TG1ID: Information Design 1

Module code: TG1ID

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Mrs Josefina Bravo, email: j.bravo@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

Information Design refers to the challenges of turning complex processes, data or other information into a more manageable and visual form, to help people understand it better. This module introduces the areas in which this approach is commonly used (such as signage, pictograms, maps, diagrams or guidance documents) and explains some of the core technique and principles that designers can employ (such as simplification, visual hierarchy, narrative flow, and information chunking). The module introduces essential skills in organising and presenting information using typography, illustration, and wider graphic language. The aim is to appreciate power of design in relation to how people view, process and act on the wealth of visual information they receive every day. Teaching and assessment are predominantly practical, but they draw on aspects of history and theory. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Challenge the obvious: Create, explore and analyse alternative solutions to solve practical design problems through a wide range of graphic styles, platforms and formats.
2. Evidence design decisions: Explain and justify design concepts and proposals through a range of written, oral and graphic media.
3. Organise visual content: Create effective and engaging design solutions by demonstrating an understanding of how people process and react to graphic and typographic content.
4. Evolve the design process: Reflect on the successes and failures of projects, and use these insights inform future design process.

Module content

The module integrates design practice, history, theory, and technology to look at the origins of the discipline and understand contemporary contexts of use. We will set you one or more practical briefs on a relevant topic (such as designing pictograms, or instructions) and ask you to create professional design outcomes, supported by evidence of your working process, and some reflection on their approach. Teaching sessions will encompass a wide range of approaches, so that an understanding of history and theory is developed alongside (and informs) technical and practical work. Classes will be split between lectures, seminars, reading groups and lots of studio and feedback time. 

Structure

Teaching and learning methods

The module will be delivered through a series of weekly feedback classes with tutors and supervised work in the studio, supported with lectures, seminars, and workshops. You will receive regular formative feedback in whole cohort, small group or one-to-one discussions, in which you will be expected to present and defend your work and comment on the work of peers. 

Study hours

At least 54 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will usually fall into two categories:

• Tasks and feedback that link directly to final assessment, allowing you to build relevant skills and measure your progress towards assessed work.
• Tasks and feedback that feed into wider learning around the topic being covered. The skills and insights you acquire should help you achieve well in assessed tasks, but application of this leaning may be interpreted, rather than simply repeated.

Formative feedback will often include:

• Verbal feedback in class
• Written comments on a piece of work
• Self, peer of staff assessment against a mark scheme

Formative feedback will be given:

• At scheduled feedback/studio sessions

Reassessment

Additional costs