Développement et gestion de projet Web créatif

Teacher(s)

Kieffer Suzanne; Rukonic Luka (compensates Kieffer Suzanne);

Language

French

Main themes

·         Project lifecycle
·         Methodologies: SCRUM (méthode agile); UCD (User-Centered Design); AUCDI (Agile User-Centered Design Integration)
·         Design: UCD; design thinking; creative problem solving
·         Evaluation: analysis of user attitude and user behavior
·         Planning, development and evaluation of digital strategies

Learning outcomes

At the end of this learning unit, the student is able to :
AA1	Upon completion of this course, the student will be able to : ·         AA1: Describe the SCRUM and UCD methods ·         AA2: Explain the integration of SCRUM and UCD by illustrating different situations throughout the lifecycle of a project (phase, level of effort, deliverables, etc.) ·         AA3: Apply UCD methods and techniques that support the design and evaluation of interactive systems within project development ·         AA4: Analyze and compare several deliverables (e.g. two prototypes), and choose the most efficient by justifying their choice ·         AA5: Plan and evaluate development activities, and propose solutions that iteratively improve the digital strategy

Content

Project management processes: plan, execute, analyze
Formal development methods: user-centered design, agile method
Project life cycle: needs analysis, design and evaluation 
Design thinking, creative problem solving

Teaching methods

The course is organized in a hybrid format.

• Moodle/Teams articulation: Moodle is the reference platform. All resources, official instructions, and assessments are centralized there. Teams complements this setup as a space for quick reminders, questions, and real-time communication. Documents and instructions are never duplicated on Teams.
• Flipped classroom: At the beginning of the semester, students work independently on interactive H5P exercises on Moodle, complemented by a one-pager. The sessions (on campus or via Teams) are dedicated to Q&A and consolidation activities (peer instruction, role-playing).
• Project: From the middle of the semester onwards, the course focuses on the project, which includes both an individual administration of a questionnaire and a collective analysis of the corpus.

Evaluation methods

Assessment is based on continuous evaluation, with no examination in session.

• Regardless of cohort size, the weighting is set at 50% individual work (tests, data collection) and 50% group work (peer instruction, role-playing, data analysis, reporting).
• In the September session, an individual assignment tailored to the activities that were failed must be submitted on the first day of the session.

The use of artificial intelligence (AI) tools must comply with the guidelines established by the ESPO faculty. Their use is authorized as support for writing (e.g., text improvement, translation) and for information retrieval. The instructor supervises other permitted uses in submitted work (e.g., idea exploration, brainstorming, generation of images or text).

Other information

All relevant information regarding these modalities and the progress of the activities (calendar, detailed instructions, evaluation criteria, etc.) are presented during the first course and are available on Moodle.
Some resources (e.g. bibliographic resources, slides, explanatory videos) are in English.
In the case of late arrival to the course: up to three weeks late (arrival in week 4), it is possible to catch up independently by following the Moodle resources and instructions step by step. Beyond this point, it is essential to meet with the instructor to assess the feasibility of catching up.

Online resources

Moodle: description of the learning setup, H5P exercises, slides, bibliographic resources, instructions/assessment rubrics, tests, assignments, workshops with peer evaluation
Web links: explanatory videos, websites, online software

Bibliography

Beck, K., et al. (2001). Manifesto for Agile Software Development. Web: www.agilemanifesto.org, last accessed 27-juin-18.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. interactions, 6(1), 32-42.
Garcia, A., da Silva, T. S., & Selbach Silveira, M. (2017, January). Artifacts for agile user-centered design: a systematic mapping. In Proceedings of the 50th Hawaii International Conference on System Sciences. DOI=http://doi.org/10.24251/HICSS.2017.706
Kieffer, S., Ghouti, A., & Macq, B. (2017). The Agile UX Development Lifecycle: Combining Formative Usability and Agile Methods. In Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS-50). IEEE, HI, 2017, 10 pages. DOI=http://doi.org/10.24251/HICSS.2017.070
Maguire, M. C. (2001). Methods to support human-centred design. International Journal of Human-Computer Studies, 55(4), 587-634. DOI=http://doi.org/10.1006/ijhc.2001.0503
Shneiderman, B., & Leavitt, M. (2006). Research-based web design & usability guidelines. U.S. Department of Health and Human Services, Washington, D.C.

Faculty or entity

> COMU