Outline

Overview

This unit of study allows students to develop an understanding of the foundation of human factors upon which much successful design is based. Students learn about the basic physical and cognitive principles (ergonomics, heuristics, human-centredness) incorporated in successful designs across a wide variety of different sectors. Students are provided with the tools to evaluate existing designs according to widely accepted design principles. They learn to apply these principles in practice in order to improve the usability, clarity and overall quality of their own designs. Through a series of academically researched case studies they reflect upon how these principles are applied in existing designs. To further develop their understanding of the design principles, they then complete a small re-design exercise. The case studies are chosen to cover a range of different domains, including products, systems, organisations, and services.

Unit details and rules

Academic unit	Design Lab
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Melinda Gaughwin, melinda.gaughwin@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Online learning and quizzes Online quiz	10%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Design principle case study Video presentation	30%	Week 05 Due date: 23 Mar 2022 at 21:00 Closing date: 20 Apr 2022	1-minute video
Outcomes assessed:
Assignment	Evaluating designs Case study	20%	Week 08 Due date: 13 Apr 2022 at 21:00 Closing date: 11 May 2022	1000 words
Outcomes assessed:
Assignment	Disaster design case study Report and group presentation	40%	Week 13 Due date: 25 May 2022 at 21:00 Closing date: 15 Jun 2022	2000 words, 10-minute presentation
Outcomes assessed:

Assessment summary

Design principle case study and peer assessment: Students research 1 design principle (from the Universal Principles of Design textbook), and find 2 diverse examples online or from their daily experience that shows cases in which that principle is strongly demonstrated or strongly broken. The student prepares a video to be uploaded to Canvas, in which they explain the design principle they researched and how each example illustrates it.
Online learning and quizzes: Students are required to watch online videos posted on Canvas. These videos will introduce information regarding learning and teaching policies, and additional learning content for principles of design. The objective of the quizzes is to test your knowledge and understanding of design principles covered in class. There are 5 quizzes to be completed.
Evaluating designs: Students find an everyday design solution that adheres to one or more of the design principles. With justification from the lectures and relevant literature, they provide a breakdown and analysis of the design solution by assessing it against the design principles. The report submission should follow a ‘visual report’ style.
Disaster design case study: In groups, students find and research a documented disaster, in which poor design played a role in the final outcome of the situation. With justification from the lectures and relevant literature about design principles and human factors, students must provide a breakdown and analysis of which design-related factors played a key role in causing the disaster. They then produce a design guide, which if followed would have reduced the likelihood of the disaster to happen in the first place. This should be submitted as a ‘visual report’. You are also required to design and deliver a ten-minute presentation of your design disaster case study.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Design Principles	Lecture (1 hr)
Week 01	Interrogating and discussing a designed object	Workshop (2 hr)
Week 02	Reflective Design and Critique	Lecture (1 hr)
Week 02	Actvities to practice reflexivity and critique	Workshop (2 hr)
Week 03	Presenting and Communicating Design	Lecture (1 hr)
Week 03	Activities, exercises and techniques for communicating and presenting	Workshop (2 hr)
Week 04	Design Principles Part 1	Lecture (1 hr)
Week 04	Activities and working session for Assessment 1	Workshop (2 hr)
Week 05	Design Principles Part 2	Lecture (1 hr)
Week 05	Activities and exercises	Workshop (2 hr)
Week 06	Design Principles Part 3	Lecture (1 hr)
Week 06	Group activity and working session on Assessment 3	Workshop (2 hr)
Week 07	Visual Reports and best practice for research into design	Lecture (1 hr)
Week 07	Analysis of visual reports: what works and what doesn’t? Evaluating design practice activity.	Workshop (2 hr)
Week 08	Design & Disasters	Lecture (1 hr)
Week 08	Design disaster activities	Workshop (2 hr)
Week 09	Frameworks in practice	Lecture (1 hr)
Week 09	Thinking about and creating frameworks	Workshop (2 hr)
Week 10	Pattern Language and Design	Lecture (1 hr)
Week 10	Finding and critiquing dark patterns. Critique and feedback session for Assessment 4	Workshop (2 hr)
Week 11	Working with design principles	Lecture (1 hr)
	Applying design principles activity. Feedback session for Assessment 4	Workshop (2 hr)
	Principles of Design wrap up and looking forward	Lecture (1 hr)
	Assessment 4 presentations	Presentation (2 hr)

Attendance and class requirements

Please refer to the Resolutions of the University School: http://sydney.edu.au/handbooks/architecture/rules/faculty_resolutions.shtml

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Lidwell, W., Holden, K., and Butler, J. (2010). Universal principles of design, revised and updated: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design. Rockport Pub.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate the effective usage of oral, written and visual means to critique, negotiate, create and communicate understanding
LO2. practice design skills reflectively
LO3. demonstrate increased fundamental knowledge of guiding principles.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The word count of assessments 2 and 4 has been increased by 25% to provide further space for students to respond to the assessments, and integrate research.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

DESN1000: Principles of Design

Semester 1, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect