Timetable available from Course Website
www.itee.uq.edu.au/~mmds1400
Students must sign up for one one-hour tutorial session and one two-hour pracs using mySI-Net before the end of week 1. Students will attend specific pracs grouped by discipline Multimedia, Information Technology, Communication and other. Students will form teams of 3 or 4 (preferred) in the tutorial in week 2.
NNEDs updating when info on practs and class groups is given by Kaye HuntThe aims of this course are to provide students with an introduction to the key principles and concepts of Human Computer Interaction and the various analysis and design techniques in the methodology of user-centered development, and how to apply these principles, concepts and techniques to the development of websites. This course also provides a comprehensive introduction to the latest web technologies.
| 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, 3, 6 |
| A3. A comprehensive and in-depth knowledge in the field of study. | 2, 4, 5 |
| A5. An international perspective on the field of study. | 1, 3, 6 |
| A7. An appreciation of the link between theory and practice. | 2, 3, 4, 6 |
| 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, 4, 5, 6 |
| B2. The ability to interact effectively with others in order to work towards a common outcome. | 1, 2, 3, 6 |
| B3. The ability to select and use the appropriate level, style and means of communication. | 1, 2, 6 |
| B4. The ability to engage effectively and appropriately with information and communication technologies. | 1, 2, 3, 4, 5, 6 |
| B5. The ability to practise as part of an interdisciplinary team. | 1, 2, 6 |
| C. INDEPENDENCE AND CREATIVITY | |
| C2. The ability to work and learn independently and effectively. | 5 |
| C3. The ability to generate ideas and adapt innovatively to changing environments. | 1, 2, 3, 4, 6 |
| C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices. | 1, 2, 4 |
| C6. The abilities and skills that provide a foundation for future leadership roles. | 1 |
| D. CRITICAL JUDGEMENT | |
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. | 5, 6 |
| D4. The ability to process material and to critically analyse and integrate information from a wide range of sources. | 3 |
| D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach. | 1, 2, 6 |
| E. ETHICAL AND SOCIAL UNDERSTANDING | |
| E1. An understanding of social and civic responsibility. | 1, 2, 3, 6 |
| E3. An appreciation of the philosophical and social contexts of a discipline. | 1, 2, 3 |
| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. | 2, 3, 6 |
| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. | 1, 2, 3, 6 |
| E7. The ability to work effectively and sensitively across all areas of society. | 1, 4, 5, 6 |
| E8. An understanding of and respect for the roles and expertise of associated disciplines. | 6 |
| Quick, R., 2008. Web design In Easy Steps, 4th Edition, Computer Step, Warwickshire, UK. |
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| McGrath, M., 2008. HTML In Easy Steps, 6th Edition, Computer Step, Warwickshire, UK. |
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| McGrath, M., 2004. PHP 5 In Easy Steps, 6th Edition, Computer Step, Warwickshire, UK. |
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| McGrath, M., 2009. Java Script In Easy Steps, 3rd Edition, Computer Step, Warwickshire, UK. |
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| W3Schools |
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| McCracken, D.D. and Wolfe, R.J., 2004. User Centered Website Development : a human computer interaction approach, Pearson Prentice Hall, New Jersey. (Call Number: TK5105.888 .M376 2004) | |
| Sebesta, R.W., 2005/2007/2008. Programming the World Wide Web, 3rd or 4th edition, Pearson Addison Wesley (Call Number QA76.625 .S42 2006 ) | |
| Felke-Morris, T. , 2009. Web development and design foundations with XHTML. 4th Edition, Pearson education/ Addison Wesley, Boston, USA. | |
The set of four texts are bundled as one pack for a more economical cost from UQ bookshop. You are free to purchase each individual booklet, however costs may vary.
The WWW site for this course is at http://www.itee.uq.edu.au/~mmds1400/ The news group for this course is at news://news.uq.edu.au/uq.itee.mmds1400
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Practical and tutorial assessments will NOT be marked after the deadline.
No extensions are given for all other assignments expect in extraordinary personal circumstances (documented medical evidence or family emergency). Please allow plenty of time for submission to the online assignment submission system as many students are attempting the same task at the same time.
Personal hardware or computer failures are not grounds for extension.
Marks are given for this course based on an individual and team assessment component.
3 member teams: min share = 27%; max share = 40%; equal share = 33.3%
4 member teams: min share = 20%; max share = 30%; equal share = 25%
Each team assignment will be given an overall mark, which will then be allocated to team members as follows:
Return of Assignments
Where assignments are submitted online, they are marked by tutors and both marks and feedback will be returned through course website only in a results link. Where presentations are done in class, the tutor will mark and hand back by the end of the class.
Weekly topics are designed using lecture material and applied to class tasks addressing requirements of the Assignments 1, 2 and 3. Team health will also be discussed.
This task requires active participation in your assigned tutorial class with other team members on tutorial activities, and assessed by the tutor.
Each tutorial will be assessed as follows: 0%- non attendance; 0.5% attendance with no participation, 1% for attendance and participation.
Students arriving more than 15 minutes after the start of the session or leaving before the end of the session will be deemed to have missed that session.
