| Annual Report FY [Year] [Add a quote here from one of your company executives or use this space for a brief summary of the document content.] |
| Human Computer InteractionIT352 |
| Instructions: |
| You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.It is your responsibility to check and make sure that you have uploaded both the correct files.Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).Email submission will not be accepted.You are advised to make your work clear and well-presented. This includes filling your information on the cover page.You must use this template, failing which will result in zero mark.You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.Late submission will result in ZERO mark.The work should be your own, copying from students or other resources will result in ZERO mark.Use Times New Roman font for all your answers. |
| Name: Name: Name: ID: ID: ID: |
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Description and Instructions
Project Description:
This project is an opportunity for you to practice your knowledge and skills to analyze different interfaces for websites that you explore followed by the design implications of the cognitive processes. Moreover, it will allow you to develop skills of working in teams.
- Total Marks = 14
| Project Report | Presentation |
| 10 marks | 4 marks |
- Group Size = 2- 4 members.
- One group member (group leader) should submit all files: Project Report and Presentation Slides on blackboard. Marks will be given based on your submission and quality of the contents.
Project Report
- Each Project Report will be evaluated according to the marking criteria mentioned in each question section.
Presentation
Grading Criteria:
| Complete content (Introduction, body, and conclusion) | 2 mark |
| Effective use of time (max. 8-10 mints) | 1 mark |
| Voice projection and loudness/ Eye contact/ Confidence and attitude | 1 mark |
Learning Outcome(s):Explain cognitive, social, and emotional aspects of different types of user interfaces Demonstrate data gathering, analysis, and presentation techniques for discovering user interface requirements 4 Marks Question One
- Select any three websites of your choice and enlist five good and five bad features of all the websites. (2.5 Marks)
- Evaluate and discuss your selected website ranking based on usability, accessibility, and User experience (UX) criteria. (1.5 Marks)
1 Marks Learning Outcome(s):Describe and apply various interaction evaluation techniques Question Two
Summarize the different aspects of the website that you selected and suggestion(s) for improvements. (maximum 250 words)
5 Marks Learning Outcome(s):Illustrate prototyping for interaction design and explain practical facets of interface construction Question Three
- Design three interfaces for any application or website that you propose by following the design implications for the cognitive processes. (3 marks)
- Explain what are the design implications that you follow in each interface. (2 marks)
(You may use any software to design your interfaces)
The image below is an example for three different interfaces.
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5. Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance | B (87%) Very good or high level of performance | C (76%) Competent or satisfactory level of performance | F (0) Poor or failing or unsatisfactory level of performance |
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points | Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points | Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points | Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points | Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points | Does not integrate any evidence. 0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points | Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points | Responds to a classmate and/or instructor but does not further the discussion. 10 points | No response post to another student or instructor. 0 points |
| Communicates in a professional manner. 8 points | Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. | 0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | -5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. | ||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. | 0 points lost Posts in the discussion at least three times AND on two different days. | -5 points Posts fewer than three times OR does not participate on at least two different days. | ||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. | ||||
| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned. In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students: Demonstrate understanding of concepts for the week Integrate scholarly resources Engage in meaningful dialogue with classmates Express opinions clearly and logically, in a professional manner Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not: You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days. 3. Threaded Discussion Guiding Principles The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline |
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