Big Ideas
Big Ideas
User needs and interests drive the design process.
Social, ethical, and sustainability considerations influence design.
Complex tasks require different technologies and tools at different stages.
Multi-stage design projects benefit from collaborative work environments.
Content
Learning Standards
Content
design opportunities
relationship between web structure and content, HTML, style and design, cascading style sheets (CSS), and website functionality and interactivity
for example, JavaScript, jQuery (JavaScript library), PHP
advantages/disadvantages of websites and content management systems
applications (usually web-based) that provide capabilities for multiple users with different permission levels to manage (all or a section of) content, data, or information of a website project
(CMS)
website design planning tools
for example, wireframe mock-ups, site maps
HTML text editing software, WYSIWYG HTML editors user interface (UI
user interface: focus on functionality, consistency of style and layout, effective operation, and control of the technology from the human (user) end
) and user experience (UX user experience: focus on the flow, feel, and end-user experience of the product
)
World Wide Web Consortium (W3C
using online World Standards Cooperation (WSC) validators to check for any errors in the HTML and cascading style sheets (CSS)
) standards and responsive consideration of how content will be displayed across multiple devices, cross-browser compatibility
and optimized for speed of loading, minimal bandwidth requirements, and appropriate image compression types (jpg, gif, png)
web design
domain and hosting options
for example, web hosting options, file transfer protocols (FTP), use of web hosting control panels for website administration, Freedom of Information and Protection of Privacy Act (FOIPPA) concerns; geographical implications of host servers
copyright, Creative Commons, fair use protocols for media and content, and ethics of cultural appropriation
use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
accessibility
removing barriers that prevent interaction with or access to websites by all users; ensuring that there is equity of access for all potential users
and functionality for example, colours, layout, contrast, typography, navigation, information design (ID), usability, accessibility, CRAP (contrast, repetition, alignment, and proximity)
in web design
writing
for example, user experience, calls to action, concise and persuasive writing, simple language, hyperlinking, bold words, lists and bullets for ease of scanning, keywords, tags, copywriting, metadata, search engine optimization, keyword analytics
for the web
principles of creative web design
security and privacy
for example, secure socket layer (SSL), encryption, password management, data storage, permissions, server locations, geographical impacts of data storage and security
implications
principles of database
for example, structured query language (SQL)
creation and management
career options
for example, account managers, user experience (UX) and user interface (UI) designers, web developers, quality assurance testers, development and operations (dev ops) project manager, content manager
in web development and the interpersonal skills for example, having the teamwork and collaborative skills necessary to succeed in project-based environments, pair-programming, effective communication
necessary for success in this field
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of researchmay include traditional cultural knowledge and approaches of First Peoples and others, secondary sources, collective pools of knowledge in communities and collaborative atmospheres, both online and offlineand empathetic observationmay include experiences; traditional cultural knowledge and approaches of First Peoples and those of other cultures; places, including the land and its natural resources and analogous settings; people, including users, experts, and thought leaders
Defining
- Identify potential users, societal impacts, and other relevant contextual factors for a chosen design opportunity
- Identify criteria for success, intended impact, and any constraintslimiting factors such as task or user requirements, materials, expense, environmental impactor possible unintended impacts
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Collaborate on idea generation and maintain an open mind about potentially viable ideas
Prototyping
- Identify and use sources of inspirationmay include aesthetic experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including users and expertsand information
- Choose a form for prototyping and develop a planfor example, pictorial drawings, sketches, flow chartsthat includes key stages and resources
- Prototype, making changes to tools, designs, and procedures as needed
- Record iterationsrepetitions of a process with the aim of approaching a desired resultof prototyping
Testing
- Identify sources of feedbackmay include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts
- Develop an appropriate testconsider conditions, number of trialsof the prototype
- Conduct the test, collect and compile data, evaluate data, and decide on changes
- Iterate the prototype or abandon the design idea
Making
- Identify and use appropriate tools, technologiestools that extend human capabilities, and processes for production
- Make a step-by-step plan for production and carry it out, making changes as needed
Sharing
- Decide on how and with whom to sharemay include showing to others or use by others, giving away, or marketing and selling; consider Creative Commons attributionsproductfor example, a digital product, a process, a system, a service, a designed environmentand processes
- Demonstrate the product to potential users, providing a rationale for selected solution, modifications, and procedures, using appropriate terminology
- Critically reflect on design thinking and processes, and identify new design goals
- Assess ability to work effectively both as individuals and collaboratively in a group, including ability to share and maintain an efficient cooperative work space
Applied Skills
Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify the skills needed in relation to specific projects, and develop and refine them
Applied Technologies
Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use