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This course is the venue where skills learned in other courses contribute in substantive ways to challenging interdisciplinary design projects. Through lectures, short in-class charrettes, co-creation workshops, project development cycles, tutorials, and group critiques, students will build their skill sets as designers. Students will practice a comprehensive design process including in-depth research and analysis, divergent and convergent thinking, conceptual and formal explorations, and multiple presentation techniques to create designs that are functional and expressive, and address the needs and interests of a specific audience. Projects this term will include: a smart home dashboard and a design exploration for our new campus.
By the end of the course students should have furthered their understanding of opportunities inherent in the practice of interaction design, especially in the areas of emerging media and design as an agent of social change. The course should help students appreciate that:
Upon completion of the course, students should be able to:
All supported course material and additional resources for the course will be posted and archived at
|Project 1: Smart Home Dashboard||40%|
|Project 2: Hidden Past||40%|
|Final Design Solution||20%|
|Presentation & Documentation||30%|
Research: Research questions are appropriate, carefully framed and insightful. Sources are varied and reliable; scope and depth of research suits the project and time available. Research findings are selected and evaluated according to relevant criteria. Design shows evidence (through the process books) of being informed and improved through research and testing.
Conceptual Development: Playfulness, experimentation, and intelligent development result in a wide range of possible solutions; the design process is both convergent and divergent, analytical and synthetic, as the project phase requires. Many iterations are considered and evidence of this is documented in the process books. More importantly, reflective notes show how ideas connect and why certain directions were chosen over others. Make connections.
Communication: Ensuring that the form of the message resonates with the intended audience.
Eloquence: Achieving an expressive unity between meaning and form.
Originality: Risk-taking; designing solutions that arise from insight, experiment and imagination.
Visual form: Achieving engaging, meaningful solutions. Typography demonstrates a good understanding of normative and expressive principles; images and other visuals illuminate ideas clearly and elegantly.
Technical accomplishment: Using technology competently and in a way that is appropriate to concept, audience, objectives and visual form.
User Experience: Considering the designed experience in interacting with the piece. Does it invite reading, is it clear, can the desired information be apprehended easily. Note: Research and Conceptual Development and Visualization are assessed by evaluating your Design Process Book, which must be submitted with each project for grading. See description below.
Presentation: Giving a convincing explanation and defense of work; effective, professional presentation.
Project management: Meeting deadlines; developing projects iteratively rather than at the last moment; organization of tasks using such tools as a Gantt Diagram.
Process Documentation Students demonstrate the course learning competencies by recording their design process and methods in a process book which forms an integral component of the course grade. It consists of: Documentation of the project process including: Summary of research (250 word written document summarizing literature and providing the context for your proposed solution. Must include a bibliography. Include any primary research such as interviews or testing)
Important: the purpose of the process book is to show a reader the evolution of the idea/design. It is not enough to simply show images, you need to use words to draw parallels, to show how research influenced design, to point out strengths and weaknesses of various directions. Essentially you are telling the story of your project.
|Letter Grade||Grade Points||Percentage||Equivalent Description||Expanded Description|
|A+||4.33||95-100||Distinguished Achievement||For coursework of distinction, demonstrating a Distinguished, level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|A||4.00||90-94||Outstanding Achievement||For coursework of distinction, demonstrating an Outstanding level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|A-||3.67||85-89||Excellent Achievement||For coursework of distinction, demonstrating an Excellent level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B+||3.33||80-84||Commendable Achievement||For coursework demonstrating a Commendable level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B||3.00||75-79||Very Good Achievement||For coursework demonstrating a Very Good level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|B-||2.67||70-74||Good||For coursework demonstrating a Good level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C+||2.33||65-69||Competent||Coursework demonstrates a competent level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C||2.00||60-64||Satisfactory||Coursework demonstrates a satisfactory level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|C-||1.67||55-59||Pass||Coursework demonstrates a passing level of understanding of the subject matter, concepts, and techniques achieved in satisfying the learning objectives of a course.|
|D||1.00||50-54||Marginal Pass||Coursework demonstrates a marginal or barely adequate level of understanding and ability for satisfying the learning objectives of a course.|
|Grade Notation||See below for grading definitions.|
|W||Withdrawal from a course|
DEFINITIONS – GRADING
Grade Point Average: A Grade Point Average (GPA) is an average of the grade point values earned for credit courses.
Semester Grade Point Average
The average of the grade point values that you have earned for all courses attempted in a semester.
Cumulative Grade Point Average
The average of the grade point values for all of the credit courses attempted while at ECU, including repeated courses.
Grade Point Average Calculation: Grade point values range from 0.00 (F grade) to 4.33 (A+ grade). Each letter grade has a corresponding value. GPA is calculated by taking the total amount of the grade point values assigned for grades and dividing that total by the number of credits earned.
Aegrotat grade (AEG): Aegrotat (AEG) standing may be used where a student is unable to complete their course work due to significant medical or other extenuating circumstances beyond their control. AEG may be used where a student has successfully completed a minimum of 60 percent of a course. A grade assignment of AEG will carry credit, and satisfy pre-requisite and degree requirements, but will be GPA neutral
Incomplete grade: Incomplete grades may be granted by the instructor, for cases where the student has been unable to complete the course work because of extenuating circumstances beyond their own control. Such circumstances may be medical or of a personal nature and the student may be required to provide documentary evidence.
Pass/Fail/Credit Grades – Grades of ‘Pass’ (P), ‘Fail ‘(F) or ‘Credit’ (CR) may be assigned to select courses that identify P/F/CR as the grading method approved at Senate. Grades of P/F/CR are GPA neutral and will not impact grade point average positively or negatively.
Withdrawal from a course – Grades of ‘W’ will be assigned where a student officially de-registers from a course in advance of the withdrawal deadline each semester. Grades of W bear no academic penalty and will not be calculated as part of a student’s GPA, but will appear on a student’s academic transcript.
You are required to attend all classes. Absence and lateness will affect your grade for the course. Therefore, you should be aware of the following criteria:
100% attention is required during critiques and meetings. Thoughtful and serious engagement, critical thinking and sensitivity regarding other students and their work are crucial. You are expected to be present and engaged in every class, and well prepared for every meeting and critique.
Accessibility Services (formerly Disability Services) provides accommodations to the learning environment for students with speech, hearing, visual, physical, mental health and neurological disabilities (learning, attention deficit hyperactivity disorder, autism spectrum disorders), as well as chronic health conditions and acquired brain injury. To receive an accommodation, students need to establish their eligibility through supporting documentation and become registered with the Accessibility Services Coordinator. An Accommodation Notice will be prepared for the student to submit to their Faculty. Faculty can then facilitate the accommodation. If you have a disability and have not yet registered with Accessibility Services, please visit https://www.ecuad.ca/studentservices/accessibility