Print View: IENV7933 - Sem 2 2007 - Ipswich

5. Assessment

5.1 Assessment Summary

Assessment Task	Due Date	Weighting	Learning Objectives
Participation Active listening questions	24 Jul 07 12:00 - 23 Oct 07 12:00 Questions must be submitted to the tutor at the end of each lecture.	Pass/Fail(Individual)	3, 4, 5
Tutorial Exercise Observation of Interaction Breakdown	24 Jul 07 12:00 - 7 Aug 07 16:00	10% (Individual)	1, 2, 3, 4
Discussion Lead discussion	31 Jul 07 12:00 - 16 Oct 07 13:00	10% (Individual)	1, 3, 5, 8
Tutorial Exercise Video Card Game	7 Aug 07 12:00 - 18 Sep 07 09:00	25% (Group)	1, 2, 4, 7, 8
Interaction Inquiry Design and run and interaction inquiry	18 Sep 07 12:00 - 23 Oct 07 10:00	25% (Group)	1, 2, 3, 4, 6, 7, 8, 9, 10
Report Final reflective report	18 Sep 07 12:00 - 5 Nov 07 09:00	30% (Individual)	1, 3, 5, 7, 8, 10

5.2 Course Grading

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: 0% .. 19%

Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: 20% .. 44%

Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: 45% .. 49%

Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: 50% .. 64%

Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: 65% .. 74%

Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: 75% .. 84%

Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: 85% .. 100%

5.3 Late Submission

No extensions will be granted except in exceptional personal circumstances (documented medical reason or family emergency). Personal hardware or computer failures are not grounds for extension.

5.5 Assessment Detail

Active listening questions

Type: Participation
Learning Objectives Assessed: 3, 4, 5
Due Date:
24 Jul 07 12:00 - 23 Oct 07 12:00 Questions must be submitted to the tutor at the end of each lecture.
Weight: Pass/Fail(Individual)
Task Description: Each week, in order to encourage participation and attention in the lectures, students are required to record one question they have regarding the material covered in that week's lecture. Questions can only be submitted in class on paper slips provided. The beginning of the following week's lecture will breiefly recap the previous week's content, focusing on frequently asked questions that were submitted. Some questions may also be addressed via the newsgroups if deemed necessary.
Criteria & Marking: Students are required to submit 10 interesting / insightful questions related to lecture material across the 13 weeks of semester. It is expected that student submit at least one question each week. Each week students receive either a pass (1%) or a fail (0%) based on whether they have submitted an appropriate / relevant question (as evidence of engagement with the lecture material).

Observation of Interaction Breakdown

Type: Tutorial Exercise
Learning Objectives Assessed: 1, 2, 3, 4
Due Date:
24 Jul 07 12:00 - 7 Aug 07 16:00
Weight: 10%
(Individual)
Task Description: This is an exercise in identifying problematic interaction issues associated with an interface with which you are familiar, and observing someone else’s attempt to use the same interface. You will put your results in the form of an A4 poster.

Full details for this assessment will be handed out on a sheet in class, and also available from the course web site.
Criteria & Marking: Grading will be on the basis of your being able to carefully identify and briefly state the key points of the example interaction breakdown. Try to find an especially clear example of why interfaces fail. Work for clarity and communication. Describe your observations in as much detail as you can.

Full details for this assessment will be handed out on a sheet in class, and also available from the course web site.
Submission: Submission of poster will be at the Information Environments Program Reception. Your submission must be accompanied by a signed coversheet declaring that the submission is your original work.

