50490 Information Design for Communicating

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

Handbook description

In this subject, students are introduced to principles of information design and to models for designing and structuring information and communication products and services. These are analysed in relation to the opportunities and capabilities of various information and communication media. Both individually and in groups, students apply specific principles and models of information design to the structure and presentation of content for print and multimedia formats. Students develop practical skills integral to the processes of designing user-centred information. Capabilities in the use of appropriate information design technologies and languages including basic print, web authoring and HTML skills are developed. This enables students to develop information products to facilitate a variety of information and communication interactions. They also develop professional communication and collaboration skills by working in teams to meet collectively negotiated goals.

Subject objectives/outcomes

On completion of this subject students are expected to be able to:

Understand concepts and processes relating to user-centred information design
Analyse and evaluate approaches to designing information products and services for distribution across a range of communication media
Demonstrate basic professional capabilities in the use of appropriate information design technologies and languages
Apply principles and models of information design to the structure and presentation of content in a variety of formats
Develop communication skills for contributing in teams to meet collectively negotiated goals

Contribution to graduate profile

Within professional contexts, students gain practical experience and skills in the generation, design, structure, management and communication of information using print and multimedia formats. Completed assessment projects can be included in the graduate's professional portfolio. Individual and team participation in the processes of designing user-centred information gives students opportunities to share and apply their understanding of contemporary issues, trends and innovations in the field and in practice. Early-career information professionals gain an understanding of how information can be designed strategically so that it can be communicated and distributed for use by individuals and groups in culturally diverse societies to facilitate just and equitable accessibility.

Teaching and learning strategies

The learning experiences available in this subject include weekly workshops comprised of lectures, discussion of set readings, visiting speakers and 'hands-on' use of web authoring and image scanning and manipulation software in an assigned computer laboratory.

Use of UTSOnline is integral to participation in this subject: http://online.uts.edu.au/

Individual and team assessment items provide practical opportunities for students to apply specific principles and to analyse concepts and models that relate to information design. Students will be given a large degree of responsibility to encourage the development of their own learning strategies for this subject.

As teamwork is central to the successful completion of this subject, attendance at classes is essential if you are to attain an acceptable level of achievement for this subject. Teams of two - three participants will be formed early in semester to complete the team-based assessment tasks and time will be made available in classes to work in teams on these tasks.

Useful information about working in teams is available through BELL (Being a Lifelong Learner): http://www.bell.uts.edu.au/team.shtml

Students are expected to prepare for weekly lectures, discussions and activities by reading the set materials.

Content

Concepts and processes relating to user-centred information design: Background and contexts; models and principles of user-centred information design; information design skills and career developments for the information professional; scoping an information design brief.

Approaches to designing information products and services for distribution across a range of communication media: Designing information products around information needs; value-added processes in information management; usability and accessibility.

Applying principles and models of information design to the structure and presentation of content in a variety of formats: Practical experience designing information products in print and multimedia formats for different user groups; standards, recommendations and visual styles; introduction to information architecture.

Basic professional use of appropriate information design technologies and languages: Practical experience using word processing, web-authoring and image scanning and manipulation software; practical experience developing HTML skills.

Developing communication skills for contributing in teams to meet collectively negotiated goals: Working in teams and meeting assessment deadlines, objectives and evaluation criteria drawing on materials available through the UTS BELL (Being a Lifelong Learner) project.

Assessment

Assessment 1: Design of a printed information product (individual assessment)

Objectives	a, b, c, d
Due date	Week 6, in class
Value	40%
Task	To design and create an information product for a specific client community. In Week Two, you will be given a list of problems that require an information product, and in each case the raw content to be incorporated in the product will be provided by the instructor. You will be required to send to your tutor your top three preferences, from which you will be assigned ONE — every effort will be made to give you your first choice. Once you have your assigned problem you are to find an existing print-based information product which has been designed for your specific client community and this may inform the design decisions for your information product. The deliverables for this assignment are: an evaluation of an existing print-based information product (800-900 words) a task analysis visualisation (flowchart, task process chart) your designed information product a report (1000 words) summarising the information needs and rationale for the design, including a brief statement of the needs of the client community.
Assessment criteria	Ability to evaluate an information product based on recognised design principles Demonstrated understanding of user-centered analysis and design Appropriateness of the product design in alignment with the users' needs Clear and effective content structure to maximise impact Demonstrated ability to document the information design process Evidence of an understanding of the key concepts of information design principles Demonstrated use of appropriate theoretical literature.

