DXB310 Augmented Interactions
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | DXB310 |
|---|---|
| Prerequisite(s): | Completion of 48 credit points of Interaction units (DXB% units) |
| Assumed Knowledge: | A basic knowledge of the principles of computer programming, and computational processes and techniques is assumed knowledge |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,788 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | DXB310 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Completion of 48 credit points of Interaction units (DXB% units) |
| Assumed Knowledge: | A basic knowledge of the principles of computer programming, and computational processes and techniques is assumed knowledge |
| Coordinator: | Leo Rezayan | l.rezayan@qut.edu.au |
Overview
This unit advances on your understandings of augmented interaction. Studio-driven explorations of emerging and future practices and concerns, and engagement in a chosen problem space, will facilitate such process. The unit provides an opportunity for reflective practices to situate your work in the relevant context as well as extend your own understanding of interaction design. You will create an augmented interactive system that responds to a problem or site you identify and research, as well as evaluate people’s experience of it gaining formative feedback. You will use interactive media technologies, such as virtual and augmented reality software tools and sensors, and develop a visual and experiential language for your concept. Understanding social and physical phenomena evolution and how we interact with the world is crucial, even more so today as wireless networks proliferate and that interaction is increasingly mediated.
Learning Outcomes
On successful completion of this unit you will be able to:
- Articulate both in written documents and design practice, the cultural, theoretical, technical issues and user experiences that relate to your augmented interaction project.
- Develop project concepts and proposals for undertaking a program of design for augmented interactions that reflect critical understanding and creative exploration of interactive works relating to your problem space.
- Apply technologies involved in the creation of augmented interactions to implement demonstrations of outcomes in the form of design prototypes.
Content
This unit combines critical practice and research. It is structured around the creation of self-directed projects, allowing students to experiment and extend their approaches to interaction design. Studio discussions and resources facilitate engagement with emerging areas of interaction design in order to critically situate the practice in contemporary contexts. Topics include the principles and considerations of augmented and virtual reality environments, ubiquitous computing designs such as smart environments, ambient media, locative media and other hybrid data–real spaces, data visualisation, embodiment. Innovative practitioners and works from these fields will be studied and related to cultural, theoretical and technical issues as well as the students own work.
Student projects will follow iterative design methods, including prototyping. They will be presented as work-in-progress in studio sessions. Evaluation research to observe and understand peoples experience of student designed interactions will also be covered, and some sessions will include conducting evaluations of student works with peers, to gain insight into user experience and formative feedback.
With the guidance of staff, students will further develop their independent learning skills and an ability to produce advanced level design outcomes. Both traditional and experimental design and research methods will be encouraged in the development of projects.
Learning Approaches
This unit allows you to come up with your own situation, site or problem space and related topic area. The project then forms the focus of studio work and research within teaching activities. Work here is self-directed, though supported by staff and built around studio-driven ideation, experiments and critique driven collaboration with classmates. Lectures will provide a framing of contemporary practice and theory and will raise pertinent issues to your practice and for consideration in the course of project development. Lectures also include presentations by you on your practical work in progress. Therefore, a key component in the studio is the opportunity for you to interact with staff and peers collaboratively, to learn about design. Your active participation in studio will develop your sense of personal responsibility and professionalism essential for success as a designer. You are also expected to pursue your own line of inquiry outside formal sessions.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in following ways:
- in-class formative feedback from teaching staff and peers
- criteria sheet grading
- comments on summative assessment work in addition to criteria sheets
- collaborative peer feedback.
Assessment
Overview
There are two assessments for this subject, one consisting of an individual design proposal, and the other is a group presentation with an individual component and a group-based interactive design project.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project Proposal
Assessment: Prototype with user evaluation
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
A list of resource materials for this subject will be provided on the subject’s Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, ULO2, ULO3, Project Proposal, Prototype with user evaluation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO2, ULO3, Project Proposal, Prototype with user evaluation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Project Proposal, Prototype with user evaluation - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, Project Proposal, Prototype with user evaluation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Project Proposal, Prototype with user evaluation
DE45 Bachelor of Design - International
- Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, ULO2, ULO3, Project Proposal, Prototype with user evaluation - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO2, ULO3, Project Proposal, Prototype with user evaluation - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Project Proposal, Prototype with user evaluation - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, Project Proposal, Prototype with user evaluation - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Project Proposal, Prototype with user evaluation