Lead discussion

Type: Discussion
Learning Objectives Assessed: 1, 3, 5, 8
Due Date:
31 Jul 07 12:00 - 16 Oct 07 13:00
Weight: 10%
(Individual)
Task Description: Each student is expected to lead discussion in one of the weekly masters tutorials around one of the course readings. Particular days for these student-led discussions to take place will be agreed during the early weeks of the semester. The format of these sessions will consist of the student giving a presentation followed by a discussion around the issues that they raise.
Criteria & Marking: Students will be assessed on:

Clear understanding of reading and insight into the wider impact and implications
Structure and organisation of discussion process
Ability to guide and facilitate relevant discussion topics

Video Card Game

Type: Tutorial Exercise
Learning Objectives Assessed: 1, 2, 4, 7, 8
Due Date:
7 Aug 07 12:00 - 18 Sep 07 09:00
Weight: 25%
(Group)
Task Description: The purpose of this assessment is to teach you to look in detail at interactions. In the assignment we ask you to look at a number of video sequences of interactions, to identify interactions of interest and to describe them. The process involves working as individuals, in pairs, and in larger groups. You will create a number of video clips for use by the class alongside clips prepared previously. Themes will be documented on the class wiki, and then synthesised into short theme movies.
Criteria & Marking: Video Card Game Theme (10%): The video card game theme is the main output of following the video card game process. Pairs of students must document the theme on a wiki page so that it can be viewed and commented on by teaching staff and other students taking the course. The theme summarises discussion in the group phase of the card game and should follow the template on the wiki.

Theme Video (15%): The theme video is an exercise in producing a sequence of video material to communicate the nature of the theme as identified during the video card game. Pairs of students should produce a short video (5 minutes maximum) to represent their documented theme. To do this they should employ video clips produced at the start of the assignment, supplemented by titles, soundtrack, etc. as deemed necessary to explain the theme to a viewing audience.

Detailed description of the assessment will be provided on a handout in class, which will also be available via the course web site.
Submission: Submission of themes and comments on other themes should take place on the course wiki pages. Submission of theme videos will take place via the course share folder.

Design and run and interaction inquiry

Type: Interaction Inquiry
Learning Objectives Assessed: 1, 2, 3, 4, 6, 7, 8, 9, 10
Due Date:
18 Sep 07 12:00 - 23 Oct 07 10:00
Weight: 25%
(Group)
Task Description: The emphasis of this course is on methods and processes that can be used to inform the design of technologies based on an understanding of how people will use them. This assignment requires you to work in a team to design an interaction inquiry for a particular design/problem context, based on the methods taught in class and other complementary work. The team then follows the inquiry design and reports on the outcomes. The assignment is documented as a stand-up presentation, poster, demo, or in another appropriate format for presentation to the class. A selection of these works will be chosen for display in the Information Environments Program End of Year Exhibit.
Criteria & Marking: he emphasis for grading of your presentation, poster and/or demonstration is based on your ability to communicate information about your work in an effective manner. During the presentation you need to effectively
describe the context of the design problem/opportunity
describe your interaction inquiry
report on the outcomes of the interaction inquiry
reflect on what worked well and what didn’t work and how you would run it differently next time
Marks will be given for content as well as how the information is displayed. Bear in mind that the poster should act as a device to support you talking about your work (when you present in front of the poster) as well as a stand-alone description. The best posters will be visually appealing as well as conveying information.
Submission: Physical copies of posters and other presentation materials used in class should be submitted to the tutor at the end of the session. Digital copies of all materials should be submitted as a .zip archive in the course share folder

Final reflective report

Type: Report
Learning Objectives Assessed: 1, 3, 5, 7, 8, 10
Due Date:
18 Sep 07 12:00 - 5 Nov 07 09:00
Weight: 30%
(Individual)
Task Description: An important aspect of our practice as designers is reflection and critical assessment of our work. For this assignment you will write an academic report in which you reflect upon what you did for assignment 3 in particular. In the report you will consider an aspect of your work and reflect on how your experience relates to the relevant published literature covered in class, or that you have encountered during further background reading.
Criteria & Marking: Seventy-five percent of the marks for this assignment will be based on the content of the report. The report should at least contain an introduction, relevant background material, a clear focus, a thorough discussion and an insightful conclusion.

Twenty-five percent of marks will be awarded based on the overall quality of the report. The document needs to be well structured and presentation should be exemplary. The student should correctly reference all sources. It is important that the document is grammatically correct and there are few typographical or spelling errors. The writing style should be highly appropriate for an academic report.

A more detailed criteria sheet for this assignment will be handed out in class and made available via the course web site.
Submission: Submission of reports will be via the ITEE online submission system.

