In this course we examine speculative and critical design methodologies which challenge the narrow assumptions and preconceptions that typically limit the form and function of designed artefacts. These methodologies look beyond a functional instrumentalism to consider how design can be used to incite mindful reflection rather than blind consumption, as well as address society’s “wicked problems”. The processes and practices considered involve designers imagining futures based on current technological and cultural trajectories; but rather than accepting those trajectories, design is used as an instrument to incite change and alter their direction. The course uses design projects as the main vehicle for the exploration of speculative design theories and methodologies. The projects are not confined to any particular medium or discipline but require students to question what they produce and why.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. apply design as a cultural practice with complex agendas and implications for society;
2. design and produce artefacts that embody complex critical ideas and values;
3. conduct research into design theories, artefacts and processes, and apply findings to creative production; and
4. substantiate design outcomes with research and rationale.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to Speculative and Critical Design
2	Project Theme Deep Dive
3	From Critical to Speculative Design	Assessment 1
4	Archetype Cards
5	Futuring
6	World Building	Assessment 2
7	Histories of the Future
8	Forging Futures
9	Prototyping & Roleplaying	Work in Progress presentation
10	Artefact Development & Feedback	Assessment 2
11	Artefact Development & Feedback
12	Artefact Expo	Assessment 3 Presentations
14		Assessment 3 Digital Submission

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Research Task	20 %	10/03/2026	24/03/2026	3
World Drafts	30 %	12/05/2026	26/05/2026	1,2,3,4
Major Project	50 %	26/05/2025	*	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Research Task

In preparation for the major project, you will develop research into speculative and critical design concepts and methods, as well as issues related to the major project brief. Prepare a presentation that documents and summarises your investigation and demonstrates your understanding. This document will be collated in presentation slides that will be submitted digitally and presented in class. The slides must follow this format:

Slide No.1: Speculative Design Case Study

Slide No. 2: Critical Design Case Study

Drawing on the resources provided in class and your own research, briefly define and distinguish between speculative and critical design. Cite sources to support your definition. Document and describe two examples of design projects that fit your definitions. Briefly describe the critical and/or speculative intention of the projects. Use images and text.

Slide No 3-5 Annotated Bibliography (3 slides - 1 slide per source)

Identify and summarise three relevant sources related to the major project brief: What are the key issues at stake?

For each source:

• Cite each source in full, and provide a link
• Briefly evaluate each source: Who is the author? What is the publication? How credible is the source? What discipline or context does the source come from?
• Briefly summarise the points most relevant to the major project brief
• 
  

All sources - images and text - must be fully referenced using Chicago academic style.

Each student will briefly present their examples to class in the tutorial for week 3. Slides must be submitted as a PDF before class by exporting as a PDF from powerpoint or your preferred application.

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
Conduct research into design theories, artefacts and processes, and apply findings to creative production (LO 3) in three parts:
Demonstrate an Understanding of Speculative and Critical Design (50%)	Exceptional understanding, with innovative and insightful interpretations. Demonstrates deep engagement with speculative and critical design principles.	Strong understanding, with clear and thoughtful interpretations. Shows significant engagement with speculative and critical design principles.	Good understanding, with competent interpretations. Demonstrates adequate engagement with speculative and critical design principles.	Basic understanding, with some relevant interpretations. Shows minimal engagement with speculative and critical design principles.	Limited or no understanding, with unclear or irrelevant interpretations. Demonstrates little to no engagement with speculative and critical design principles.
Demonstrate an Ability to Research, Evaluate, and Understand Relevant Sources (25%)	Exceptional research skills, with thorough evaluation and deep understanding of highly relevant sources. Integrates sources seamlessly into work.	Strong research skills, with clear evaluation and good understanding of relevant sources. Integrates sources effectively into work.	Good research skills, with competent evaluation and understanding of relevant sources. Integrates sources adequately into work.	Basic research skills, with some evaluation and understanding of sources. Integrates sources minimally into work.	Limited or no research skills, with poor evaluation and understanding of sources. Fails to integrate sources effectively into work.
Effective Written Communication and Presentation (25%)	Exceptional clarity, coherence, and sophistication in written communication. Presentation is highly engaging and professional.	Strong clarity, coherence, and sophistication in written communication. Presentation is engaging and professional.	Good clarity and coherence in written communication. Presentation is competent and clear.	Basic clarity and coherence in written communication. Presentation is understandable but lacks engagement	Limited or no clarity and coherence in written communication. Presentation is unclear and unengaging.

