Higher Certificate in User Interface Design

Purpose

The purpose of the Higher Certificate in User Interface Design is to equip learners with introductory knowledge and skills related to entering the digital product design industry. The qualification will provide foundational insights into the potential of a User Interface Design-based study and career path. This qualification is designed to provide the learner with an introductory overview of the entire user interface design process.

The qualification will provide learners with the necessary knowledge and practical skills to create visual user interface designs for basic digital products such as websites and mobile applications. These skills are supported and developed through theoretical and contextual explorations at a foundational level. The qualification will provide school-leavers and young professionals with the opportunity to gain exposure and knowledge in the field of interaction and user interface design which can be developed and built upon through further academic study and/or industry practice.

Upon completion of the qualification, qualifying learners will be able to

• Communicate visually by applying the learned skills of drawing, visual perception and composition.
• Read, reflect on, understand, and process information from a variety of academic and design sources while demonstrating the standard ability to apply critical thinking skills to structure an academically sound essay/practical project supported by the research of others.
• Demonstrate a broad understanding of the creative industry in terms of business potential, different types of creative specialisations and creative disciplines as professional occupations.
• Showcase an understanding of user interface design elements and principles, apply related theoretical perspectives on user interface design to complement the learner's practical components, and convey a broad understanding of the workflow and processes involved in user interface design.
• Gain proficiency in different design applications and software programmes unique to user interface design digital workflows, methods and approaches.
• Display a basic level of conceptual, creative and practical thinking approaches to plan and organise the design process effectively to complete a project brief.
• Compile and present work in a professional manner verbally, visually and written.
• Convey the ability to work both individually as well as collaboratively.

Rationale

The Higher Certificate in User Interface Design aims to broaden the existing qualifications and provide an opportunity for learners to gain insight into the potential of User Interface Design in a one-year introductory qualification. The qualification will provide an alternative access path to a bachelor's degree and thereby widen access to quality education in the creative technology fields. The creative technologies industry is still developing and growing in South Africa and knowledge of the potential career options is often limited. This qualification will equip learners with the necessary exposure, information and skills to pursue a career in this growing field.

The qualification will attract learners who want more insight before committing to a three-year qualification and learners who want to enter the industry directly after completing the qualification. The qualification will target school-leavers and young professionals who have no prior knowledge or experience in the field of User Interface Design. The qualification does not contain any development or programming components but rather seeks to inform learners how the design process informs the development process of digital products. Learners will also be exposed to the field of User Experience design and its relation to User Interface Design in class discussion, but the core focus of this course is to facilitate the design processes involved in crafting digital products such as desktop and mobile interfaces and applications. It is envisaged that the qualification will have an initial learner intake of between 20 and 30 learners.

The institution's academic offering is discipline-specific in line with industry requirements of being able to work in a specialised field. The qualification will enable learners to glean insights into the specialist field and acquire the foundational knowledge to study further for a Degree in Creative Technologies or related qualification. The qualification will also provide access to degree studies for learners who require an alternative pathway for admission should they not have achieved a degree exemption.

Learners exiting the qualification will have foundational knowledge and a basic portfolio - allowing them to contribute as a junior in a digital design team/agency. The qualification aims to instil introductory and sound interaction design principles and techniques in learners while providing them with the skills to view their craft as a viable business.

Qualifying learners will be exposed to current theoretical and practical trends and technologies that directly inform methods and techniques used in user interface design and seek to provide learners with the necessary perspectives and skills to approach their field of practice. Fundamental practical techniques informing user interface design, such as wireframing, prototyping, user interface components, navigation and appropriate digital workflows, are key technical components taught in the qualification. Learners are also exposed to various design elements and principles to develop visual design skills that will enable them to craft visually appealing user interfaces, as well as the appropriate research methodologies that are involved in planning the Information Architecture of a user interface. Learners will apply the technical skills for User Interface Design.