6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For further details on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures.

6.1 Assessment Related Policies and Guidelines

University Policies & Guidelines

An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).

Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.

Plagiarism
The University has adopted the following definition of plagiarism:

Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.

Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.

Feedback on Assessment
Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment. For a detailed explanation of the feedback you are entitled to, you should consult the policy on Student Access to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=25114&pid=25075)

As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.

There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953&pid=2910)

School of Information Technology and Electrical Engineering Assessment Guidelines

Misconduct

Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).

Late Arrival or Non-attendance at Examinations

The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.

The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.

In the case that a student requests a special exam for a School-controlled exam, the request will be considered and, if allowed, the timing shall be determined by the course coordinator, in consultation with the School's Chief Examiner where necessary, and in accordance with HUPP 3.30.5. Unless otherwise indicated in the Course Profile, applications must be made in writing to the Head of School no later than one week after the exam. Late applications will not be accepted.

Examination Feedback

In addition to the advice above, students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 217, General Purpose South Building [78], St Lucia; Room 218, Building 1, Ipswich) regarding arrangements. The ITEE policy on exam script viewing is available at http://study.itee.uq.edu.au/current_students/exam_script_viewing.html.

Supplementary Assessment

If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or your program rules for details. You should note that even though you may be eligible for supplementary assessment under these rules, in some circumstances there may be no practical assessment that can be offered to allow you to meet the minimum passing requirements. These circumstances may include failure based on:

group or team based assessment;
attendance or class participation requirements;
laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
progressive assessment, where subsequent assessment items build on earlier assessment items; or
multiple assessment items, where it is impractical to offer multiple supplementary assessment items.

If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
Students on a placement course – also known as a work placement, internship, industry study, industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork, teaching practice – should refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/index.html?page=25120&pid=25075) for detailed information.

Working with Children
Students whose studies include a professional/work placement, internship, clinical practice, teaching practice or other similar activity which involves them in regular contact with children should refer to the University policy, Working with Children Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=25004&pid=24963) to find out how to apply for a ‘blue card’.

Students with a Disability
Any student with a disability who may require alternative academic arrangements, including assessment, in the course/program is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services. Refer to the University policy, Students with a Disability (Disability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=25122&pid=25075) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111&pid=25075

Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.

Occupational Health and Safety
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055&pid=25015) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057&pid=25015) should be familiar with the University policies on occupational health and safety in the laboratory.

Other School of Information Technology and Electrical Engineering Guidelines

Ethical Clearance

If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/orps/index.html?page=5064&pid=5256.

Learning Summary

Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.

Learning Objectives

After successfully completing this course you should be able to:

1  Analyse interaction problems from different theoretical perspectives, principally ethnomethodology and participatory design.
2  Understand and apply interaction design methods.
3  Reflect on current design and analysis methods in use in the field of Interaction Design.
4  Understand and effectively apply methods and processes for understanding human activity that may be used to inform the design of interactive technologies.
5  Understand the origins of the methods and processes in other disciplines and why they are useful in interaction design.
6  Ground design decisions in an understanding of the underlying human issues.
7  Effectively manage individual work while collaborating on team projects in multidisciplinary settings.
8  Effectively communicate design processes and outcomes to peers and assessors in a variety of settings.
9  Produce solutions to design problems through the creative application of interaction design methods and processes.
10  Make justified, critical decisions and reflections on design processes applied to inform the design of interactive technologies.

Assessment & Learning Activities

	Learning Objectives
	1	2	3	4	5	6	7	8	9	10
Learning Activities
Interaction Design Lectures (Lecture Series)
Interaction Design Tutorials (Tutorial Series)
Assessment Tasks
Active listening questions
Observation of Interaction Breakdown
Lead discussion
Video Card Game
Design and run and interaction inquiry
Final reflective report

Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Postgrad Coursework) graduate attributes:

