation to the teacher and other students (evaluation to all group with a score 1-10). At the end of the educational path is required the final report on the systemic project and it will be evaluated on the technical contents, data consistency on economic, patrimonial and financial aspects, and the effectiveness of the report (evaluation to all group in /30). In that occasion, the student will give again to the teach the report on linear situation with the correction on mistakes, so the evaluation will take into account both parts and it will consist in the mid evaluation. To decide the final grade is evaluated also the final performance of the students and their commitment in the final stage of definition of the project. The final score is mainly based on the report about the systemic approach and it is completed with the oral presentation during the final exam (like a "plua" or "minus" in the performance) and the first initial evaluation in order to differentiate the different students in the same group (so the students that hard working from the beginning will be awarded). FINAL EXAM: At the end of the educational path there is a collective exam where are involved all the teachers from each contribution. The students, divided in groups, have to present and discuss the final project with a presentation of about 15 minutes with about 10 minutes of Q&A from the teachers, a presentation of the main project tables about the final project (from 7 to 10 in A3 format), deliver a written report (book of about 20 pages in A4 format). At the end of the presentation and the view of the project table, the teachers meet apart to discuss about the final grade, given by the mathematical average between the 4 grades gained by the student in every single exam. The final grade is individual for each student.


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