Class Multimedia Product Design

  • Presentation


    This curricular unit aims to introduce students to concepts and practices of Design and development of Multimedia products and to provide students with knowledge about design from the point of view of concept, structure, and visual communication of multimedia products or services based on methodologies focused on the user. As well as providing them with essential knowledge for designing web pages. It will also allow the student to reflect on the impact of multimedia product design on communication and explore its potential as a tool for change.

  • Code


  • Syllabus


    What is multimedia design, and what can it do?
    Interaction paradigms - historical perspective
    Design fiction, critical and speculative.

    What is Human-Computer Interaction (HCI)?
    User-Centered Design (UCD)
    Methodologies User analysis techniques, Personas, and Scenarios
    Prototyping Techniques
    Assessment Techniques (users and experts)

    What is the Interface?
    Visual design
    Interaction and navigation design principles.
    Responsive design. Responsive patterns for structure, navigation, and content.

  • Objectives


    This course unit aims to develop the following skills:
    Understand the interaction paradigms in the design of multimedia products;
    Know the processes and techniques of user-centered design;
    Be able to formulate questions around the design problems presented;
    Knowing research strategies in design;
    Select and interpret information obtained through design research;
    Apply research and evaluation techniques to the design process to respond to the design problems presented;
    Understand the relationship between the design and development of responsive web pages.
    Explore design as a tool for change by projecting possible futures through speculative design narratives and critical design objects.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    In this curricular unit, design problems are solved with the active participation of students in the search for
    solutions, supported by the theoretical component and weekly supervision by the lecturer. A
    project-oriented learning methodology is combined with active learning in an iterative process. 

  • References


    Dunne, A., & Raby, F. (2013). Speculative Everything: Design, Fiction, and Social Dreaming. The MIT Press.

    Cooper, A., Reimann, R., Cronnin, D., Noessel, C., Csizmadi, J., & LeMoine, D. (2014). About Face (4th Editio). John Wiley & Sons. Inc.

    Crumlish, C., & Malone, E. (2009). Designing Social Interfaces . (M. Treseler, Ed.). Sebastopol, CA: O¿Reilly Media, Inc.

    Dix, A., Finlay, J., Abowd, G. D., & Beale, R. (2004). Human¿Computer Interaction (Third Edit). Pearson.

    Preece, J., Rogers, Y., & Sharp, H. (2015). Interaction Design: Beyond Human-Computer Interaction (Fourth). John Wiley & Sons, Ltd.

    Tidwell, J. (2006). Designing Interfaces - Patterns for Effective Interaction Design.O¿Reilly Media, Inc . Wong, R. Y., &

    Khovanskaya, V. (2018). Speculative Design in HCI: From Corporate Imaginations to Critical Orientations. 2, 175?202.

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