UX-60-6 Practical Project 2: Accessible Prototyping
UX-60-6 Practical Project 2: Accessible Prototyping
- Course description
- Course CodeUX-60-6
- Level of Study5.1
- Program of StudyUX/UI Design
- Credits10
- Study Plan CoordinatorCandice Krüger
This course gives students the opportunity to apply accessibility knowledge in a project based setting. Students work with accessible prototyping, accessibility audits, user feedback, and WCAG based design decisions to improve digital interfaces for selected user groups. The course focuses on how accessibility can be integrated into interaction flows, content structure, and interface components as a core part of design work.
Through audit, iteration, and prototyping, students develop accessible interface solutions and document the reasoning behind their design choices. The course supports a practical and reflective approach to accessibility by encouraging students to respond to identified issues, refine solutions through testing and feedback, and communicate accessibility decisions clearly in a project context.
The candidate
- has knowledge of accessible prototyping, including designing digital interfaces with accessibility as a core requirement and aligning interaction flows with diverse user needs.
- has knowledge of accessibility testing and evaluation, including using checklists, tools, and user feedback to identify accessibility issues in digital interfaces.
- has insight into relevant regulations, standards, agreements and quality requirements, including applying WCAG principles and legal expectations in a project context.
- has knowledge of how accessibility focused UX/UI work can be used in professional, entrepreneurial, and freelance practice, including responding to briefs and proposing improvements to existing products.
The candidate
- can apply knowledge to practical and theoretical problems by turning accessibility requirements and user insights into accessible user flows and interactive prototypes for digital interfaces.
- can apply relevant tools, materials, techniques and styles by using design and prototyping industry tools with accessibility support features to create accessible interaction patterns and prototypes.
- can find information and material that is relevant to a problem by consulting WCAG guidelines, pattern libraries, specialist resources, and user feedback to support accessible design decisions.
- can assess a situation, identify subject related issues, and identify what measures need to be implemented by carrying out an accessibility audit of an existing digital product, prioritising issues, and planning iterations.
- can apply knowledge to document accessible patterns and interaction logic so that accessibility decisions can be communicated clearly to others.
- can apply knowledge to collaborative project work by contributing to accessibility focused solutions that respond to project needs.
The candidate
- can carry out work based on the needs of selected target groups by adapting interaction flows, interface components, and content to specific accessibility needs.
- can build relations with their peers, also across discipline boundaries, and with external target groups by collaborating in accessibility focused project work and discussing audit findings.
- can develop work methods, products and services of relevance to practising the discipline by delivering an accessibility audit, a design proposal, and an accessible prototype with structured rationale.
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.