Welcome to the course User experience Design and usAbility (UDA) DVA451. Make gorgeous stuff that works. This course is part of the Professionals Master Program for Software Engineering (PROMPT).
The UDA course focuses on the process of designing digital artifacts, specifically how artefacts should be designed and developed so that they have desirable use qualities and good usability. Particular emphasis is on the users' experience of the digital artifact. Methods in experience design: design methods in the creative phase, concept development, interaction techniques and evaluation techniques are introduced and applied. The course includes practical design work through workshops and projects.
One fundamental principle for university education is that the student is responsible for the learning. In this course, you learn by doing. You initiate and perform a design project. In this project, you practice the methods and techniques for user experience design and usability. You will also consider ethical aspects, social aspects, sustainable development and norm criticism in your designs. You will also encompass an overview of current research in the area for reference in your design, critique and reflections.
The educational activities are connected to the learning outcomes and examination. This is known as constructive alignment (Biggs and Tang, 2011).
The course learning outcomes are summarised below. After taking the course the student should be able to:
To reach the learning outcomes students will engage in a number of activities revolving around an individual design project that they will work on during the course. Each student chooses a topic/domain/issue to address for their project that is relevant for their own situation. During the course the topic/domain/issue is explored and addressed through designerly methods and a solution/artefact is designed. The chosen topic could for instance be related to issues and/or opportunities at the student's place of work.
While each design project is unique, typical activities include:
Furthermore the design solutions should fulfill at least the following requirements:
During the course it is important that students continuously present their progress and shows how you they approached the different tasks and addressed feedback given by teachers and peers throughout the course at the design crit sessions (see below).
Design is an iterative process that relies heavily on feedback from others (users, teachers, peers) to ground design proposals in real needs and experiences. During the course students will therefore engage in regular critique sessions, where they present the current state of their project to teachers and peers and receive constructive feedback.
During the course students are required to make 4 video handins that are maximum 3 min each illustrate the most important aspects of the interaction design in its current state in an attractive and pedagogical manner. Use a voice over track in combination with text to describe relevant aspects of the design. Share the video via online services such as Vimeo or YouTube.
In addition students are required to perform a critique of two other students' design work as illustrated by the video and judge the work based on existing interaction design standards, state-of-the art, and other perceived subjective and objective qualities of the work including experiential qualities, as outlined by e.g Bardzell (see below). Hand in a document for each reviewed project that summarises the critique. The critique handin should be approximately one page or 500 words. Share the documents via the prepared folders at Google Drive.
Here follows a rough guide to what you need to do in the course.
Based on the design work summarised in each video and the two accompanying critique documents, students are required to hand in 2 written reflections. The first text covers the discover and define phases of the process, and should be approximately one page or 500 words. The second text reflectes the entire process with emphasis on the delvelop and define phases. This text should be twice as long as the first, i.e. around 1000 words. The reflections should clearly show what the student has done to make progress in their design work and where relevant address including but not limited to:
Share the links of the self reflection documents with the course teachers only.
|28 Aug. 2017 13:15 - 15:30||Rollcall||Google Hangouts|
|4 Sep. 2017||Initial Design Critique and Design Thinking Exercise||Deadline|
|8 Sep. 2017||Project Topic Description||Deadline|
|11 Sep. 2017||Project Topic Description Peer Review||Deadline|
|14 Sep. 2017 13:15 - 15:15||Supervison 1||Google Hangouts|
|21 Sep. 2017 14:30 - 16:30||Supervison 2||Google Hangouts|
|27 Sep. 2017||Discover Video||Deadline|
|29 Sep. 2017||Discover Video Critique||Deadline|
|9 Oct. 2017 13:15 - 15:15||Supervision||Google Hangouts|
|13 Oct. 2017||Define Video||Deadline|
|16 Oct. 2017||Define Video Critique||Deadline|
|19 Oct. 2017||Discover and Define Reflection||Deadline|
|23 Oct. 2017||Discover and Define Reflection Peer Review||Deadline|
|30 Oct. 2017 13:15 - 15:15||Supervison||Google Hangouts|
|8 Nov. 2017||Develop Video||Deadline|
|10 Nov. 2017||Develop Video Critique||Deadline|
|20 Nov. 2017 13:15 - 15:15||Supervision||Google Hangouts|
|29 Nov. 2017||Deliver Video||Deadline|
|1 Dec. 2017||Deliver Video Critique||Deadline|
|8 Dec. 2017||Project Reflection||Deadline|
|12 Dec. 2017||Project Reflection Peer Review||Deadline|
|14 Dec. 2017 13:15 - 15:15||Course Ending||Google Hangouts|
Cooper, A., Reimann, R., Cronin, D., & Noessel, C. (2014) About face: the essentials of interaction design. John Wiley & Sons.
Bardzell, J. (2011) Interaction criticism: An introduction to the practice. Interacting with Computers, 23(6), 604-621.
Biggs, J.B. and Tang, C. (2011) Teaching for quality learning at university what the student does. 4th edn. Maidenhead: McGraw-Hill/Society for Research into Higher Education/Open University Press.
Binder, T., Löwgren, J. and Malmborg, L. (eds.) (2008) (re) searching the digital Bauhaus. United Kingdom: Springer-Verlag New York.
Buxton, B., Greenberg, S. and Carpendale, S. (2011) Sketching user experiences: The workbook. San Francisco, CA: Morgan Kaufmann Publishers In.
Design Council. (2007) Eleven lessons: managing design in eleven global brands — A study of the design process
Harvard, Å., Ilstedt Hjelm, S., Johansson, U., Nino, E., Svengren Holm, L., Ullmark, P., Westerlund, B., (2007) Under ytan : en antologi om designforskning. Raster förlag Stockholm
Hanington, B.M., Martin, B. and Hannington, B. (2012) Universal methods of design: 100 ways to research complex problems, develop innovative ideas, and design effective solutions. United States: Rockport Publishers.
Lidwell, W., Holden, K., Butler, J. and Elam (2010) Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design. 2nd edn. United States: Rockport Publishers.
Löwgren, J. (2007) Interaction design,research practices and design research on the digital materials, Originally published in Swedish as "Forskning om digitala material", in Harvard, Å., Ilstedt Hjelm, S., Johansson, U., Nino, E., Svengren Holm, L., Ullmark, P., Westerlund, B., (2007) Under ytan : en antologi om designforskning. Raster förlag Stockholm.
Saffer, D. (2009) Designing for interaction: Creating innovative applications and devices. 2nd edn. Berkeley, CA: New Riders Publishing.
Wikberg-Nilsson, Å., Törlind, P., Ericson, Å. (2015) Design Process och metod. Studentlitteratur Lund