Study Guide

Learning outcomes

The student is able to
- apply basic principles and research methods of user-centred design in their design work
- define and prioritize different usability perspectives in their design work
- apply the principle of Design for All in their design work
- design a product from a user-centred point of view.

Implementation and methods of teaching

Lectures on userdriven design, methods and experience + Reflection exercises linked to the lectures
Design for all - thinking and accessibility in today's world wprkshop + Accessibility task on user experience
Conceptual work related to user data collection

Timing and attendance

Participation to:
- team work & exercises
- lectures
- user empathy and accessibility workshop

75% (apr. 7/10) attendance required. Absence compensated with extra assignments and discussed with teacher.

Learning material and recommended literature

Course materials on the Moodle platform

Recommended literature/materials:

- Lupton, Ellen (toim.): Extra Bold: A Feminist, Inclusive, Anti-racist, Nonbinary Field Guide for Graphic Designer 
- Taylor, Sunaura: Beasts of Burden 
- Steve Krug: Don´t make me think (Suomeksi: Älä pakoita minua ajattelemaan)
- Norman, Don: Emotional Design: Why We Love (Or Hate) Everyday Things
- Norman, Don: The Design of Everyday Things - > (Suomeksi: Miten avata mahdottomia ovia, painos loppu)

- ETU kayttajatutkimus pakkausten avattavuudesta heikkovoimaisilla käyttäjille (Provided in Moodle)
- Accessability: https://www.rgd.ca/resources/accessibility/access
- https://www.saavutettavuusvaatimukset.fi/

Assessment scale

1-5

Failed (0)

Failure to attend as required
failure to return the reflection and concept assignments
Failure to meet the level 1 assessment criteria

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to...
- search individual information with user-centered methods
- use individual professional concepts/terminology and point familiarity with the knowledge base of the userdriven design field
- use learned userdriven methods in teams' concept work
- Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

The student is able to...
- Search information with the userdriven methods and separates everyday information of researched information
- use key professional concepts/terminology consistently
- Implement userdriven methods in teams' concept work
- Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to...
- search for information with the userdriven methods, justify selection and use of information sources.
- uses professional concepts/terminology expertly
- Choose userdriven methods and justify his/her selections in teams' concept work
- Can work goal-orientated and develop team work with their own skills