Assessment Task 2

World Drafts

In groups of 3-4 students, develop a world 50 years in the future. These worlds will work to realise the Speculative Futures Brief [detailed brief on Canvas] based in the city Canberra. Worlds should be fully articulated and illustrated with as many means as you see fit, using a plethora of media and means. Worlds should be developed using speculative and critical design methodologies including, but not limited to, futuring, archetype cards, backcasting, artefacts, roleplaying and prototyping. Your worlds should consider rich and complex dynamics of environmental, technological, political, cultural and economic issues from the local to the global. These worlds will be where the artefacts for Assessment 3 will emerge from.

The worlds will be presented in two iterations across the second half of the semester.

Submission Requirements:

World Draft 1 - Presented in Week 6 Lecture

Each group will have 5 minutes to present their first draft of their world build. Presentations should demonstrate the group's capacity to collaborate with rich media and presentation styles. Groups are welcome to discuss tensions, future planning and questions they want to ask the class. Students will receive indicative feedback during the tutorial for week 6 that should have significant baring on how they develop their work and should guide them in how they are progressing in the class.

World Build Version 2.0 - Presented in Week 10 Lecture

Each group will have 5 minutes to present the second iteration. It will need to integrate feedback given in week 6 and should show significant development through the adaptation of new methods and perspectives. The approach to the presentation can vary also, and it is expected that a wealth of new media should be incorporated. It should be clear to the class how the artefacts that are being developed are facilitated by this world. You will receive more verbal feedback in the tutorial for week 10.

Presentation material for both drafts to be submitted by Week 10 Lecture. No late submissions are permitted.

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
Apply design as a cultural practice with complex agendas and implications for society (LO1) (25%)	The project responds to the brief using speculative and/or critical design methodologies in an evocative, complex and innovative way	The project responds to the brief using speculative and/or critical design methodologies in a complex and innovative way	The project responds to the brief using speculative and/or critical design methodologies	The project somewhat responds to the brief using speculative and/or critical design methodologies	The project does not respond to the brief or use speculative and/or critical design methodologies
Design and produce artefacts that embody complex critical ideas and values (LO2) (25%)	The world is designed and produced with outstanding quality, embodying the complexity of the brief through critical ideas and values	The world is designed and produced with very high quality, embodying some of the complexity of the brief through critical ideas and values	The world is designed and produced with good quality, embodying very few of the complexity of the brief through critical ideas and values	The world is designed and produced with some quality, embodying none of the complexity of the brief through critical ideas and values	The world is not designed and produced with sufficient quality, embodying none of the complexity of the brief through critical ideas and values
Conduct research into design theories, artefacts and processes, and apply findings to creative production (LO3) (25%)	The project is supported by extensive research, and this research is applied to the project in a rigorous and compelling way.	The project is supported by research, and this research is applied to the project in a compelling way	The project is somewhat supported by research, and this research is applied to the project	The project is somewhat supported by research	The project is not supported by any research
Substantiate design outcomes with research and rationale (LO4) (25%)	The project intentions, critiques and proposals are communicated eloquently and their details are evidenced by a wide variety media. Feedback has strongly informed the iterative and collaborative process.	Reflections on this project and its intentions are well communicated and their details are evidenced by various media. Feedback has clearly informed elements of the iterative and collaborative process.	Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. Feedback has informed elements of the iterative and collaborative process.	Reflections on this project and its intentions are communicated but the discussion lacks evidence. Feedback could better inform elements of the iterative and collaborative process.	The project has not been situated in the field and lacks reflection. Feedback has not informed elements of the iterative and collaborative process.

