Note Below you will find my initial plan for assignments and grading. However, it may be necessary for me to modify this plan as the course proceeds. I may add a limited number of minor written assignments and extra readings, and I may need to change the weighting of the individual assignments.
Pattern Language Project -- 30%
Variations Project -- 25%
Exam -- 25%
Minor assignments -- 10%
Class participation -- 10%
Pattern Language Project
Each student will devise 8 complete, well-structured patterns on the design of Environmental Life-Cycle Rating Labels. The patterns will be based on the student’s general understanding of information design and Jerrod Larson’s dissertation. The goal of the project is to create a complete pattern language. Therefore, each pattern should be appropriately linked to the student’s other patterns and to all the patterns created in the course. This will entail complex coordination among everyone in HCDE 510.
Variations Project
The variations project combines creative, analytical design work and reflection on the key concepts that we investigate in HCDE 510. You will start by choosng your “base document.” This should be a standard expository document (e.g., a typical academic paper, a report, etc.). Then, without greatly changing the content, create four variations on this document. One will be a QuikScan document. The other three variations are your own choice. Your variations should significantly vary the medium and/or format of the base document. One of your variations can be hypothetical; that is, you can describe something you did not actually create—such as a multimedia presentation or VR environment.
The variations do not need to improve the original document; your goals are to exercise the key course concepts, to engage in creative design activity, and to establish the foundation for a truly interesting reflection paper.
The reflection paper is a discussion of your base document and the four variations. Discuss the particular character of your base document. For example, how does it differ from other standard expository documents? Then discuss your variations drawing upon the concepts taught in the course. Also, explain the strengths and weaknesses of each variation. The goal of the project is to create interesting variations and an insightful discussion of the variations.
Exam
The exam will consist of 5 or 6 questions. For each question you will write an essay-style answer about 200 words in length. The questions will cover the course readings and all class discussion. The exam will not cover our dialog on GoPost (the course bulletion board) unless the GoPost posts are discussed in class.
Minor Assignments
The syllabus lists several written assignments. These may or may not be graded as minor assignments. In addition, I may add a limited number of minor graded assignments.
Class Participation
Each student is expected to participate actively and productively in class discussion and in group activities—in particular the Pattern Language Project. A significant portion of the class participation grade will entail planning the total collection of patterns and devising an appropriate linking structure.
Go Post
Each student is required to contribute a weekly post to GoPost, excluding purely social posts (which, by the way, are encouraged) and the posting of your patterns. Failure to post weekly to GoPost will result in a deduction from the course grade. This is the URL for our GoPost bulletin board: https://catalysttools.washington.edu/gopost/board/farkas/12642
Academic Integrity
Students are expected to work independently unless other instructions are given. Consult with the instructor if you think your work plan might constitute plagiarism. You should also acquaint yourself with the HCDE Plagiarism Policy.
Participation and Attendance
Students are expected to attend class regularly. Missing a significant number of classes diminishes your participation in the course and will result in a deducation from the course grade. Note: You are not required to attend class if you are ill, and you are asked not to attend class if you have or are recovering from a serious infectious disease.
Student
Rights
Please read the HCDE
statement on student rights.
Student Rights to Privacy: Emailing Assignments and Grades
There are Federal laws that protect every student's right to privacy. One important aspect of your right to privacy is your right not to have the grades I assign and the comments I provide made public. So, for example, grades would never be posted outside my office door. My preference is to email assignments with grades and comments to each student. However, it is conceivable that such emails might be intercepted, enabling someone to view what I have sent you. If you do not want to accept this risk, please let me know, and I will use an alternative means of returning graded assignments to you.
