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Teaching web site design: science or art?
Journal of Further and Higher Education
Abstract
In this paper we discuss an approach to teaching web site design to higher education (HE) students that attempts to balance the artistic and scientific aspects of the web site design process. The design of IT systems has traditionally been viewed as a technical activity. However, unlike existing types of IT systems, an organization's web site is available to the general public, and as such needs to be designed in a different manner, with far more emphasis on presentation and ease of use than existing types of IT systems. This is necessary since if the web site is not appealing to the user they can simply choose another web site, and potential customers or clients are lost. Hence, students need to be taught how to incorporate both artistic and scientific aspects when designing a web site.
... Our approach is different because the focus is on teaching Web development, while the approach in (Higgs and Sabin, 2005) is focused on creating online portfolios, and covers just enough to accomplish that task. Taylor et al. (2005) used a Web development tool in teaching their second year Web development course to IT students. The name of the tool was not give but it was a WYSIWYG tool. ...
... Our approach tries to make the most of limited lab time by allowing students to carry out on dynamic Web site creation. The artistic component is not focused on as much as in (Taylor et al., 2005). Very importantly also, our approach involves the use of a Web server extension (FPSE), whereas none was used by Taylor et al, meaning their students would still struggle if they attempted to develop dynamic Web sites. ...
In this paper we discuss an approach used in teaching a Web Application Skills General Education course. The approach involved using Microsoft FrontPage Server Extensions (FPSE) installed on a Web server, which permitted students to develop relatively advanced Web sites without being involved in programming issues. Examples are given of the sort of Web site features that can be incorporated into lab exercises and projects using our approach. With our approach, there is the possibility for students to focus on artistic design issues rather than technical issues. We describe some of the technical challenges encountered, including configuration of the Web server and network components. In addition to using FPSE for teaching Web development courses, our recommendations include using FPSE as infrastructure for academic staff and student Web sites.
The aim of design education is to cultivate professional designers into design industry, so that flourish design industry and enhance national competitiveness. The purpose of this study is to explore practical courses that conform digital media design industry. The methodology includes literature review, DACUM and interview. The research results are as follows: (1) According to the existing course analysis, courses can be divided into three aspects which contain seven categories. Cognition aspect includes humane cultivation, basic knowledge, and professional knowledge; affection aspect includes attitude and value judgment; technique aspect includes basic skill and advanced skill. (2) Analyzing the needs of digital design industry, there are five industry assortments: information software system, marketing planning and project management, art and communication designs, business sales, and script writing. (3) From the data mining results, the total number of demands was a total of 2,093 people. The majority of crew demand is in art and communication design assortment. Besides, the needs of capability can be categorized into cognition, sentiments, technique, experience and business. Finally, the results of this study may provide a guideline of curriculum formulation for Digital Media Design Education in Taiwan. (C) 2013 The Authors. Published by Elsevier Ltd.
The physical form or design of a product is an unquestioned determinant of its marketplace success. A good design attracts consumers to a product, communicates to them, and adds value to the product by increasing the quality of the usage experiences associated with it. Nevertheless, the topic of product design is rarely it ever, encountered in marketing journals. To bring needed attention to the subject of product design and enable researchers to better investigate design issues, the author introduces a conceptual model and several propositions that describe how the form of a product relates to consumers' psychological and behavioral responses. After presenting this model, the author describes numerous strategic implications and research directions.
In todays, computer-centered society, designing interactive media has emerged as a new profession. Interactive design is often
associated with spread of computers as a communication and interaction tool. However, interactive design has been a staple
of artists and designers for many centuries. We present a historical perspective upon interactive design and point out the
close relationship of this field with different fields of art and design. We argue that interactive media design is a distinct
and evolving field and that it is imperative to teach it as such.
In this paper, we have adopted this perspective and detailed a new four-year under-graduate curriculum on interactive media
design education. This curriculum stresses the various components of interactive media design and its close relationship with
computer science.
Web interfaces challenge traditional definitions of usability. A three phase model for website evaluation is proposed, based
on initial attractiveness, exploration/navigation and transaction. Usabilityis rede fined as trade-o. between increasing the
user’s motivation to encourage exploration and purchasing in e-commerce, and the costs of usability errors. Heuristics for
assessing the attractiveness of web user interfaces are proposed based on aesthetic design, general arousal created bycontent,
corporate identityand brand, and the perceived utilitymatc hed to users’ requirements. The heuristics are tested byev aluating
three airline websites to demonstrate how different attractiveness and traditional usabilitytrade-offs contribute to overall
effectiveness.
The relationship between theory and practice in BA art, media and design courses, is often cited as being a crucial aspect in distinguishing how ‘education’ is different from ‘training’ in higher education. Yet what do students understand by this relationship and how does it make itself manifest in students’ work? This article attempts to unravel and analyse the different conceptions that undergraduate students of photography have about the nature and relationship of theory to practice in making their own work, as they move through their course of study. Influenced by phenomenology, the author attempts to interpret these different conceptions in relation to different learning approaches that students adopt. The article concludes by asking to what extent do we as lecturers understand how our students come to reach this range of understandings, and if so, are they the understandings we intend them to gain?
