50008 Designing for the Web

Faculty of Humanities and Social Sciences: Information and Knowledge Management
Credit points: 8 cp
Result Type: Grade, no marks

Handbook description

This subject examines the conceptual and aesthetic aspects of designing for the web: creating content, writing for the web environment and designing website architecture including structuring and tagging content to enable browsing and searching. Students, applying acquired web skills work both individually and in small groups to develop creative projects and exercises throughout the subject. Students also learn to critically evaluate website usability and accessibility and to reflect on issues of web-based communication.

Subject objectives/outcomes

At the end of this course, a student will:

Understand the applications of information architecture for the organisation and presentation of web-based digital information
Have developed skill in writing for Web-based communication
Understand the relationship between the practice of information architecture and the organizational, social, and technical contexts of web site design, implementation, and maintenance
Be familiar with advanced principles of web page layout and web site design, including functional and aesthetic elements
Be able to publish linked documents on the World Wide Web using appropriate tools and techniques

Be able to discuss knowledgeably what information architecture is and the issues of web-based communication practices
Have developed skills in team-based production and project management

Contribution to graduate profile

Within professional contexts, students gain practical experience and skills in the design, architecture, management and communication of web-based information. Individual and team participation in the architectural processes of user-centred design offers students opportunities to respond in adaptable, flexible and creative ways to contemporary issues, trends and innovations in information practice. As a life-long learning strategy, established information professionals gain an understanding of web design as a communication medium for individuals and groups in culturally diverse communities to facilitate just and equitable accessibility

Teaching and learning strategies

Teaching strategies promote interactive, collaborative learning with a 'learning by doing' approach to foster exploration extending beyond the classroom. The weekly program will involve lectures, group discussions, computer-laboratory sessions to develop the skill necessary for completion of assignments. Individual and team assessment items provide practical opportunities for students to apply specific principles and to analyse concepts and models that relate to and web design. Students will be given a large degree of responsibility to encourage the development of their own learning strategies for this subject. Active participation at all stages, including the use of the subject's UTS Online community for discussions and collaborations will be essential for successful completion of this subject.

Content

Reading / writing web content for specific purposes and audiences (Objectives b & c)
Architecture — classification, including faceted classification (Objectives a, c & e)

Interface design—wayfinding devices, interactive and aesthetic design (Objectives a & d)
Metadata standards for web site searching and navigation (Objectives e & f)
Content management for web publishing (Objectives a & e)
Database-driven websites (Objectives a, c & e)
Accessibility and usability testing (Objectives c, d, & f)
Site analytics, Search Engine Optimisation (Objectives c & f)
Tools & skills including HTML, XHTML, XML, DHTML, Javascript, Flash, Cascading style sheets (Objective e)
Collaboration and project management (Objective c & g)

Assessment

Assessment item 1: Critical commentaries

Objectives	a, b, e and f
Value	25%
Due	Ranged over Week 2 — Week 7
Task	This assignment involves exploring and writing 3 brief commentaries (500 words) on issues relevant to information architecture and web communication. These critical commentaries are to be written for web publication and will include hypertext linking to external and internal documents that support your arguments. The first of these commentaries will be the basis of a review of HTML coding.
Assessment criteria	Evidence of wide and critical reading of appropriate literature Ability to present a well-argued position Demonstrated capability to write for web-based communication Ability to create basic HTML markup.

Assessment item 2: Portfolio of technical exercises

Objectives	d, e
Value	25%
Due	Ranged over Week 2 — Week 11
Task	This assignment has two parts 1) a collection of completed exercises which will be introduced in laboratory tutorials throughout the semester and 2) a reflective commentary on your performance during the semester in these tasks (1000 words). These exercises will include, but not be limited to, skills such as web-based tables, cascading style sheets, DHTML and Flash applications. Students will be encouraged to include one exercise that meets an individualised skill goal.
Assessment criteria	Outcome is logical and functional Correct use of the technique employed Good attention to detail Quality and effectiveness of the outcome Evidence of development of skills throughout the semester Ability to reflect critically on one's learning process

Assessment item 3: Development of a prototype web site (group project)

Objectives	a, c, d, e, g
Value	Part 1 - 20%, Part 2 - 30%
Due	Week 14
Task	Working in teams of 3 — 4 you are to develop a prototype of a functional website for a specified client. This website must operate as a web-based information product that could form part of, or operate within, an electronic information environment. Depending on the proposed audience and purpose, your design must give specific consideration to policies or key issues affecting accessibility, usability, interactivity, knowledge sharing, or online teaching and learning. The assignment has two components: 1. A final project report,1500-2000 words which is developed over the semester containing the following elements: a) A pre-design analysis b) A design rationale c) Usability testing d) Project management documentation 2. The web site prototype which must be useful, usable, well-designed and appropriate for the specified client/audience. As this is a prototype it is expected that there will be a minimum of six content-rich sections, one of which is a site map showing the architecture for the fully-developed website. No markup language or architecture is specified for the prototype, as this will depend on the client, however the website must be validate as at least HTML 4.01.
Assessment criteria	Part 1 — Project report demonstrated ability to analyse and document a client's user requirements an understanding of appropriate information design and architecture principles to organise and structure content an ability to design a logical website architecture for a specified user community demonstrated understanding of usability and ability to design a strategy for usability testing demonstration of engagement with the theoretical literature of user-centered design ability to write clearly and succinctly Part 2 — Prototype ability to implement a proposed web design for a specified client ability to implement an appropriate classification of content to match the needs of the user community ability to produce HTML coding which validates at least to HTML 4.01 ability to match an interface design to the user community demonstrated ability to use web design tools effectively ability to work effectively and efficiently as a team to deliver an on-time project.

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.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

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

Castro, E. 2007, HTML, XHTML & CSS Berkeley, Calif.: Peachpit Press.

Dillon, A. 2003, Designing Usable Electronic Text, 2nd edn, Taylor & Francis, New York.

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

Information Management Office. Australian Government 2004, Better practice checklist 15: Information Architecture for Websites, viewed 14 April 2007 http://www.agimo.gov.au/__data/assets/file/0003/33933/BPC15.pdf

Krug, S. 2006, Don't make me think! : a common sense approach to Web usability, 2nd edn, New Riders Publishing, Berkeley, Calif.

Lawrence, D. & Tavakol, S. 2007, Balanced website design : optimising aesthetics, usability and purpose, Springer, London.

Lynch, P.J. & Horton, S. 2002, Web Style Guide, Yale University Press, (last update 12 July 2005), viewed 3 September 2007

Pearrow, M. 2007, Web usability handbook, Charles River Media, Boston, Mass.

Phyo, A. 2003, Return on design : smarter web design that works, New Riders, Indianapolis, In.

Rosenfeld, L. & Morville, P. 2002, Information architecture for the World Wide Web, 2nd edn, O'Reilly, Cambridge, Mass.

Shedroff, N. 2001, Experience design 1, Prentice Hall, Hemel Hempstead.

Shelly, G.B. 2007, Macromedia Dreamweaver 8 : complete concepts and techniques, Thomson Course Technology, Boston, MA.

Wyke-Smith, C. 2007, Codin' for the web : a designer's guide to developing dynamic websites, New Riders, Berkeley, Calif.