50007 Creative Information Design

Faculty of Humanities and Social Sciences: Information and Knowledge Management
Credit points: 6 cp
Result Type: Grade, no marks

Handbook description

This subject introduces students to the principles of creative information design—audience analysis, contextual writing, colour, typography, and layout. Students design, create the content and produce, for selected clients, useful information products in a range of digital and non-digital formats and media. The design process introduces students in creative problem-solving, collaborative work practices and the principles of usability and self-assessment. Students begin the development of their course-wide portfolio which contains examples of work which may include specialised written texts, brochures, images and webpages.

Subject objectives/outcomes

At the end of this subject students will

have a broad understanding of the theories and principles of information design
understand how to communicate effectively in and through a variety of formats, including writing appropriately for specific audiences, contexts, purposes and applications
apply foundational skills in the processes of design, editing, manipulation and interaction to communication and creative expression
select and apply relevant technologies and creative problem solving to information design problems
develop collaborative skills within a framework of team-based work practices
initiate a course-wide professional portfolio
be able to reflect on their learning

Contribution to graduate profile

This subject contributes to the following graduate attributes:

Design and develop information and media content and structures using a wide variety of processes and technologies for diverse audiences in the workplace and society.
Work collaboratively and strategically to manage projects and implement creative solutions to information problems in the workplace and the broader community.
Experience a range of professional roles and practices which are the foundation of creative information practice.
Develop reflective capabilities that underpin innovative information practice and life-long learning.

Teaching and learning strategies

Teaching strategies will strive to promote interactive learning and to foster exploration extending beyond the classroom. The weekly program will involve lectures, group discussions, collaborative workshops and computer laboratory sessions to develop the technical skills necessary for completion of assignments. Students will be using industry-standard technologies that enable them to create diverse types of information products which contain text and image formats. Active participation at all stages will be essential for successful completion of this course. Students will be expected to prepare for class discussions, using readings and computer exercises as required. Participation on the subject's UTS Online community for discussions and collaborations will also be a significant component of the program.

Content

Client needs analysis through tools and techniques such as persona, scenarios, task and process analysis
Creating textual content—how to adjust writing to specific audiences; how the organizational structures and writing style affect audiences; editing in a variety of situations, including collaborative editing
Image creation and manipulation
Basic HTML and Web design skills.
Lifelong learning and professional portfolio development

Assessment

To pass in this subject, students must submit all components of assessment and reach a satisfactory level overall.

Assessment 1: Writing wiki

Objectives	a, b, c, e, g
Due date	Week 6
Value	30%
Task	To complete several short writing assignments for specific audiences and/or purposes (all of which are to be saved in your portfolio). Students are to select ONE of their writing assignments to place in the writing wiki along with a brief (400-500 words) evaluative document outlining the reasons for its choice. Working in small groups, each of the group's items is to be edited according to a set of criteria, thus producing a final piece of writing, along with a brief document (400-500 words) reflecting on the editing process and the effectiveness of collaborative editing.
Assessment criteria	ability to write creatively and according to professional standards for a specific purpose ability to write creatively and according to professional standards for a specific audience capacity to evaluate a piece of writing demonstration of editing skills understanding of the editing process ability to work collaboratively.

Assessment 2: Design of a print-based information product

Objectives	a, b, c, d, e
Due date	Week 11
Value	40%
Task	To plan, design and create an appropriate information product for a specific client. Using industry-standard desktop publishing software, the student will create both the textual and image content for this product, which must meet a basic professional standard. The information product must be accompanied by a brief (400-500 words) document evaluating the usability of a similar print product; a planning document that gives a client needs analysis, and production timeframe; and a report (1000 words) rationale for all decisions concerning the format of the product, its design and usability to meet the client's information needs.
Assessment criteria	ability to evaluate the usability of an information product based on recognised design principles evidence of an understanding of the key concepts of information design principles demonstrated understanding of user-centered analysis and design demonstrated ability to document the information design process appropriateness of the product design in alignment with the users' needs clear and effective content and structure to maximise impact demonstrated use of appropriate theoretical design and usability literature.

Assessment 3: Professional Portfolio

Objectives	a, b, c, d, f, g
Due date	Week 14
Value	30%
Task	To create an interface to an e-portfolio using basic web design tools and techniques, and to populate the portfolio with work created in this subject. The interface will reflect relevant categories and sections for the material, with contextual links to the content, which must include all work for this subject. Included in the e-portfolio must be a well-designed report (1000 words) that sets out the student's course-wide goals and objectives and evaluates his//her learning processes and achievements in this subject.
Assessment criteria	imaginative approach to the design of the interface effectively present a coherent and structured portfolio demonstration of basic Web design skills ability to write for the Web environment ability to develop course-wide goals and objectives ability to reflect on learning

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Indicative references

References:

Barrett, H.C. 2007, 'Researching electronic portfolios and learner engagement: the REFLECT initiative', Journal of Adolescent and Adult Literacy, vol. 50, no.6, pp: 436-449.

Beyer, H. & Holtzblatt, K. 1998, Contextual design : defining customer-centered systems, Morgan Kaufmann Publishers, San Francisco, Calif.

Brown, D.M. 2007, Communicating design: developing Web site documentation for design and planning, Peachpit Press, Berkeley, Calif.

Candy, P.C. 2000, 'Reaffirming a proud tradition: universities and lifelong learning', Active learning in higher education, vol.1, no.2, pp: 101-125.

Coe, M. 1996, Human factors for technical communicators, Wiley, New York.

Cooper, A. & Reimann, R. 2003, About face 2.0 : the essentials of interaction design, Wiley, Indianapolis.

Dillon, A. 2003, Designing usable electronic text, 2nd edn, Taylor & Francis, New York.

Dumas, J.S. & Redish, J.C. 1999, A Practical Guide To Usability Testing, Intellect, Exeter.

Garrett, J.J. 2003, The elements of user experience : user-centered design for the web, American Institute of Graphic Arts, New York.

Hackos, J.T. & Redish, J.C. 1998, User and task analysis for interface design, Wiley, New York.

Hix, D. & Hartson, H.R. 1993, Developing user interfaces : ensuring usability through product & process, Wiley, New York.

Horn, R.E. 1998, Visual language : global communication for the 21st century, MacroVU, Bainbridge Island, Wash.

Kuniavsky, M. 2003, Observing the user experience : a practitioner's guide to user research, Morgan Kaufmann, San Francisco, Calif.

Jacobson, R. (ed.) 1999, Information design, MIT Press, Cambridge, Mass.

Nielsen, J. 2000, Designing Web Usability: The Practice of Simplicity, New Riders, Indianapolis (Ind).

Norman, D.A. 1988, 1990, The design of everyday things, Doubleday, New York.

Schriver, K.A. 1997, Dynamics in document design, Wiley Computer Pub., New York.

Tufte, E.R.1990, Envisioning information, Graphics Press, Cheshire, Conn.

---------1997, Visual explanations : images and quantities, evidence and narrative, Graphics Press, Cheshire, Conn.

Walker, S. 2001, Typography and language in everyday life : prescriptions and practices, Longman, New York.

Watson, D. 2003, Death sentence : the decay of public language, Random House Australia, Milsons Point, N.S.W.

Wyrick, J. 2008, Steps to writing well : with additional readings, Thomson/Wadsworth, Boston

Zwaga, H.J.G., Boersema, T. & Hoonhout, H.C.M. (eds) 1999, Visual information for everyday use : design and research perspectives, Taylor & Francis, London.

JOURNALS

Information Design Journal

Interactions

Technical Communications