The main competitors offer marketing-focused Human-Centred Design and Brand Innovation qualifications respectively. In these qualifications, design is being taught from a primarily marketing-based and creative point of view, to equip teams with individuals who can identify new trends and opportunities in the market and pass on viable concepts to design and development teams.

Multiple institutions in South Africa offer 4-week short programmes in User Interface and User Experience Design, but these courses often combine UX and UI under one umbrella and do not allow for in-depth knowledge and skills development in the field of User Interface Design, which is a specialised skillset in the creative industries. These courses are also more suited to graphic designers and digital marketers who would like to upskill in the field of User Experience and User Interface Design.

Recognition of Prior Learning (RPL)

The RPL has an important place in the country's skills development agenda, as represented in seminal documents like the New Growth Path, the National Qualifications Framework Act, the National Skills Development Strategy (NSDS) and the Human Resource Development Strategy. This is particularly relevant in the context of Creative Practice.

Learners who wish to enrol, or enrolled learners, may apply for RPL for this qualification. RPL involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system.

The institution encourages an individual to continue developing their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes by recognising their formal learning. The institution ensures that all potential candidates for enrolment and all current learners have access to the institution's Policy for the Recognition of Prior Learning Policy and Procedures.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for credits

• Credit for units of competency will be provided if a candidate who applies for RPL is able to demonstrate learning, skills and knowledge that meet the performance criteria of the units of competency for which the candidate is applying for RPL.
• Credit shall be appropriate to the context in which it is awarded and accepted.

The institution further recognises learning regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes in a unit or qualification. The institution will investigate and check the currency of the evidence in relation to the qualification on a case-to-case basis.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4 without endorsement.

This qualification consists of the following compulsory and elective modules at NQF Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 105 Credits

• Drawing and Narrative, 15 Credits.
• Production Essentials, 10 Credits.
• Process Tools, 20 Credits.
• User Interface Design, 40 Credits.
• Applied Digital Techniques, 20 Credits.

Elective Modules, Level 5, 10 Credits (Select one module)

• Academic Practice, 10 Credits.
• Entrepreneurship, 10 Credits.

And

Elective Modules, Level 6, 5 Credits (Select one module)

• Design Systems: Interface Techniques, 5 Credits.
• CV and Portfolio, 5 Credits.

1. Demonstrate the ability to communicate visually by applying the learned skills of drawing, visual perception and composition.
2. Demonstrate the ability to read, reflect on, understand, and process information from a variety of academic and design sources while demonstrating the standard ability to apply critical thinking skills to structure an academically sound essay / practical project supported by the research of others.
3. Demonstrate a broad understanding of the creative industry in terms of business potential, different types of creative specialisations and creative disciplines as professional occupations.
4. Showcase an understanding of user interface design elements and principles, apply related theoretical perspectives on user interface design to complement the learner's practical components, and convey a broad understanding of the workflow and processes involved in user interface design.
5. Understand and gain proficiency in different design applications and software programmes unique to user interface design digital workflows, methods and approaches.
6. Display a basic level of conceptual, creative and practical thinking approaches to plan and organise the design process effectively to complete a project brief
7. Demonstrate the ability to compile and present work in a professional manner (verbally, visually and written).
8. Demonstrate the ability to work both individually as well as collaboratively.

The criteria can be given as a comprehensive set derived from the Level Descriptors.

1. Compile a drawing portfolio consisting of several drawing projects that convey that the learner can apply standard skills related to drawing, visual perception and composition.
2. Research a broad topic, critically reflect on the topic and be able to articulate this information in an academic essay on the topic, conveying comprehension and understanding.
3. Find, read and critically evaluate different types of creative specialisations and their related career potentials, and formulate a report on the potential career path in context to the creative discipline and industry.
4. Plan, produce and analyse user interface design elements such as wireframes, components and prototypes that are informed by demonstrated research processes and techniques and user interface design principles.
5. Utilise the functions and associated tools in the design software and digital production workflow when designing for user interfaces.
6. Produce competent design products that meet specific brief requirements, and present the products in a professional manner within the portfolio.
7. Develop a body of work that conveys a broad understanding of User Interface techniques.
8. Provide and receive peer feedback throughout the course and apply individual formative feedback throughout the year.

