| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Web Design |
| Unit ID: | ITECH2003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (GPSIT1008 or GPSIT1010 or GPSIT1100 or ITECH1100 or ITECH1501) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ITECH2106) |
| ASCED: | 020103 |
| Other Change: | |
| Brief description of the Unit |
This unit will focus on the World Wide Web (www) as a key technological platform. You will learn about user experience, tools and languages associated with the design and development of client-side web-based information. Additionally, you will learn how to evaluate and apply web design principles for different types of websites, and develop awareness and ethical consideration for accessibility standards. The major topics include: history and future trends, visual design basics, good code design, software engineering techniques associated with web design and web technologies. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Recognise the importance of user analysis, content organisation, interface design, interface usability and the accessibility issues associated with web design; |
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| K2. | Identify, explain and apply the design principles that promote good web design, from both a visual & content design perspective; |
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| K3. | Analyse and report the quality of web designs. |
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| Skills: |
| S1. | Demonstrate analytical skills to design quality web pages, and efficient human-computer interaction; |
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| S2. | Demonstrate the appropriate use of visual and content design tools, and web authoring software; |
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| S3. | Develop a sophisticated web site from scratch, using information gathering, design thinking and web client-side programming. |
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| Application of knowledge and skills: |
| A1. | Select appropriate design principles to design web pages that will provide optimal user experience and align with project goals; |
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| A2. | Operate appropriate software packages to build web pages that will provide optimal user experience and align with project goals. |
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| Unit Content: |
Topics may include: - User centred design;
- Needs analysis;
- Design techniques and evaluation;
- Information architecture;
- Visual design;
- Content design;
- Wireframes and mockups;
- Web usability and accessibility;
- Testing and quality assurance;
- Search Engine Optimization (SEO);
- Data privacy and cybersecurity;
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | N/A - Not Applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1, A2 | The creation of design documentation and web pages using applied design and development techniques. | Assignments | 60% - 80% | | 2. | K1, K2, K3, S1, S2, A2 | Understanding and reflection of the theory taught, evidence of practical activity completion, and ability to perform website analysis. | Tutorials, Reflection, Tests, and/or Website Analysis | 20% - 60% |
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Professional Standards / Competencies: |
| | Standard / Competency | | 1. | Australian Computer Society - Core Body of Knowledge: 2023 accreditation |
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| Attribute | Assessed | Level | | Core ICT Knowledge | |
ICT Fundamentals
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Design thinking: methods and tools that are used for handling abstraction could vary a great deal with the branch of ICT, from circuit diagrams to data modelling tools to business process modelling
| | Yes | Intermediate | | |
History of computing and ICT, drivers of technology evolution and trends for the future
| | Yes | Introductory | |
Computational Science and Engineering
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Programming: programming language constructs, coding methods, scripts and apps, interfaces
| | Yes | Intermediate | |
Application Systems
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User experience: interface design, physical and cognitive ergonomics
| | Yes | Intermediate | | Professionalism as it applied in ICT | | Professional ICT Ethics | | |
ICT specific ethics issues: adverse stakeholder impacts of ICT, surveillance and privacy, data matching, autonomous computing, digital divide, etc.
| | Yes | Introductory | |
Working Individually and in ICT development teams
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Team organisation, development and management, especially of multi-disciplinary, diverse ICT teams; collaboration, group dynamics, leadership styles, conflict resolution, groupware and virtual teams
| | No | Introductory |
| | 2. | Skills Framework for the Information Age (SFIA): Version 8 |
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| Attribute | Assessed | Level | | Development and implementation | | Systems development | | | SWDN Software design (Levels 2 - 6) Specifying and designing software to meet defined requirements by following agreed design standards and principles. | | Yes | 2 | | User experience | | | HCEV User experience design (Levels 3 - 6) Producing design concepts and prototypes for user interactions with and experiences of a product, system or service. | | Yes | 3 | | Content management | | | ICPM Content publishing (Levels 1 - 6) Managing and continually improving the processes that collect, assemble and publish content. | | Yes | 2 |
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