CS3031 Assignment 1
background research and design considerations portfolio entry
Weighting: 25%
Where: Canvas Assignment Page (labelled Assignment 1)
Format
Portfolio Entry (1,000 words in portfolio template – available on canvas). You should submit the entire portfolio each time but it will only be the assigned entry that will be graded once the due date passes.
In this portfolio entry, you will be reporting on the background research you employed to understand the problem space, as well as your critique to analyse either either a) user’s cognitive and attention load or b) new and meaningful interactions in that activity.
By this stage, students will have:
Task |
By whom |
| Conducted background research (observations, interviews, notes, photographs) | Researchers / individual |
| Analyse findings | Analysts / individual |
| Critique background research findings through either a) cognitive load/resource theories or b) tangible/embodiment | Individual |
| Identifying design considerations | Group |
Aside from an assignment, the contents of this report will serve as a discussion point between the student and their team moving forward.
The report entry should be included in the design portfolio (located on canvas) and be divided into the following sections:
- Introduction (100)
- What is the topic?
- What tasks were completed to date?
- Method and Role (200)
- Describe the method(s) employed in the background research
- Describe your role in the background research, and critique the decisions you made in this process
- Presentation of findings (500)
- Scenario/situation based on findings
- Critique of scenario/situation (through multimodal analysis OR theories of interaction)
- Devising initial design considerations based on analysis Personal reflection and critique of design work to date (200) 5. References (not counted toward word count):
- Listed references do not count toward page count. You should employ APA format, as per UCC recommendations: https://kildekompasset.no/en/referencing-styles/apa-7th/
Plagiarism
Please remember UCC’s policy toward plagiarism. Turnitin will be the plagiarism tool used to check the integrity of your report. You should see how your report scores once you upload.
Below is a definition of plagiarism:
- Plagiarism is presenting someone else’s work as your own. It is a violation of UCC Policy and there are strict and severe penalties.
- You must read and comply with the UCC Policy on Plagiarism ucc.ie/en/exams/proceduresregulations/
- The Policy applies to all work submitted, including software.
- You can expect that your work will be checked for evidence of plagiarism or collusion.
- In some circumstances it may be acceptable to reuse a small amount of work by others, but only if you provide explicit acknowledgement and justification.
- If in doubt ask your module lecturer prior to submission. Better safe than sorry!
Portfolio writing tips
- Write the entry with the assumption that the reader is not familiar with your project.
- You can assume that the reader will have access to any previous entries in your design portfolio.
- Make sure the entry flows:
a. Ensure each entry has a connecting paragraph
b. Present only important information required for the reader to understand the considerations you derived from background research: the fundamental aspects of the design research and findings - Make sure the entry has a clear and logical structure. Using the above headings will help with this.
- Proofread your entry before submission: it often helps to read the report aloud. Microsoft Word has a read aloud option and it is available to all UCC students to download. Ensure any information sought from other sources is accurately cited and referenced.
Grading Criteria
| Category | Pts | Not achieved | Somewhat Achieved | Nearly there | Achieved |
| Introduction and Your role | 7 | Introduction does not clearly describe topic the student is engaged in. The student does not list the tasks to date.
The methods adopted for the background research are not mentioned. The student does not clearly describe their role or critique the decisions they made as part of their role in terms of methods or analysis.
|
The topic is described but it is not clear why it is an important design space. The student lists the tasks completed as a group to date.
The methods adopted for background research are mentioned but not defended. The student’s role is mentioned but the specific tasks employed are not clearly presented. The student does not critique the decisions they made on methods or analysis, as appropriate for their role. |
The topic is clear. It is clear why the topic is an important design space. The student lists the tasks completed as a group to date.
The role is mentioned, and the specific tasks employed are mentioned. However, the student provides little to no critique on the decisions they made on methods or analysis, as appropriate for their role. |
The topic is clear. It is clear why the topic is an important design space. The student lists the tasks completed as a group to date.
The role is mentioned, and the specific tasks employed are mentioned. The student strongly critiques the decisions they made on methods or analysis, as appropriate for their role. |
| Presentation of findings | 13 | The important findings from background research are not presented in the form of a scenario or written situation.
The situation/scenario presented is not critiqued using either a) multimodal analysis (applying MRT) or b) embodiment/reality-based interaction theories (with references).
The student does not present design considerations, which are common for the group. |
A situation/scenario highlights challenges or opportunities for interaction. However, this scenario/situation is not clearly linked to findings from research.
The situation presented is not clearly critiqued using either a) multimodal analysis (applying MRT) or b) embodiment/reality-based interaction theories (with references).
The student presents design considerations, which are commonly agreed by the group. However, there is no evident link between the design considerations presented and the critique of the situation/scenario. |
A situation/scenario highlights challenges or opportunities for interaction. There is a clear link between the scenario and findings from background research.
The situation presented is clearly critiqued using either a) multimodal analysis to at least one dimension of Multiple Resources Theory or b) on at least one concept in embodiment/reality-based interaction (with references) in the student’s own words.
The student presents design considerations, which are commonly agreed by the group. There is a clear link between the design considerations and critique of the situation/scenario. |
A situation/scenario highlights challenges or opportunities for interaction. There is a clear link
between the scenario and findings from background research.
The situation presented is clearly critiqued using either a) multimodal analysis to at least two dimensions of MRT or b) on at least one concept in embodiment/reality-based interaction (with references) in the student’s own words.
The student presents design considerations, which are commonly agreed by the group. There is a clear link between the design considerations and critique of the situation. |
| Reflection | 5 | The student does not reflect on the process of collecting the background information or their role in this process. | The student critiques on one of the following:
|
The student critiques on the process of collecting and/or synthesizing data with respect to the chosen analysis. The student reflects on their role in this process. | The student critiques on the process of collecting and/or synthesizing data with respect to the chosen analysis. The student reflects on their role in this process. |
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