| Course Name | Interaction Design Fundamentals |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| VCD 331 | Fall | 3 | 0 | 3 | 4 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Required | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to develop the understanding of goal-directed design processes and the fundamental principles of interaction design in students and to show its contemporary applications. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | Interaction design, as a relatively new field, deals with the human-computer, human-technology and human-human interactions and recognizes the need to balance not only technology issues but also business, design and social ones. In order to be a better interaction/visual communication designer, one must integrate knowledge from a variety of disciplines including: engineering, programming, storytelling, psychology, anthropology, sociology, information design, visual design, art and design history, typography, illustration, photography, architecture, marketing, projects, people and client management and design thinking. Interaction design focuses on something that traditional design disciplines do not often explore: The design of behavior. In this course, the students will be exploring interaction design studies and examples to get an understanding of how to develop products, services and environments in our contemporary society with user needs in mind. It is important for visual communication designers to understand the interactive nature of today’s communication and to be able to design according to its principles. |
| Related Sustainable Development Goals | |
|
| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Putting interaction design in perspective | ● Norman, Donald (1999). The Invisible Computer: Why Good Products Can Fail, the Personal Computer Is So Complex, and Information Appliances Are the Solution. ● Crampton Smith, Gillian (2014). Behind Every Artifact Lurks an Ideology. ● Manovich, Lev (2002). The Language of New Media. |
| 2 | History of human-computer interaction | ● Moggrigde, Bill (2007). Designing Interactions. ● Crampton Smith, Gillian (2004). “Gillian’s Notebook”. ● IxDA (2014). Encyclopedia of Human-Computer Interaction. |
| 3 | Design thinking, interaction design & beyond Project 01 Launch | ● Shedroff, Nathan (2004). Portrait of the Designer as a Young Man. ● Tsai, Mu-Ming (2012). Design & Thinking Documentary. |
| 4 | In-class exercise: Project 01 Empathise-Define-Ideate | |
| 5 | Goal-directed design, implementation models and mental models | ● Cooper, Alan (2007). About Face: The Essentials of Interaction Design. |
| 6 | Understanding users: Qualitative research Project 01 Submission – Project 02 Launch | ● Norman, Donald (1999). The Invisible Computer: Why Good Products Can Fail, the Personal Computer Is So Complex, and Information Appliances Are the Solution. ● Moggrigde, Bill (2007). Designing Interactions. Cambridge: The MIT Press. |
| 7 | In-class exercise: Project 02 Modeling users: Personas and goals | ● Cooper, Alan (2007). About Face: The Essentials of Interaction Design. |
| 8 | Scenarios and requirements - Project 02 Submission – Project 03 Launch | ● Cooper, Alan (2007). About Face: The Essentials of Interaction Design. |
| 9 | In-class exercise: Project 03 From requirements to design | ● Cooper, Alan (2007). About Face: The Essentials of Interaction Design. |
| 10 | Review & Project Discussions | |
| 11 | Designing behavior and form, designing good behavior - Metaphors, idioms and affordances - Project 03 Submission – Project 04 Launch | ● Rinott, Michael (2004). Design for the Senses. ● Krippendorff, Klaus (2005) The Semantic Turn. |
| 12 | Designing Interactions - Designing for different needs - What is the future of interaction design? | ● IDF (2014). Encyclopedia of Human-Computer Interaction. ● Mancini, Daniele (2004). Building as Interface. ● Thackara, John (2015) How to Thrive in the Next Economy. |
| 13 | In-class exercise: Project 04 Interaction design – Experience design | |
| 14 | Review and discussion of concepts | |
| 15 | Presentations | |
| 16 | Presentations |
| Course Notes/Textbooks | Blackboard presentations |
| Suggested Readings/Materials |
|
| Semester Activities | Number | Weigthing |
| Participation | 16 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | 1 | 10 |
| Portfolio | ||
| Homework / Assignments | 1 | 15 |
| Presentation / Jury | 1 | 40 |
| Project | 1 | 25 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | ||
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade | 60 | |
| Weighting of End-of-Semester Activities on the Final Grade | 40 | |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 0 | ||
| Field Work | |||
| Quizzes / Studio Critiques | 1 | 6 | |
| Portfolio | |||
| Homework / Assignments | 1 | 18 | |
| Presentation / Jury | 1 | 18 | |
| Project | 1 | 18 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | |||
| Final Exams | |||
| Total | 108 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to apply the fundamental principles of design in creating visual narratives and messages, using physical and digital media, | X | ||||
| 2 | To attain complex problem-solving skills, using various design methods, | X | ||||
| 3 | To have a clear understanding of creative/art direction, | X | ||||
| 4 | To be able to use the advanced theoretical and applied knowledge attained in the areas of Visual Communication Design, | X | ||||
| 5 | To act with social and ethical awareness and to take responsibility, both individually and collectively, for developing aesthetic and effective design solutions, | X | ||||
| 6 | To be able to investigate, interpret and evaluate the developments on Visual Communication Design in the world and in Turkey, | X | ||||
| 7 | To have an advanced level of knowledge and experience in producing/editing still and moving images, | |||||
| 8 | To attain proficiency in using related software, media, and communication technologies, | |||||
| 9 | To gain reflexive and critical thinking abilities, | X | ||||
| 10 | To undertake self-directed and continuous education in the discipline, to develop a lifelong learning attitude, | X | ||||
| 11 | To be able to collect data in the areas of Visual Communication Design and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1), | X | ||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently, | |||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
