Outline

Overview

This unit of study provides an overview of a human-centred approach to the design of interactive technologies and environments. It introduces students to design thinking and how it can be productively applied to different design situations. The unit covers theoretical concepts, methods and tools used in human-centred design, including user research, ideation, prototyping and user evaluation. It provides students with the principles, processes and tools that are used in commercial design projects. Students learn to build empathy with users, identify the problem space, develop design concepts and persuasively communicate design proposals with an emphasis on the user experience through visual storytelling.

Unit details and rules

Academic unit	Design Lab
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Ricardo Sosa Medina, ricardo.sosa@sydney.edu.au
Lecturer(s)	Ricardo Sosa Medina, ricardo.sosa@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Attendance	Attendance Students are required to meet the minimum 90% attendance to pass this unit.	0%	Multiple weeks	Duration of class.
Outcomes assessed:
Tutorial quiz	Early Feedback Task Individual #earlyfeedbacktask	0%	Week 02 Due date: 07 Mar 2025 at 23:59	10 questions, 10 to 15 min
Outcomes assessed:
Assignment	Assessment 1: Video Individual	20%	Week 03 Due date: 14 Mar 2025 at 23:59	Video 90 seconds
Outcomes assessed:
Assignment	Assessment 2: Poster Group	30%	Week 08 Due date: 17 Apr 2025 at 23:59	Poster (printed A2 size)
Outcomes assessed:
Assignment	Assessment 3: Design Portfolio Individual	50%	Week 13 Due date: 30 May 2025 at 23:59	12 pages, 2,500 words max
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Early Feedback Task : The Higher Education Support Amendment Bill 2023 has mandated the development of a Support for Students policy at all Australian universities, requiring among other things a pre-census task with feedback to be introduced in all first-year units of study. https://bit.ly/earlyfeedbacktask . The aim of this assessment is to check your initial understanding of human-centred design (LO1).

Assessment 1: Video : The aim of this individual assessment is to demonstrate your personal appreciation of the principles and methodology of design (LO1). Introduce yourself, select and explain one key idea about design. Video is free format, length is 90 seconds. Include the script/transcript of your video and sources used.

Assessment 2: Poster : The aims of this group assessment are to demonstrate how you engage in inquiry to identify the need for a design (LO2) and how you communicate information visually (LO4). Throughout weeks 5 to 9 you conduct a discovery project in response to a brief. Your research should lead to at least one design insight to formulate a problem statement. Prepare a poster as a group presenting your discovery process, findings, and your insights resulting from your Stage 2 work. Specify your individual contributions.

Assessment 3: Design Portfolio : The aims of this individual assessment are to demonstrate imagination and competence in design ideation (LO3), communicate information, ideas and proposals visually (LO4), your capacity to evaluate design ideas and proposals (LO5), and to reflect upon and critique design proposals from ethical principles (LO6). Throughout Stage 3 (weeks 10 to 13) you generate a creative response to the brief using your imagination, prototyping and evaluation skills. You present your individual work in a Design Portfolio documenting and reflecting on your ideation, prototyping, evaluation and iteration process done in Stage 3. Follow the guidelines provided and check the rubric to ensure you meet the expectations for this deliverable.

Attendance: Students should be present and engaged in their learning during classes. Late arrival/early departure will be deemed as an absence. Students who do not meet the minimum 90% threshold, who have approved special consideration may be offered the opportunity to sit an alternative assessment to pass this unit.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 - 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 - 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 - 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Design & Design process	Lecture (1 hr)
Week 01	Everyday design; impact of design	Tutorial (2 hr)
Week 02	Design studio, design ethics. SCANA diagnostic. Introducing A1: Video	Lecture (1 hr)
Week 02	Studio learning; Interpreting a design brief	Tutorial (2 hr)
Week 03	Design mindsets, skills & tools. A1 rubrics	Lecture (1 hr)
Week 03	Thinking like a designer; a mini-design exercise	Tutorial (2 hr)
Week 04	Design research. Music Experience brief. SCANA workshop 1	Lecture (1 hr)
Week 04	Team formation; powerful questions; secondary sources	Tutorial (2 hr)
Week 05	Discovery process, precedents. Introducing A2: Poster	Lecture (1 hr)
Week 05	Bridging secondary and primary sources. Design precedents. Contextual observation	Tutorial (2 hr)
Week 06	Scoping interviews. Group work. A2 rubrics	Lecture (1 hr)
Week 06	Designing an interview; Piloting and data collection. A2 Q&A, feedback	Tutorial (2 hr)
Week 07	Findings & insights. Visual thinking. A2 examples	Lecture (1 hr)
Week 07	Analysis of interview data. Poster design layout and resources A2 Q&A, feedback	Tutorial (2 hr)
Week 08	Findings & insights	Lecture (1 hr)
Week 08	"Is this an insight?" Problem statements. A2 Q&A, feedback	Tutorial (2 hr)
Week 09	Creative design ideation. SCANA workshop 2. Introducing A3: Design Portfolio	Lecture (1 hr)
Week 09	Design ideation: from problem statements to ideas. A3 Q&A, feedback	Tutorial (2 hr)
Week 10	Design prototyping. A3 rubrics	Lecture (1 hr)
Week 10	Paper prototyping; experience prototyping. A3 Q&A, feedback	Tutorial (2 hr)
Week 11	Iteration & evaluation	Lecture (1 hr)
Week 11	User testing for A3; A3 Q&A, feedback	Tutorial (2 hr)
Week 12	Design ethics. A3 examples	Lecture (1 hr)
Week 12	Ethical design. A3 Q&A, feedback	Tutorial (2 hr)
Week 13	Future: you and design	Lecture (1 hr)
Week 13	USS and retrospective. A3 Q&A, feedback	Tutorial (2 hr)

Attendance and class requirements

Students are expected to attend 90% of timetabled activities, as per the school resolutions.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. appreciate the principles and methodology of human-centred design
LO2. engage in research and inquiry to identify the need for a design
LO3. show imagination and competence in design ideation
LO4. communicate information, ideas and concepts visually
LO5. evaluate design ideas and proposals from stakeholder perspectives
LO6. reflect upon and critique design proposals from ethical principles

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit has been adjusted. Co-located with DECO2016, they share lectures and tutorials are streamed to customise to different student profiles.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

DECO1006: Design Process and Methods

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links