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Unit outline_

DESN2000: Programming for Designers

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

This unit provides an introduction to the development of software in design and the creative industries. It teaches the fundamentals of computational thinking as well as skills in the design and implementation of software for creative expression and prototyping. It introduces students to tools for building interactive design applications through programming assignments; knowledge of programming concepts; and knowledge of the Javascript programming language. Key concepts covered in this unit include: variables; functions; control flows; and algorithmic thinking. Students learn how to design through the development of code, allowing them to incorporate programming into their own design projects as well as to collaborate effectively with software developers.

Unit details and rules

Academic unit Design Lab
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
DECO1012
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Liam Bray, liam.bray@sydney.edu.au
Lecturer(s) Liam Bray, liam.bray@sydney.edu.au
Type Description Weight Due Length
Assignment Computer assisted drawing machine
Design and implement an algorithmic design using p5.js.
30% Week 05 21 Hours
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Tutorial quiz In-class quiz
Complete a series of design challenges in-class.
30% Week 08 2 Hours
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment Interactive algorithmic system
Design and implement an interactive algorithmic system using p5.js.
30% Week 13 21 Hours
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment Creative Coding Challenges
Creative Coding Challenges
10% Weekly 7 Hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5

Assessment summary

Computer assisted drawing machine:  Design and implement an algorithmic design using p5.js. This task is completed as a series of creative coding challenges. 

In-class quiz: Complete a series of design challenges in-class. The objective of this quiz is to test your knowledge and understanding of topics taught in design programming.

Interactive algorithmic system:  Design and implement and interactive algorithmic system using p5.js. The design must incorporate interactivity.

Creative Coding Challenges: Complete three creative coding challenges per week.

Assessment criteria

A. Programming Proficiency: The student’s ability to locate, interpret, modify, and evaluate code from diverse sources. This includes the student’s ability to manipulate and analyse code from examples and other designs.

 

Exceeds Expectations

Above Expectations

Meets Expectations

Below Expectations

HD

D

CR

P

F

Proficient use of self-authored code demonstrating a thorough comprehension of programming concepts.

Original and self-authored code demonstrates a considered ability to comprehend, modify and integrate code.

Demonstrates an ability author and integrate code with sufficient comprehension of programming concepts.

Demonstrates an ability to comprehend original code through the use of modified, integrated programming concepts.

Student has not demonstrated an ability to author original code and/or the ability comprehend, modify or integrate code has not been demonstrated.

 

 

B. Design quality: The student’s ability to recognize, demonstrate and implement technical, aesthetic and human-centred design qualities. This includes the student’s ability to devise and justify an appropriate design solution based on the brief.

 

Exceeds Expectations

Above Expectations

Meets Expectations

Below Expectations

HD

D

CR

P

F

High-quality implementation of technical, aesthetic and human-centred design qualities.

Well-considered implementation of technical, aesthetic and human-centred design qualities.

Adequately considered implementation of technical, aesthetic and human-centred design qualities.

Satisfactory implementation of technical, aesthetic and human-centred design qualities.

Unclear and/or inadequate implementation of technical, aesthetic and human-centred design qualities.

 

 

C. Design Concept: The student’s ability to select, interpret, investigate and structure a response to the design brief. This includes the explicit integration of theories and concepts introduced in this class.

 

Exceeds Expectations

Above Expectations

Meets Expectations

Below Expectations

HD

D

CR

P

F

Excellent understanding of the topics taught in the unit. Presented in an aesthetically considered format to an exceptional level of quality.

Thorough demonstration and a solid understanding of the topics taught in the unit. Presented in an aesthetically considered format to a high-level of quality.

Satisfactory demonstration and understanding of the topics taught in the unit.

Presented in an aesthetically considered format.

Some demonstration and understanding of the topics taught in the unit. Some aesthetically considered elements.

Inadequate demonstration and understanding of the topics taught in the unit. Poorly presented and formatted.

 

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Programming for Designers Seminar (3 hr) LO2 LO5
Week 02 Pattern Making Seminar (3 hr) LO2 LO3
Week 03 Simple Algorithmic Designs Seminar (3 hr) LO1 LO2
Week 04 Designing Reusable Code Seminar (3 hr) LO1 LO2 LO3
Week 05 Transformations and Events Seminar (3 hr) LO2 LO3 LO4
Week 06 Data for Designers Seminar (3 hr) LO1 LO2 LO3
Week 07 Working with Media Seminar (3 hr) LO1 LO2 LO3 LO4
Week 09 Object-oriented modeling Seminar (3 hr) LO1 LO2 LO3 LO4
Week 10 Browser Inputs Seminar (3 hr) LO1 LO2 LO3 LO4 LO5
Week 11 The 3rd Dimension Seminar (3 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Designing for Emergence Seminar (3 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Development Session Seminar (3 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

The School’s requirement of 90% attendance is waived. Participation in this unit is required via online components.

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.

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. Understand and communicate design decisions and the architectural constraints of computer programs.
  • LO2. Understand, modify and integrate code from diverse sources.
  • LO3. Create interactive digital artifacts by authoring programs.
  • LO4. Use a combination of computational and design thinking to synthesize interactive artifacts and explore programming as a creative medium.
  • LO5. Evaluate the technical, aesthetic and human-centered qualities of interactive digital artifacts.

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.

This unit offers a innovative approach to learning programming. The platform used to teach this class is the focus of a large educational research project and is continually developed and maintained by the staff associated with the class, using analytics and student experience to inform our pedagogical decision making.

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.