INTEGRATED ASSESSMENT

Assessment Policies reflect the institution's alignment with the following principles of a good assessment as prescribed by SAQA in the document, Criteria and guidelines for assessment of NQF registered unit standards and qualifications.

The institution is committed to providing education that is fair, ethically sound, reasonable, transparent, consistent, and in line with all relevant national standards. As such, the institution commits to instilling the principles of fairness, egalitarianism, transparency, reliability, and efficiency in all its learners. Assessment tasks are well-designed and reflect the programme's outcomes, content, and assessment criteria.

The qualification is assessed based on integrated assessment principles whereby learning outcomes, which have a defined purpose including specific and critical cross-field outcomes are assessed simultaneously. A combination of formative assessment during the learning and teaching and summative assessment based on judgement of achievement during and at the end of the qualification.

Formative Assessment

The learner's ongoing competencies in all core and fundamental subjects that form part of this qualification are assessed during each term and support the teaching and learning process of learners.

The following formative assessment tools are employed in the qualification

• Practical assignments.
• Oral reports and discussions.
• Applied research assignments.
• Practical exercises and demonstrations.
• Short answer questions.
• Tests and theoretical assignments.
• Audio-visual presentations.
• Critique sessions and feedback.
• Academic research assignments; group workshops

Feedback and informal assessment are conducted through periodic group presentations and/or critique sessions as well as one-on-one critique sessions with programme co-ordinators and subject specialists.

Summative Assessment

Each subject and each term of this qualification comprises a measure of internal, summative assessment.

In line with the rules of this qualification, the following fundamental subjects are assessed at the end of each term.

• Fundamentals: Drawing and Narrative; Unique identifiers (UID) Production Essentials; UID Process Tools.

(Each fundamental subject must be passed with a minimum mark of 50% for the full course).

• Core: User Interface Design; Applied Digital Techniques

(Each core subject must be passed with a minimum mark of 50% for the full course).

• Elective modules: Academic Practice; Entrepreneurship

(The learners can select between Academic Practice or Entrepreneurship. The chosen subject must be passed with a minimum mark of 50% for the full course).

• Elective modules: Design Systems: Interface Techniques; CV and Portfolio

(The learners can select between the two choice modules. a minimum mark of 50% is required to pass the module course).

Examination

Internal examiners are responsible for assessing learners' final practical output for

Fundamentals: Drawing and Narrative; UID Production Essentials; UID Process Tools

Choice subjects: Academic Practice; Entrepreneurship

Choice modules: Design Systems: Interface Techniques; CV and Portfolio

Assessment of Work Integrated Learning (WIL)

Scenario and project-based learning approaches are an integral part of the overall pedagogy and programme design and form the basis of work-integrated learning. This is particularly important as it gives learners an introduction to the types of projects and processes they will have to follow as part of their professional careers.

The integration of scenario and project-based learning provides the learner with an early and ongoing orientation towards the world of work and familiarises the learner with how theoretical skills fit into and apply to its associated professional context.

All projects/briefs reflect industry-related projects which guide learners to prepare them for the workplace and allow them to apply their skills to practice-based projects. This manifests in various ways that may include but is not limited to: Once-off or recurring actual client engagements through partnerships with industry/Fictitious client requirements and problem scenarios/ Deliverables that match industry formats, standards, workflows and expectations/Facilitation/training to use and apply relevant software and tools used in the associated industry of focus/Formal presentations by learners in pitch-like scenarios.

Through the Entrepreneurship module, learners will also be introduced to Work Directed Theoretical Learning (WDTL), as the module focuses on specifics surrounding the workplace and processes as applicable to individual fields of practice.