Assessment Task 3

Major Project

Taking from the rich and detailed world builds from Assessment 2, artefacts will start to emerge that make these worlds possible and respond to the cultural, economic, political, technological and ecological dimensions of these contexts. In this Major Project, each individual student will fully develop one artefact. They will draw from the methods explored in the class and their own toolkit of design skills, digital and hands on, in order to manifest an entirely believable thing that sits

Through research and creative investigation, students will develop imaginative designs that materialize and interrogate their possible futures. Use speculative and critical design methods from class to challenge current assumptions and envision innovative solutions for a sustainable future.

Students should refer to their work from Assessment 2 and any subsequent research that has been accumulated. Draw on the location and collections of relevant sites, and the ambitious aims and philosophy of their mandates. Use these to inform your project, and be prepared to share your developed ideas in class.

Your design may take any suitable form, such as:

• visual and digital material (graphics, posters, short films, animations, websites, games, advertisements, logos, identities, interfaces, visualizations, diagrams),

• objects (garments, gadgets, vehicles, buildings, devices, instruments, tools, technologies), and

• written material (narratives, diaries, news articles, instruction manuals, policies, procedures).

Realise your design as fully as possible. Some forms (e.g., posters) can be fully realized. Others (e.g., buildings) can be realized in the form of models, maquettes, or sketches. Consider how an audience would interpret, respond to, or participate in your design.

Submission Requirements:

Artefact Prototype Expo - Presented in Week 12 Lecture

In the lecture slot for the week, students will set up their prototypes with any collateral descriptive material to accompany and be ready to showcase their work. Students will document their work to include in the online submission in their 5 minute reflection and submit the documentation before the next tutorial. Feedback will be given to students in a class discussion in the subsequent tutorial. This feedback should be considered in how the final work is further developed.

Online Submission - Week 14

Major Project: Submit all components of your design, depending on its specific form. Compile a digital submission of all relevant elements (e.g., digital files for print, video, fabrication, websites, other) and submit via Wattle. Make sure all links are accessible (not just to yourself when you're signed into your account).

Video Reflection: produce a five minute video of discussing your project. Include your reflections on the project development, feedback and how you resolved the work. Use any images/video of your progress as evidence. Discuss any conclusions, future thinking that you have developed.

Rubric

Criteria	HIGH DISTINCTION 80-100%	DISTINCTION 70-79%	CREDIT 60-69%	PASS 50-59%	FAIL 0-49%
Apply design as a cultural practice with complex agendas and implications for society (LO1) (25%)	The project responds to the brief using speculative design methodologies in an evocative, complex and innovative way	The project responds to the brief using speculative design methodologies in a complex and innovative way	The project responds to the brief using speculative design methodologies	The project somewhat responds to the brief using speculative design methodologies	The project does not respond to the brief or use speculative design methodologies
Design and produce artefacts that embody complex critical ideas and values (LO2) (25%)	Artefact is designed and produced with outstanding quality, embodying the complexity of the brief through critical ideas and values	Artefact is designed and produced with very high quality, embodying some of the complexity of the brief through critical ideas and values	Artefact is designed and produced with good quality, embodying very few of the complexity of the brief through critical ideas and values	Artefact is designed and produced with some quality, embodying none of the complexity of the brief through critical ideas and values	Artefact is not designed and produced with sufficient quality, embodying none of the complexity of the brief through critical ideas and values
Conduct research into design theories, artefacts and processes, and apply findings to creative production (LO3) (25%)	The project is supported by extensive research, and this research is applied to the project in a rigorous and compelling way	The project is supported by research, and this research is applied to the project in a compelling way	The project is somewhat supported by research, and this research is applied to the project	The project is somewhat supported by research	The project is not supported by any research
Substantiate design outcomes with research and rationale (LO4) (25%)	Reflections on this project and its intentions are communicated eloquently and their details are evidenced by a wide variety media. Feedback has strongly informed the iterative and collaborative process.	Reflections on this project and its intentions are well communicated and their details are evidenced by various media. Feedback has clearly informed elements of the iterative and collaborative process.	Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. Feedback has informed elements of the iterative and collaborative process.	Reflections on this project and its intentions are communicated but the discussion lacks evidence. Feedback could better inform elements of the iterative and collaborative process.	The project has not been situated in the field and lacks reflection. Feedback has not informed elements of the iterative and collaborative process.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students