UX-120-6 Practical Project 4: Interface Design
UX-120-6 Practical Project 4: Interface Design
- Course description
- Course CodeUX-120-6
- Level of Study5.2
- Program of StudyUX/UI Design and Digital Product Innovation
- Credits10
- Study Plan CoordinatorCandice Krüger
Practical Project 4 is a capstone course in which students plan and carry out a full interface design project from research and concept development through to prototype and presentation. Working independently or from an external or realistic brief, students bring together knowledge and skills developed earlier in the programme and apply them in a more complete and self directed design process. The course places strong emphasis on inclusive design, accessibility, iterative improvement, and constructive response to feedback and testing.
Throughout the project, students make and justify design decisions, refine their work over time, and develop a case study that communicates both process and outcome. Presentation and reflection are central to the course, as students prepare work for peers, mentors, or external reviewers and consider their own development and readiness for professional practice. The course supports the transition from guided study to more independent project work in UX/UI design and digital innovation.
The candidate
- has knowledge of concepts, theories, models, processes, and tools used in the planning and execution of a full interface design project, from research and concept development to prototyping, testing, and presentation.
- can assess their own work in relation to accessibility requirements, user needs, project goals, feedback, and relevant quality standards in interface design.
- has knowledge of industry practices for working with design briefs, iterative development, stakeholder communication, presentation of design outcomes, and innovation oriented design work.
- can update their knowledge through research, feedback, testing, and relevant guidelines to strengthen their interface design practice.
The candidate
- can explain choices made throughout an interface design project in relation to user needs, accessibility, project goals, design rationale, iterative development, and opportunities for digital innovation.
- can reflect over their own practice in planning, executing, testing, and refining an interface design project and adjust it under guidance to improve quality and relevance.
- can find and refer to information and material such as user insights, stakeholder input, accessibility requirements, and relevant references, and assess their relevance to issues in interface design.
- can assess an interface design situation, identify subject related issues, and determine what measures need to be implemented in relation to research, prototyping, feedback, testing, and presentation.
The candidate
- can plan and carry out a full interface design project alone and as part of a group, in accordance with ethical requirements and relevant quality standards.
- can carry out interface design work based on the needs of selected target groups, applying accessibility and inclusive design throughout the project.
- can build relations with peers, across discipline boundaries, and with external stakeholders in the development and presentation of interface design solutions.
- can exchange points of view with others with a background in the discipline and participate in discussions about good practice in interface design and professional readiness.
Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.
Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.
Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.