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	Joel Fredericks, joel.fredericks@sydney.edu.au
Lecturer(s)	Joel Fredericks, joel.fredericks@sydney.edu.au

Assessment

The census date for this unit availability is 2 April 2024

Details
Criteria

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:
Assignment	Assessment 2: Video case study Individual	20%	Week 06 Due date: 25 Mar 2024 at 23:59	90 second video
Outcomes assessed:
Assignment	Assessment 3: Design disaster poster Group	45%	Week 10 Due date: 29 Apr 2024 at 23:59	Poster (template)
Outcomes assessed:
Online task	Assessment 4: Reflective essay Individual	30%	Week 13 Due date: 23 May 2024 at 17:00	1 hour
Outcomes assessed:
= 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.

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.

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

Weekly schedule

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

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

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 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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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