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  2. Interface and Information Design [IMM2125]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Interface and Information Design

  • Unit Code

    IMM2125

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the concepts of interface and information design by exploring elements of human-computer (or -product) interactions. Students investigate theories and fundamental principles of interaction design focusing on user-centred pproaches. This unit also looks at practical aspects of multimedia project development by following a commonly used interaction design development process: identify, design, prototype, and evaluate. Students apply various development tools and techniques including flowcharting, storyboarding, and prototyping to produce practical products.

Equivalent Rule

Unit was previously coded IMM4125

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply an iterative product development process.
  2. Critically discuss the cognitive and emotional aspects of users.
  3. Describe and demonstrate various interaction styles for a wide range of contexts in human-computer interaction.
  4. Describe and implement designs that cater for cross-cultural and international users.
  5. Develop a well-supported design document through a systematic research process to support and justify proposed design ideas/solutions.
  6. Interpret and apply interface design principles.
  7. Synthesise and communicate design ideas/solutions diplomatically in written, spoken, and visual means of expression.
  8. Work as a part of a team to conduct product evaluation/user testing to determine the effectiveness of products.

Unit Content

  1. Data gathering and analysis for design.
  2. Iterative product development process.
  3. Prototyping and evaluating interfaces.
  4. Socio-emotional interaction design.
  5. The concepts of social and environmental sustainability in design practice.
  6. Theories and components of interface and information design.
  7. Universal and international interface design principles.
  8. User-centred design and user profiling.

Additional Learning Experience Information

Seminars.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportDesign documentation *40%
ReviewPeer assessment & Evaluation report20%
ProjectFinal product & Oral presentation40%

* Assessment item identified for English language proficiency

Text References

  • ^ IMM2125 readings (available via unit website).
  • Norman, D. A. (2004). Emotional design: Why we love (or hate) everyday things. New York: Basic Books.
  • Norman, D. (1990). The design of everyday things. New York: Garden City.
  • Nielsen, J., & Loranger, H. (2006). Prioritizing web usability. Berkeley, CA: New Riders.
  • Galitz, W. O. (2002). The essential guide to user interface design: An introduction to GUI design principles and techniques. New York: John Wiley.
  • Fogg, B. J. (2003). Persuasive technology: Using computers to change what we think and do. Amsterdam: Morgan Kaufmann Publishers.
  • Cooper, A., & Reimann, R. (2003). About face 2.0: The essential of interaction design. (2nd ed.). Indianapolis: Wiley.
  • Preece, J., & Rogers, Y., (2006). Interaction design: Beyond human-computer interaction. (2nd ed.). Hoboken, NJ : Wiley & Sons.
  • Lowgren, J., & Stolterman, E. (2004). Thoughtful interaction design: A design perspective on information technology. Cambridge: The MIT Press.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

IMM2125|1|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Interface and Information Design

  • Unit Code

    IMM2125

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit examines the concepts of interface and information design by exploring elements of human-computer (or -product) interactions. Students investigate theories and fundamental principles of interaction design focusing on user-centered approaches. This unit also looks at practical aspects of multimedia project development by following a commonly used interaction design development process: identify, design, prototype, and evaluate. Students apply various development tools and techniques including flowcharting, storyboarding, and prototyping to produce practical products.

Equivalent Rule

Unit was previously coded IMM4125

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply an iterative product development process.
  2. Critically discuss the cognitive and emotional aspects of users.
  3. Describe and demonstrate various interaction styles for a wide range of contexts in human-computer interaction.
  4. Describe and implement designs that cater for cross-cultural and international users.
  5. Develop a well-supported design document through a systematic research process to support and justify proposed design ideas/solutions.
  6. Interpret and apply interface design principles.
  7. Synthesise and communicate design ideas/solutions diplomatically in written, spoken, and visual means of expression.
  8. Work as a part of a team to conduct product evaluation/user testing to determine the effectiveness of products.

Unit Content

  1. Defining design problems.
  2. User-centred design and user research.
  3. User experience (UX).
  4. Prototyping ideas.
  5. Design strategy and direction.
  6. Evaluation and user testing.
  7. Design refinement.
  8. Aesthetic considerations.
  9. Communicating design.

Additional Learning Experience Information

Seminars.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentProject development60%
ProjectProject delivery40%

Text References

  • ^ IMM2125 readings (available via unit website).
  • Norman, D. A. (2004). Emotional design: Why we love (or hate) everyday things. New York, NY: Basic Books.
  • Norman, D. (1990). The design of everyday things. New York, NY: Garden City.
  • Lowgren, J., & Stolterman, E. (2004). Thoughtful interaction design: A design perspective on information technology. Cambridge, MA: The MIT Press.
  • Fogg, B. J. (2003). Persuasive technology: Using computers to change what we think and do. Amsterdam: Morgan Kaufmann Publishers.
  • Preece, J., & Rogers, Y. (2006). Interaction design: Beyond human-computer interaction. (2nd ed.). Hoboken, NJ : Wiley & Sons.
  • Nielsen, J., & Loranger, H. (2006). Prioritizing web usability. Berkeley, CA: New Riders.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

IMM2125|1|2