Assessment 2: Design journal (individual assessment)

Objectives	a, b, c, d
Due date	Week 9, in class
Value	20%
Task	To create a design journal that focuses on the design of a variety of everyday things with relation to their usefulness and usability. You are expected to document three different examples of poorly, and/or well-designed products (you must choose one from EACH of the following categories) — 1) a web site, 2) a system, 3) a tool. Each journal entry is to be 800-900 words in length and at least ONE must be an example, in your opinion, of a poor design.
Assessment criteria	Appropriateness and relevance of the examples to demonstrate a design issue Clear and informative description of the design features (good and bad) In the case of poor design, an appropriate recommendation to resolve the issue Appropriate references to the theory of information design

Assessment 3: Website interface design and structure (team-based assignment)

Objectives	a, b, c, d, e
Due date	Week 14, in class
Value	40%
Task	Working in teams of 2—3 you are to develop a prototype of a website (further details of which will be provided in class). This prototype is primarily to show the proposed architecture (structure) of the website and must operate as a web-based information product that could form part of, or operate within, an electronic information environment. The prototype must also have appropriate operational links, and navigation features. The deliverables for this assignment are: narratives and /or scenarios for several possible users a copy of the scoping/project management document prepared during tutorials a working prototype of two sections, 1) the homepage and 2) a site map for the entire website a summary document (1000 words) which outlines the design and architecture rationale adopted and how appropriate principles and techniques from the information architecture texts and references have been applied a paragraph which reflects on the implementation of the scoping document the responsibilities of the individual team members
Assessment criteria	To demonstrate: an understanding of user-centered Website design an ability to design a logical website structure (architecture) for a specified user community an understanding of appropriate information design and architecture principles to organise and structure content, including content layout, operational links, and navigation features ability to work effectively on a team-based task an awareness of current issues and academic debate in designing Web-based information products

Minimum requirements

Since class discussion and participation in activities form an important part of this subject, students are expected to attend, arrive punctually and actively participate in workshops. Use of UTSOnline is integral to participation in this subject. Active involvement in the subject and a satisfactory performance in each aspect of assessment are required to pass the subject.

Indicative references

Specific readings are assigned on a week-by-week basis in class. The reference list below is indicative of the texts used in the course.

Anatomy of a redesign. (2005). Webmonkey. Available: http://webmonkey.wired.com/webmonkey/98/36/index1a.html [Date accessed: 10 January 2005].

Badre, A. N. (2002). Shaping Web usability: interaction design in context. Addison-Wesley. Available: http://www.acm.org/ubiquity/book/a_badre_1.html [Date accessed: 14 December 2004].

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

Boiko, B. (2002). Content management bible. New York: Wiley.

Bowker, G. C., & Star, S. L. (1999). Sorting things out: classification and its consequences. Cambridge, Mass.: MIT Press.

Bradford, P. (Ed.). (1996). Information architects. Zurich, Switzerland: Graphis Press Corp.

Briggs, O., et al. (Eds.). (2002). Cascading style sheets : separating content from presentation. Birmingham, U. K: Glasshaus.

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

Colomb, R. M. (2002). Information spaces : the architecture of cyberspace. London: Springer.

Deane, S., & Henderson, R. (2004). XML made simple. Burlington, Mass.: Simple Books.

Dillon, A. (2003). Designing usable electronic text (2nd ed.). New York: Taylor & Francis.

Dumas, J. S., & Redish, J. C. (1999). A practical guide to usability testing. Exeter: Intellect.

Fleming, J. (1998). Web navigation : designing the user experience. Beijing, China: O'Relly.

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

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

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

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

Krug, S. (2000). Don't make me think! : a common sense approach to Web usability. Indianapolis, Ind.: Que

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

Lupton, E., & Miller, J. A. (1996). Design, writing, research : writing on graphic design. New York: Kiosk.

Lynch, P. J., & Horton, S. (2001). Web style guide (2nd). Yale University Press. Available: http://www.webstyleguide.com/index.html?/ [Date accessed: 16 December 2004].

MacEachren, A. M. (1995). How maps work : representation, visualization, and design. New York: Guilford Press.

McGovern, G., Norton, R., & O'Dowd, C. (2002). The Web content style guide : an essential reference for online writers, editors, and managers. Harlow: Financial Times Prentice Hall.

Morrogh, E. (2002). Information architecture : an emerging 21st century profession. Upper Saddle River, NJ: Prentice Hall.

Nielsen, J. (2000). Designing Web usability: the practice of simplicity. Indianapolis (Ind): New Riders.

Pettersson, R. (2002). Information design : an introduction. Philadelphia: John Benjamins Pub. Co.

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

Preece, J., Sharp, H., & Rogers, Y. (2002). Interaction design : beyond human-computer interaction. New York, NY: J. Wiley & Sons.

Ratner, J. (Ed.). (2003). Human factors and Web development (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum Associates.

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

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

Taylor, R. S. (1986). Value-added processes in information systems. Norwood, N.J.: Ablex Pub. Corp.

Tufte, E. R. (1990). Envisioning information. Cheshire, Conn.: Graphics Press. (1997).

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

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

Web Accessibility Initiative (WAI). (2005, 3 January 2005). W3.org. Available: http://www.w3.org/WAI/ [Date accessed: 10 January 2005].

Wildbur, P., & Burke, M. (1998). Information graphics : innovative solutions in contemporary design. London: Thames and Hudson.

Wurman, R. S. (2001). Informationanxiety2. Indianapolis, Ind.: Que.

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

Journals

Information Design Journal

Interactions

Technical Communication