The tutorial participation mark will be the sum of the 10 best marks for individual tutorials (Weeks 1-12). If the student attends less than 10 tutorials, and can provide documentary evidence (e.g. medical certificate)for their missing attendance, then the total tutorial mark will be scaled according to the number of tutorials attended.
Task 1 (3%)
In weeks 4, 7 and 10 students will be required to complete a survey on their approach to team work. (survey available at course website)
Task 2 (3%)
In tutorials for weeks 5 and 8, students will access team health of their team and identify strategies to build more effective team approaches. These strategies will be submitted online to ITEE submit as a team effort(template provided at course website). In week 11, team health will again be submitted (without tutorial support)
Task 3 (4%)
In week 13, individual students will submit (online to ITEE) a reflection on team effectiveness over the semester, and focus on issues raised from the cross-discipline and cross-culture mixtures in their teams.
More details can be found at the course website, under Team Health.
Individual submission - 3% (survey on course website)
Team Health submissions - 3% (template provided at course website)
Reflection exercise - 4%. Mark will be based on students ability to link their perception of teamwork to the outcomes of the team effectiveness, particularly in terms of cross-cultural and cross-discipline team members. Criteria will be available at the course website
Practical exercises are competency-based assignments.
Marks for a prac exercise will be awarded on the basis of 1 or zero (no partial mark). The exercise can be done at home or in the lab at any time. You may do the exercises as many times as you want. However, you MUST present your work to the tutor in the lab at your own MMDS1400 prac sessions weekly. The lab tutor will give marks to your work immediately after your work is presented.
Work due each week will be published at the course website, under link Practicals
For user-centered development, "learning by doing " is the most effective approach. In this assignment, working as a team of 3 or 4 students, you are required to set the goals for your website, locate competitors and evaluate these sites against usability and website design goals, and create a sitemap and detail content for the website. Develop a scenario for a particular user who will use your website. Present your work in the tutorial of week 4. This is restricted to 5-10 minutes a team.
In this assignment, you are required to design and evaluate a series of alternative designs for the website that you analysed in Assignment 1. Your design report should provide evidence of the user-centered website development process that you used including alternative designs (prototypes), evaluation, a summary of feedback obtained from tutorial classes and your design improvements.
In this assignment, you are required to implement the website that you designed in Assignment 2 and test the website until it is error-free on most frequently used browsers such as Mozilla Firefox and either Microsoft Internet Explorer or Apple Safari. The websites developed in this project need to demonstrate assessible source code using HTML4.0 and CCS, with client-side interactivity with Javascript and server-side activity using PHP. Presentation will address design limitation and the final project. Include a walkthrough to demonstrate a basic user scenario. Submit project to ITEE submit by Monday 9am Week 13. at an allocated time in Week 13.
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.
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)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).
The policy and procedure for late arrival or non-attendance at centrally controlled and school-based examinations is set out in the University's Assessment policy (HUPP 3.30.1), section 4.8 at http://www.uq.edu.au/hupp/index.html?page=25109.
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.
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 | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | |
| Learning Activities | ||||||
| Web design and web technologies (Lecture Series) |
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| Week 1 (Practical) |
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| Week 1 (Tutorial) |
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| week 2 to week 12 (Tutorial Series) |
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| week 3 to week 12 (Practical) |
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| Assignment 1 and 3. (Presentation) |
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| Assessment Tasks | ||||||
| Reading group |
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| Design and peer feedback (individual) |
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| Team Health (team) |
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| Weekly practical exercises (individual) |
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| Report 1: Analysis and requirements stage (team) |
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| Report 2: Design and prototype stage (team) |
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| Report 3: Implementation and demonstration (team) |
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| Final exam (individual) |
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| Learning Objectives | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 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. |
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| A3. A comprehensive and in-depth knowledge in the field of study. |
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| A5. An international perspective on the field of study. |
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| A7. An appreciation of the link between theory and practice. |
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| 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. |
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| B2. The ability to interact effectively with others in order to work towards a common outcome. |
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| B3. The ability to select and use the appropriate level, style and means of communication. |
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| B4. The ability to engage effectively and appropriately with information and communication technologies. |
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| B5. The ability to practise as part of an interdisciplinary team. |
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| C INDEPENDENCE AND CREATIVITY | ||||||
| C2. The ability to work and learn independently and effectively. |
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| C3. The ability to generate ideas and adapt innovatively to changing environments. |
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| C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices. |
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| C6. The abilities and skills that provide a foundation for future leadership roles. |
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| D CRITICAL JUDGEMENT | ||||||
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. |
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| D4. The ability to process material and to critically analyse and integrate information from a wide range of sources. |
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| D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach. |
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| E ETHICAL AND SOCIAL UNDERSTANDING | ||||||
| E1. An understanding of social and civic responsibility. |
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| E3. An appreciation of the philosophical and social contexts of a discipline. |
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| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. |
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| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. |
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| E7. The ability to work effectively and sensitively across all areas of society. |
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| E8. An understanding of and respect for the roles and expertise of associated disciplines. |
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Authorised by: Deputy Vice-Chancellor (Academic) Maintained by: Software Services Last Updated - 24 May , 2006 |