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Unit outline_

DESN1000: Principles of Design

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

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 Joel Fredericks, joel.fredericks@sydney.edu.au
Lecturer(s) Joel Fredericks, joel.fredericks@sydney.edu.au
The census date for this unit availability is 2 April 2024
Type Description Weight Due Length
Tutorial quiz Assessment 1: Early feedback task
Individual
5% Week 03
Due date: 07 Mar 2024 at 17:00
Online quiz
Outcomes assessed: LO1 LO3
Assignment hurdle task Assessment 2: Video case study
Individual
20% Week 06
Due date: 25 Mar 2024 at 23:59
90 second video
Outcomes assessed: LO1 LO3
Assignment hurdle task Assessment 3: Design disaster poster
Group
45% Week 10
Due date: 29 Apr 2024 at 23:59
Poster (template)
Outcomes assessed: LO1 LO2 LO3
Online task hurdle task Assessment 4: Reflective essay
Individual
30% Week 13
Due date: 23 May 2024 at 17:00
1 hour
Outcomes assessed: LO1 LO3 LO2
hurdle task = hurdle task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment 1 - Early feedback task: The Higher Education Support Amendment Bill 2023 has mandated the development of a Support for Students policy at all Australian universities, requiring, among other things, a pre-census task with feedback to be introduced in all first-year units of study. https://bit.ly/earlyfeedbacktask. The aim of this assessment is to evaluate students' ability to engage deeply with academic material and present well-reasoned analyses. Students will be tasked with reading a selected text and demonstrating their research skills by critically analysing its key arguments and supporting evidence.

Assessment 2 - Video case study: The aim of this assessment is to challenge students to effectively communicate the essence of design excellence, emphasising clarity and persuasive presentation skills. Students will produce a 90-second video showcasing an exemplary design artifact, product, or service, aiming to highlight its innovative features and user benefits.

Assessment 3 - Design disaster poster: The aim of this assessment is to investigate a design disaster associated with a product, service, or infrastructure. Working together in groups, students will create a poster that contextualises the disaster, analyses the design-related factors contributing to it, and outlines strategies to prevent similar disasters in the future. This task aims to develop students' research, critical thinking, and communication skills while emphasising the significance of sound design principles in avoiding catastrophic outcomes.

Assessment 4 - Reflective essay: The aim of this assessment is to assess students' critical reflection skills. Students will write a reflective essay on life-centred design, focusing on the topics covered in week 10. This task challenges students to engage deeply with the concepts discussed in class, critically evaluate their own understanding, and articulate thoughtful insights regarding life-centred design practices. 

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

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.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Principles of design Lecture (1 hr) LO1 LO3
Workshop 1 Workshop (2 hr) LO1
Week 02 Evolution of design Lecture (1 hr) LO1 LO3
Workshop 2 Workshop (2 hr) LO1 LO2 LO3
Week 03 Universal principles Lecture (1 hr) LO1 LO3
Workshop 3 Workshop (2 hr) LO1 LO2
Week 04 Pattern languages Lecture (1 hr) LO1 LO3
Workshop 4 Workshop (2 hr) LO1 LO2 LO3
Week 05 Design & disasters Lecture (1 hr) LO1 LO3
Workshop 5 Workshop (2 hr) LO1 LO2 LO3
Week 06 Human-centred design Lecture (1 hr) LO1 LO3
Workshop 6 Workshop (2 hr) LO1 LO2 LO3
Week 07 Gender & culture Lecture (1 hr) LO1 LO3
Workshop 7 Workshop (2 hr) LO1 LO2 LO3
Week 08 Collaborative approaches Lecture (1 hr) LO1 LO3
Workshop 8 Workshop (2 hr) LO1 LO2 LO3
Week 10 Life-centred design Lecture (1 hr) LO1 LO3
Workshop 10 Workshop (2 hr) LO1 LO2 LO3
Week 11 AI in design practice Lecture (1 hr) LO1 LO3
Workshop 11 Workshop (2 hr) LO1 LO2 LO3
Workshop 12 Workshop (2 hr) LO2 LO3
Week 12 The future of design Lecture (1 hr) LO1 LO3

Attendance and class requirements

Students are expected to attend 90% of timetabled activities, as per the school resolutions. https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2022/542&RendNum=0

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 via Canvas. 

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.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

The unit has been redeveloped to improve the student learning experience across the varied cohorts.

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.