Course+Description

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 * York / Sheridan Honours Bachelor of Design Degree**

**FA/YSDN 3006 Design and Information Architecture**
3 credits | Fall Term | Academic Year 2009/10 Design Practicum | YSDN Electives

Section A: Thursday 12:30 - 16:30, TEL4034 Course Director: David Gelb E-Mail Address: dgelb@yorku.ca Office: TEL4021 Office Hours: Thursday 10:30-12:30 or by appointment

Prerequisite
FA/YSDN 2005 3.0 or permission of the Department of Design A basic knowledge of HTML, CSS2, Illustrator and Photoshop is required for this course.

Course description
Students broaden their knowledge and understanding of the conceptual principles of organizational structures and methodologies involved in the presentation of information in virtual environments. In a series of projects, students explore various types of data and structural organization models of information.

This continued investigation into complex problem solving will emphasize the application of systemic design methods. This course explores a conceptual design that requires advanced design/planning teamwork committing to the development and creative use of qualitative as well as quantitative information.

Individual and team problem-solving techniques are utilized to identify and analyze problems, develop content, specify needed functions, propose integrated solutions and present use scenarios at the system level.

Each project begins with the analysis of human activities in terms of instrumental and communicative needs and wants, progresses through systemic processes and ends with scenarios that demonstrate the developed concept. Students learn to use computing technology not only as production tools but also as a tool supporting design processes.

This course offers the opportunity to develop knowledge and know-how for design teamwork, design planning and systemic thinking which are essential to tackle design problems which are often large in scale, complex and resolved at the interdisciplinary level.

This course is a combination of projects, exercises, discussions and critiques, lectures, and studio work time.

Course learning outcomes
Successful students will : • Acquire advanced knowledge in the theories and practices associated with user experience design • Develop a deeper understanding of interaction design through the research, planning and implementation of self-directed projects • Build ideation and visualization of concepts into visual forms for clear communication of design goals • Apply current visual design knowledge and skills to create presentation graphics and interface designs • Create and cultivate a collaborative and positive team work environment • Undertake independent creative and technical learning and research • Integrate and extend principles and practices across the design field

Schedule
See the project handout or click here

Recommended readings
The following are useful texts that, though not required, could help you in developing a better understanding of issues related to the content of this course.

ABRAMS Janet and HALL Peter; “New Cartographies of Networks And Territories” University of Minnesota Design Institute, 2006 PREECE Jennifer, ROGERS Yvonne, SHARP Helen; “Interaction Design, beyond human-computer interaction”, John Wiley & Sons, 2002 Books for information architecture and interaction design BENYON David, TURNER Phil and TURNER Susan; “Designing Interactive Systems”, Pearson Education Limited, 2005 CAMERON, Andy; “The Art Of Experimental Interaction Design” Gingko Press, 2004 GARRETT, Jesse James; “The Elements of User Experience”, New Riders Publishing, 2003. KAHN Paul and LENK Krzystof; “Mapping Web Sites”, Rotovision, 2001 ROSENFELD, Louis and MORVILLE, Peter; “Information Architecture”, O’Reilly & Associates, Inc., 1998. LOWGREN, Jonas and STOLTERMAN, Erik ; “Thoughful Interaction Design”, MIT Press, 2004

Books for systems and systemic design NEWMAN, William M. and LAMMING, Michael G.;“Interactive System Design”, Cambridge UK: Addison-Wesley Publishing Company Inc., 1995. VAN DIJCK, Peter “Information Architecture For Designers”, ; Rotovision, 2003. WODTKE, Christina; “Information Architecture: Blueprints for the Web”, New Riders Press, 2002. WURMAN,Richard Saul “Information Architects”, Watson-Guptill Publishing, 1997.

Books for interface design COOPER, Alan; “About Face: The Essentials of User Interface Design”, John Wiley & Sons 1995. COOPER, Alan; “The Inmates Are Running the Asylum : Why High Tech Products Drive Us Crazy and How to Restore the Sanity”, Sams 2004. LAUREL, Brenda. ed.; “The Art of Human-Computer Interface Design”, New York: Addison-Wesley Publishing Company, Inc., 1990.(p. 5-10 and p. 191-207) MARCUS, Aaron; “Graphic Design for Electronic Documents and User Interfaces”, New York: ACM Press, 1992.(Chapter 3 and 4)

Other Resources
Visual material and case studies in print and video format are available in the Scott Library and on the web, or owned personally by the instructors. The instructor will add to this list through web links and other references as determined by the class activities.

Evaluation and Grading
This course will consist of a combination of lecture, research assignments, hands–on tutorials and creative production of projects. Emphasis will be placed on the exploration of the contextual meanings of time–based and motion graphics, visual syntax and the visual expression, and documentation of the design process. Grading is non-competitive within the course/section but based on professional standards as set by The Society of Graphic Designers of Canada/The Association of Registered Graphic Designers of Ontario (RGD). When grading individual projects/assignments, you will be graded on four distinct aspects of the work.

1. Concept and Ideas - their originality and relevance to the problem - Lateral Thinking abilities, analysis of project requirements, understanding of the problem and its parameters, goals & objectives.

2. Refinement of the Concept - the ability to take the original idea(s) and develop/ improve and apply them - Vertical Thinking abilities, critical evaluation of ideas & solutions.

3. Skills - the technical abilities (understanding & execution) as demonstrated throughout the problem from early sketches to finished state, translation of ideas to visually & technically refined forms.

4. Presentation - the ability to communicate visually, verbally and in written form the systematic and logical direction your synthesis of the problem solving process has taken and appropriateness of the final visual resolution of the project/exercise.

This course consists of 80% project work (both individual and group) and 20% participation (individual) A grade will be given after each phase of the project is submitted. See the project for details.

Grading System
A+ (9) 90–100% exceptional work A (8) 80–89% excellent work B+ (7) 75–79% very good work B (6) 70–74% good C+ (5) 65–69% competent C (4) 60–64% fairly competent D+ (3) 55–59% passing D (2) 50–54% marginally passing E (1) marginally below 50% marginally failing F (0) below 50% inadequate work

Assignment Submission
Proper academic performance depends on students doing their work not only well, but on time. Accordingly, assignments for this course must be received on the due date specified for the assignment. Assignments are to be handed at the beginning of class on the due date.

Lateness Penalty
Assignments received later than the due date will be penalized 10% per day that the assignment is late. Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc., may be entertained by the Course Instructor but will require supporting documentation (e.g., a doctor’s letter).

Grades will be returned within 2 weeks after a project is due. See the project handout for details.

Last date to drop course
November 6, 2009 is the last day that a student can DROP this course without receiving a grade. Financial penalties may be involved and could be assessed depending on the precise date that the course was dropped.

Important course information for students
All students are expected to familiarize themselves with the following information, available on the Senate

Committee on Curriculum & Academic Standards http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm • York’s Academic Honesty Policy and Procedures/Academic Integrity Website • Ethics Review Process for research involving human participants • Course requirement accommodation for students with disabilities, including physical, medical, systemic, learning and psychiatric disabilities • Student Conduct Standards • Religious Observance Accommodation

Academic honesty and integrity
BDes students are required to maintain high standards of academic integrity and are subject to the Senate Policy on Academic Honesty (http://www.yorku.ca/secretariat/legislation/senate/acadhone.htm). There is also an academic integrity website with complete information about academic honesty. Students are expected to review the materials on the Academic Integrity website (http://www.yorku.ca/academicintegrity/students.htm).

Occupational health & safety
Students must be aware of ergonomic factors related to the course work and should practice recommended exercise to prevent developing occupational related health problems. Please refer to the following webpage for details: www.yorku.ca/dohs/ergonomics.htm

Ethics review process
BDes students are subject to the York University Policy for the Ethics Review Process for Research Involving Human Participants. In particular, students proposing to undertake research involving human participants (e.g., interviewing the director of a company or government agency, having students complete a questionnaire, etc.) are required to submit an Application for Ethical Approval of Research Involving Human Participants at least one month before you plan to begin the research. If you are in doubt as to whether this requirement applies to you, contact your Course Director immediately

Access/Disability
Both York and Sheridan provide services for students with disabilities (including physical, medical, learning and psychiatric disabilities) needing accommodation related to teaching and evaluation methods/materials. Students requiring services from these offices should make contact with the respective offices on both campuses It is the student’s responsibility to register with disability services as early as possible to ensure that appropriate academic accommodation can be provided with advance notice. You are encouraged to schedule a time early in the term to meet with each professor to discuss your accommodation needs. Failure to make these arrangements may jeopardize your opportunity to receive academic accommodations.