	Learning Objectives
	1	2	3	4	5	6	7	8	9	10
Graduate Attributes
*A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A2. A broad understanding of the field of study, including how other disciplines relate to the field of study.
A3. A comprehensive and in-depth knowledge in the field of study.
A5. An international perspective on the field of study.
*B EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.
B2. The ability to interact effectively with others in order to work towards a common outcome.
B3. The ability to select and use the appropriate level, style and means of communication.
B4. The ability to engage effectively and appropriately with information and communication technologies.
B5. The ability to practise as part of an interdisciplinary team.
*C INDEPENDENCE AND CREATIVITY*
C2. The ability to work and learn independently and effectively.
C3. The ability to generate ideas and adapt innovatively to changing environments.
C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices.
C6. The abilities and skills that provide a foundation for future leadership roles.
*D CRITICAL JUDGEMENT*
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.
D4. The ability to process material and to critically analyse and integrate information from a wide range of sources.
D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach.
*E ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.
E3. An appreciation of the philosophical and social contexts of a discipline.
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.
E7. The ability to work effectively and sensitively across all areas of society.
E8. An understanding of and respect for the roles and expertise of associated disciplines.

feedback

GRADUATE ATTRIBUTE	LEARNING OBJECTIVES
*A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A2. A broad understanding of the field of study, including how other disciplines relate to the field of study.	1, 2, 4, 5
A3. A comprehensive and in-depth knowledge in the field of study.	1, 2, 3, 4, 5, 9, 10
A5. An international perspective on the field of study.	1, 2, 3, 5
*B. EFFECTIVE COMMUNICATION*
B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.	1, 2, 3, 4, 6, 8, 10
B2. The ability to interact effectively with others in order to work towards a common outcome.	2, 7, 9, 10
B3. The ability to select and use the appropriate level, style and means of communication.	7, 8, 9, 10
B4. The ability to engage effectively and appropriately with information and communication technologies.	8, 9
B5. The ability to practise as part of an interdisciplinary team.	7, 9
*C. INDEPENDENCE AND CREATIVITY*
C2. The ability to work and learn independently and effectively.	2, 3, 10
C3. The ability to generate ideas and adapt innovatively to changing environments.	2, 4, 6, 7, 9, 10
C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices.	2, 4, 6, 9
C6. The abilities and skills that provide a foundation for future leadership roles.	9, 10
*D. CRITICAL JUDGEMENT*
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.	1, 2, 3, 4, 6, 7, 8, 9, 10
D4. The ability to process material and to critically analyse and integrate information from a wide range of sources.	2, 3, 6, 7, 10
D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach.	4, 6, 7, 9, 10
*E. ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.	2, 4, 7
E3. An appreciation of the philosophical and social contexts of a discipline.	1, 2, 4, 5
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.	4, 6, 7, 9
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.
E7. The ability to work effectively and sensitively across all areas of society.	7
E8. An understanding of and respect for the roles and expertise of associated disciplines.	5, 7

Dix, A., Finlay, J., Abowd, G., & Beale, R. (2003). Human-Computer Interaction (3rd ed.). New York: Prentice Hall.

Sharp, H., Rogers, Y., & Preece, J. (2007). Interaction Design: Beyond Human–Computer Interaction (2nd ed.). Chichester, UK: John Wiley & Sons.

Winograd, T., Bennett, J., De Young, L., & Hartfield, B. (Eds.). (1996). Bringing Design to Software. New York: ACM Press.

D. Norman, (1990), The Design of Everyday Things. New York: Doubleday.

A. Cooper (1999), The Inmates are Running the Asylum: Why high tech products drive us crazy and how to restore the sanity, Indianapolis: Sams.

IENV7933 - Sem 2 2007 - Ipswich - Internal

1. General Course Information

1.1 Course Details

1.2 Course Introduction

1.3 Course Staff

1.4 Timetable

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

2.2 Learning Objectives

2.3. Graduate Attributes

3. Learning Resources

3.2 Recommended Resources

3.3 University Learning Resources

3.4 School of Information Technology and Electrical Engineering Learning Resources

3.5 Other Learning Resources & Information

4. Teaching & Learning Activities

4.1 Learning Activities

4.2 Other Teaching and Learning Activities Information