Systematic approaches to the development of creativity amongst higher education students appear to be limited, particularly in the UK. The consequence is that prospective lecturers and students find themselves with little practical guidance to action. Towards addressing this void, this article presents a case study example of a ã¢â‚¬Ëœnon-traditionalã¢â‚¬â„¢ educational intervention in the form of one class in action: ã¢â‚¬Ëœ Entrepreneurship: Personal Creativityã¢â‚¬â„¢. The University of Strathclyde has offered this class, as part of the offerings of the Strathclyde Entrepreneurship Initiative, since the academic session 1996/97. It is concluded that creativity could usefully be introduced into the curriculum more systematically and widely and with greater coherence, rather than being ring-fenced into a stand-alone class.
In its eighth edition, the book has again been revised and redesigned, undergoing a substantial content update that addresses new topics in what many have called “the engineering discipline of the 21st-century.” Entertaining and informative sidebars and marginal content have been expanded and make the book still easier-to-use in the classroom and as a self-study guide.
Four new chapters, emphasizing software security and the unique challenges of developing software for mobile applications, have been added to this edition. In addition, new content has been added to many other chapters. The eighth edition is organized into 5 parts:
• Part 1, The Software Process, presents both prescriptive and agile process models.
• Part 2, Modeling, presents modern analysis and design methods with an emphasis on you UML-based modeling.
• Part 3, Quality Management, addresses all aspects of software testing and quality assurance, formal verification techniques, and change management.
• Part 4, Managing Software Projects, presents software topics that are relevant to those who plan, manage, and control a software project.
• Part 5, Advanced Topics, presents dedicated chapters that address software process improvement and future software engineering trends.
Designing a truly customer focused Web site can be difficult. This paper examines the approach of adapting the existing database design technique of normalisation for achieving customer focused Web site design. A Web site can be thought of as a multimedia database, in fact under European law a Web site is legally classified as being a database. In traditional database design, normalisation is used to structure data and provide efficient keys for data retrieval. In Web site normalisation “data” is now the text, images, and functions (for example, e-mail and ordering goods) that are required on the Web site. Keys for “data” are now Web site headings, sub-groupings, and topics. Web site normalisation allows the Web site designer to structure Web site material and identify the optimal Web site navigational structure from a customer perspective, and thus, produce a truly customer focused Web site. A case study in a UK marketing organisation is provided in order to demonstrate and evaluate Web site normalisation in action.
Description of the development of multimedia computer-based training programs at the State University of New York at Albany highlights the principles of effective visual design, including type style, quantity of text per screen, the use of color, art and graphics, sound, video, animation, and navigation. (LRW)
Despite its centrality to human thought and practice, aesthetics has for the most part played a petty role in human–computer interaction research. Increasingly, however, researchers attempt to strike a balance between the traditional concerns of human–computer interaction and considerations of aesthetics. Thus, recent research suggests that the visual aesthetics of computer interfaces is a strong determinant of users’ satisfaction and pleasure. However, the lack of appropriate concepts and measures of aesthetics may severely constraint future research in this area. To address this issue, we conducted four studies in order to develop a measurement instrument of perceived web site aesthetics. Using exploratory and confirmatory factor analyses we found that users’ perceptions consist of two main dimensions, which we termed “classical aesthetics” and “expressive aesthetics”. The classical aesthetics dimension pertains to aesthetic notions that presided from antiquity until the 18th century. These notions emphasize orderly and clear design and are closely related to many of the design rules advocated by usability experts. The expressive aesthetics dimension is manifested by the designers’ creativity and originality and by the ability to break design conventions. While both dimensions of perceived aesthetic are drawn from a pool of aesthetic judgments, they are clearly distinguishable from each other. Each of the aesthetic dimensions is measured by a five-item scale. The reliabilities, factor structure and validity tests indicate that these items reflect the two perceived aesthetics dimensions adequately.
Website development activities are a growing aspect of the IT work within many organisations. However, there appears to be few methodologies or frameworks for website development currently in existence, and numerous researchers have commented that the majority of website development work appears to be done in an ad hoc manner. In this paper, a user centred website development approach is described, and a case study in a UK University department is provided to demonstrate and evaluate the approach.
Thinking out of the box: developments in specialist art and design teacher education and ICT
- T Davies
- P Worrall
Davies, T. & Worrall, P. (2003) Thinking out of the box: developments in specialist art and design
teacher education and ICT, in: N. Addison & L. Burgess (Eds) Issues in art and design
teaching (London, RoutledgeFalmer), 90-97.
Modern systems analysis and design
- J Hoffer
- J George
- J Valacich
Hoffer, J., George, J. & Valacich, J. (2002) Modern systems analysis and design (Harlow, Prentice
Hall), p. 542.
User satisfaction, aesthetics and usability: beyond reductionism in usability
- G Lindgaard
- C Dudek
Lindgaard, G. & Dudek, C. (2002) User satisfaction, aesthetics and usability: beyond
reductionism in usability, in: J. Hammond, T. Gross & J. Wesson (Eds)
Gaining a competitive edge, IFIP World Computer Congress 2002 (Boston, Kluwer).
Art and design in the UK: the theory gap
- J Steers
Steers, J. (2003) Art and design in the UK: the theory gap, in: N. Addison & L. Burgess (Eds)
Issues in art and design teaching (London, RoutledgeFalmer), 19-30.
A comparison of placement strategies for effective visual design: crafting interaction: styles, metaphors, modalities and agents
- J Vanderdonckt
- M Ouedraogo
- B Ygueitengar
Vanderdonckt, J., Ouedraogo, M. & Ygueitengar, B. (1994) A comparison of placement strategies
for effective visual design: crafting interaction: styles, metaphors, modalities and agents, in:
Proceedings of HCI Conference on People and Computers (Cambridge, Cambridge University
Press), 125-143.