TG1UX: User Experience 1

Module code: TG1UX

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Mr James Lloyd, email: j.c.lloyd@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

User Experience refers to the planning and making of products (digital or physical) that address the needs of users. Although the term commonly describes the process of designing websites and apps, in fact most things created by people can be explained and analysed through the models and techniques common within the UX industry – anything from a paper clip through to a building. The way that users interact with 'products’ is a result of the thought given to how that thing is made, and to its purpose. Understanding the genuine needs and desires of people is central to the approach. This module introduces methods useful at every stage of the UX process, from identifying user needs through to creating functional digital prototypes. The aim is to let you experience each step, and understand where a ‘designer‘ plays a significant role. Teaching on this module is often supported by industry partners. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Develop research-based approaches to design. Apply quantitative and qualitative, user-based, participatory, visual and ethnographic research methods.
2. Identify and analyse graphic artefacts: Interrogate and assess visual communication in its cultural, technical, and historical environments and contexts.
3. Employ technologies appropriately: Select and harness traditional, current and emerging technologies and crafts.
4. Embed inclusivity and diversity: Develop an inclusive approach to design, centring the user, designing for diverse users, cultures and contexts.

Module content

The module integrates theory, technology and contemporary practice to provide a context for you to explore designing digital products through industry standard processes. We will set you one or more practical briefs on a relevant topic (such as website design, app design or other interactive screen-based experiences) and asks you to create professional design outcomes, supported by evidence of your working process, and some reflection on your approach.  

Structure

Teaching and learning methods

The module will be delivered through a series of workshops, technical classes and supervised work in the studio – supported with lectures, reading groups and feedback sessions. You will receive regular formative feedback in whole cohort, small group or one-to-one discussions, in which you will be expected to present and defend your work and comment on the work of peers. Classes will involve group work, some of which may be assessed. 

Study hours

At least 54 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will usually fall into two categories: 

• Tasks and feedback that link directly to final assessment, allowing you to build relevant skills and measure your progress towards assessed work. 
• Tasks and feedback that feed into wider learning around the topic being covered. The skills and insights you acquire should help you achieve well in assessed tasks, but application of this leaning may be interpreted, rather than simply repeated. 

Formative feedback will often include: 

• Verbal feedback in class. 
• Written comments on a piece of work. 
• Self, peer of staff assessment against a mark scheme. 

Formative feedback will be given: 

• At scheduled feedback/studio sessions 

Reassessment

Additional costs