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Curricular information is subject to change
On completion of this module, students will have:
* Conducted original research into a social, industry or firm context and established the nature of a design need;
* Experienced facilitation techniques for revealing insights in multi-disciplinary teams;
* Knowledge and understanding of digital prototyping and mock-up tools.
You will be able to:
* Identify, create and capture descriptive user requirements for digital design relevant to specific business contexts;
* Formulate a design element and comment critically on its development, implementation and adoption;
* Explain the strengths and weaknesses of the field study and design methods used to develop digital systems.
This module connects user-centred design principles, designing requirements and requirements design for digital systems. Practical facilitation skills are developed using Lego Serious Play (LSP). Classes employ contemporary idea generation and experimentation techniques using the IDEO Design Kit [IDEO.org, 2015]. The module gives you the opportunity to learn to use popular Wireframe and Mockup Tools for digital design. A group project is organized along the lines of the ‘Sprint’ method [Knapp et al., 2016].
Student Effort Type | Hours |
---|---|
Lectures | 24 |
Specified Learning Activities | 60 |
Autonomous Student Learning | 36 |
Total | 120 |
Not applicable to this module.
Description | Timing | Component Scale | % of Final Grade | ||
---|---|---|---|---|---|
Studio Examination: Project poster presentation. This involves presenting a researched design component employing visual and verbal media. | Varies over the Trimester | n/a | Pass/Fail Grade Scale | No | 20 |
Essay: Research essay and Reflection | Coursework (End of Trimester) | n/a | Graded | No | 60 |
Continuous Assessment: Homework assignments | Varies over the Trimester | n/a | Graded | No | 20 |
Resit In | Terminal Exam |
---|---|
Autumn | No |
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
Formative feedback on the project offered as it is developed throughout the module. Formative feedback on research essay offered as it is developed throughout the module. Summative feedback on project given at time of presentation. Summative feedback on research essay and reflection given at end of term.
Name | Role |
---|---|
Ms Ruth Campion | Lecturer / Co-Lecturer |