At York University • Office for Persons with Disabilities: N108 Ross, 416-736-5140, www.yorku.ca/opd • Learning and Psychiatric Disabilities Programs - Counselling & Development Centre: 130 BSB, 416-736-5297, www.yorku.ca/cdc • Atkinson students - Atkinson Counselling & Supervision Centre: 114 Atkinson, 416-736- 5225, www.yorku.ca/atkcsc • Glendon students - Glendon Counselling & Career Centre: Glendon Hall 111, 416-487- 6709, www.glendon.yorku.ca/counselling

At Sheridan College • Disability Services: Trafalgar Campus, Room B103, 905-845-9430 x2530

Religious observance accommodation
York University is committed to respecting the religious beliefs and practices of all members of the community, and making accommodations for observances of special significance to adherents. Should any of the dates specified in this syllabus for an in-class test or examination pose such a conflict for you, contact the Course Director within the first three weeks of class. Similarly, should an assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the term pose such a conflict, contact the Course director immediately. Please note that to arrange an alternative date or time for an examination scheduled in the formal examination periods (December and April/May), students must complete an Examination Accommodation Form, which can be obtained from Student Client Services, Student Services Centre or online at http://www.registrar.yorku.ca/pdf/exam_accommodation.pdf

Procedures for submitting work
All work is to be turned in personally to the Course Director during the officially scheduled class time. At York, under normal situations, the Design Office will NOT accept drop-off of student work. In the rare case of illness of the instructor on a due date, special arrangements can be made (between the Course Director and the Office) with the Office for the submission of student work. In case of unusual circumstances, students at Sheridan may submit their work by depositing it into the drop-off mail slot, provided by the mailroom at Sheridan. Please address your envelope(s) to your instructor and inform the instructor immediately about this special arrangement. Students should refer to the University Calendar for the proper process of applying for Deferred Standing or requesting Aggregate Standing, if such is applicable.

Student responsibilities
York University is committed to respecting the religious beliefs and practices of all members of the community, and making accommodations for observances of special significance to adherents. Should any of the dates specified in this syllabus for in-class test or examinations pose such a conflict for you, contact the Course Directorwithin the first two weeks of class. Similarly, should lab, practica, workshop, etc., assignments scheduled later in the term pose such a conflict, contact the Course Director immediately.

It is the responsibility of the student to: 1. always back-up/ save/archive digital work - the hard drives on the computers will be trashed of all student files on a regular basis, 2. read and understand the university Policy on proper use of computing facilities (This policy is posted on the York University web site and posted on Notice Boards in and around the Design studios.), and 3. inform the Course Director, in a timely fashion, of any problems that may interfere with the student’s progress in the course.

Ethics Review Process
BDes students are subject to the York University Policy for the Ethics Review Process for Research Involving Human Participants. In particular, students proposing to undertake research involving human participants (e.g., interviewing the director of a company or government agency, having students complete a questionnaire, etc.) are required to submit an Application for Ethical Approval of Research Involving Human Participants at least one month before you plan to begin the research. If you are in doubt as to whether this requirement applies to you, contact your Course Director immediately

Student conduct
Students and instructors are expected to maintain a professional relationship characterized by courtesy and mutual respect and to refrain from actions disruptive to such a relationship. Moreover, it is the responsibility of the instructor to maintain an appropriate academic atmosphere in the classroom, and the responsibility of the student to cooperate in that endeavour. Further, the instructor is the best person to decide, in the first instance, whether such an atmosphere is present in the class. A statement of the policy and procedures involving disruptive and/or harassing behaviour by students in academic situations is available on the York website http://www.yorku.ca/secretariat/legislation/senate/harass.htm

Please note that this information is subject to periodic update. For the most current information, please go to the CCAS webpage (see Reports, Initiatives, Documents): http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm.

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