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95566 Digital Experience Design

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Information Technology: Computer Science
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

Experience-centred design is concerned with designing for the richness of human experience with the wide variety of new technologies and media that are available. We can become excited by the potential of mobile computing, social media, customised and localised apps, and the ways in which they interact with each other. But the real excitement of experience-centred design is in the impulse to use these developments to give people the chance to have a richer life, to include people who might otherwise feel excluded, and to ensure that everybody has a chance to have their say, especially those who often feel voiceless.

This subject introduces students to the conceptual ideas behind user experience and experience design, and builds their understanding of the nature of human experience and its mediation by technology. The subject also introduces students to the practical processes of experience design by allowing students to work on a real-world design project with real users, supported with advice and input from practising professionals, and in a context of peer support and feedback. Students can explore approaches that engage users as participants in the design process, with a view to understanding relationships between users and designers in experience-centred design. Working on this project with others allows students the opportunity to engage critically with the theoretical and practical interdisciplinary approaches to information and interaction design.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. define experience design, and its differences and similarities with other types of interaction design approaches
2. critically analyse how people experience technology, digital content, the role of sociality, and how such experiences can be supported or designed
3. apply appropriate theoretical concepts to accurately describe, critique, analyse and evaluate user experiences that arise through-and-during interactions with information technology
4. refine their understanding of experience design through critical application of theoretical concepts to the design of a digital project and evaluation of that project
5. develop an understanding of using interpretive and qualitative approach to experience-centred design dialogical approaches to design, whether they pertain specifically to information and interaction design, or are more widely drawn from other design disciplines
6. explore and develop approaches that engage users as participants in the design process, with a view to understanding relationships between users and designers in experience-centred design.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

  • Problem-solving and design - Engineering and IT practice focuses on problem-solving and design where artifacts are conceived, created, used, modified, maintained and retired. (B.0)
  • Identify and apply relevant problem-solving methodologies (B.1)
  • Demonstrate research skills (B.6)
  • Abstraction and modelling - Abstraction, modelling, simulation and visualisation inform decision-making and are underpinned by mathematics, as well as basic and discipline sciences. (C.0)
  • Develop models using appropriate tools such as computer software, laboratory equipment and other devices (C.2)
  • Evaluate model applicability, accuracy and limitations (C.3)
  • Reflect on personal and professional experiences to engage in independent development beyond formal education for lifelong learning (D.2)
  • Communication and coordination - Engineering and IT practice involves the coordination of a range of disciplinary and interdisciplinary activities to arrive at problem and design solutions (E.0)
  • Communicate effectively in ways appropriate to the discipline, audience and purpose (E.1)
  • Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements (F.1)
  • Appreciate ethical implications of professional practice (F.2)

Teaching and learning strategies

This subject includes face-to-face classes and practical activities throughout the semester, constituted by readings, group work and design project development. You will receive feedback from your peers, the teaching staff, and guest industry professionals to improve the quality of your work. You will gain most from the classes if you prepare in advane and participate in the online and class discussions. This will include reading the prescribed documents, completing the required work and completing the necessary tasks on UTSOnline.

UTSOnline will be used in this subject for discussions, activities, assessment progression and submission, a question and answer forum and subject announce¬ments. More details of the group discussions will be given in classes and in UTSOnline.

As a student in this subject you are expected to attend and participate in all classes, actively contribute to online discussions, and complete your assignments by their due dates. Workshops are an important part of the learning experience in this subject. Students are expected to attend and participate in learning activities in all workshops.

This subject is 6 credit points. This means that throughout the semester you should be spending an average of 9-12 hours per week on this subject, including the class time.

Assessment

Assessment task 1: Music listening research proposal

Intent:

This task is intended to be the research that informs your Design Project. Therefore, this task is linked to Assessment Task 2.

Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

2, 3, 4, 5 and 6

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

B.1, B.6, C.2, C.3 and E.0

Type: Report
Groupwork: Individual
Weight: 30%
Length:

2000-4000 words, not including references

Criteria:

This task will be assessed according to the degree to which you:

  • thoroughly understand the different types and reasons particular experiences are desirable to people
  • successfully apply the appropriate strands of theories of experience-centred design into your proposal
  • successfully apply the appropriate research approach and methods to justify your experience-centred design
  • demonstrate understanding of how to make arguments and justifications to your proposal that are sound and thorough
  • can produce argument and present ideas that are thorough and detailed
Criteria linkages:
Criteria Weight (%) SLOs CILOs
thoroughness of understanding types of desirable experiences 20 2 C.3
appropriate application of theories of experience-centred design 20 3 B.6
appropriate application of research to experience-centred design 20 5 C.2
quality of the argument and justifications presented 20 4 B.1
thoroughness and quality of argument and ideas 20 6 E.0
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Music Experience Design project

Intent:

To provide provide students with opportunities to practice a humanistic Experience-Centred Design methodology to to reimagine/redesign a digital technology system/app or service that can better support desirable and appropriate experiences

Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 4, 5 and 6

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

B.0, B.6, C.0, D.2 and F.1

Type: Design/drawing/plan/sketch
Groupwork: Group, individually assessed
Weight: 40%
Length: Rationale 2000 words
Criteria:

This task will be assessed according to:

  • how comprehensively you have applied and reflected on your research findings in your overall design
  • how effectively you have justified your design decisions with appropriate reference to your own research and other theories of experience, information and interaction design
  • evidence of learning and progression at each stage of the project, including what inspired you to revise your ideas.
Criteria linkages:
Criteria Weight (%) SLOs CILOs
insight developed from application of and reflection on research findings 20 1, 5 B.6
evidence of learning and progression 20 4 D.2
elegance in articulation of design 20 5, 6 C.0, F.1
rigour shown in justification of design decisions with reference to theory 20 1, 4 B.0
clarity and thoroughness of design concept presentation 20 4 C.0
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Class and online participation

Objective(s):

This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4 and 5

This assessment task contributes to the development of the following course intended learning outcomes (CILOs):

B.6, C.3, D.2, E.1 and F.2

Type: Reflection
Groupwork: Individual
Weight: 30%
Length:

2000 words

Criteria:

The contributions you make should be carefully considered and written, and you will be assessed over the semester according to the extent to which you:

  • engage with other people’s contributions and provide constructive feedback
  • refer to and reflect on set readings
  • incorporate your personal and professional experience
  • show evidence of and offer ideas from wider reading and research, which may include suggesting additional resources relevant to the topic
  • appropriately acknowledge the sources you used in Harvard style.

You are expected to contribute at least once to every Class activity in a timely manner. The online discussions are open-ended, but this does not mean it is acceptable to simply do a mass posting at the end of semester. See UTSOnline for instructions and further details.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
engagement with other people’s contributions 20 1 E.1
perceptiveness and thoroughness of reflection on set readings 20 2 C.3
reflection from your personal and professional experience 20 3, 4 D.2
insightfulness of ideas drawn from wider reading and research 20 2, 3 B.6
appropriately acknowledge the sources you used in Harvard UTS style 20 5 F.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

In order to pass the subject, a student must achieve an overall mark of 50% or more.

Required texts

Experience-Centered Design: Designers, Users, and Communities in Dialogue by Peter Wright & John McCarthy

Synthesis Lectures on Human-Centered Informatics Jan 2010, Vol. 3, No. 1, Pages 1-123. You should be able to access this e-book from UTS Library.

Recommended texts

For a more practical how-to approach: The Elements of User Experience, Second Edition: User-Centered Design for the Web and Beyond by Jesse Garrett (available online from UTS library)

A lot of the foundational ideas and concepts can be found in this very valuable website: https://www.interaction-design.org

Other resources

UTSOnline

In this subject UTSOnline will be used to:

  • post announcements about this subject from the subject co-ordinator
  • provide electronic copies of the subject outline, PowerPoint slides, readings and subject documents
  • provide a forum for different threads of discussions
  • provide links to other digital resources and websites
  • send and receive emails between lecturers and students
  • inform you of your grades via the Gradebook

Facebook: closed group

This subject will also trial the use of a closed Facebook group for group discussions and sharing of web resources