Term |
Explanation |
A
|
accessible |
how well a design communicates its intended function without unnecessary elements, embellishment or decoration |
accomplished |
highly trained or skilled in a particular activity; perfected in knowledge or training; expert |
accuracy |
the condition or quality of being true, correct or exact; freedom from error or defect; precision or exactness; correctness; in science, the extent to which a measurement result represents the quantity it purports to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty |
accurate |
precise and exact; to the point; consistent with or exactly conforming to a truth, standard, rule, model, convention or known facts; free from error or defect; meticulous; correct in all details |
adept |
very/highly skilled or proficient at something; expert |
adequate |
satisfactory or acceptable in quality or quantity equal to the requirement or occasion |
aerial view |
a sketch depicting an environment or object from a high vantage point, allowing a bird’s-eye view of a precinct or landscape |
aesthetics |
a branch of philosophy dealing with the nature of art, beauty and taste;
more scientifically defined as the study of sensory–emotional values, sometimes called judgments of sentiment and taste;
aesthetic judgment is concerned with the sensory impact or appeal of a product, service or environment and is influenced by social, emotional and demographic factors; elements and principles of visual communication are used to enhance visual aesthetic |
analyse |
dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information;
examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences |
animation |
a series of images that when combined suggest movement;
animations are of varying sophistication and may use 2D or 3D imaging;
may be images of: an object moving, moving around an object, moving through an environment, parts moving, or moving from external to internal views or vice versa |
annotated |
made or furnished critical or explanatory notes, or comments to a picture, drawing, sketch or diagram |
anthropometric data |
information about human body size and shape |
appearance models |
highly detailed representation of appearance using simulated materials |
applied learning |
the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts that may encompass workplace, industry and community situations; it emphasises learning through doing and includes both theory and the application of theory, connecting subject knowledge and understanding with the development of practical skills |
Applied subject |
a subject whose primary pathway is work and vocational education; it emphasises applied learning and community connections;
a subject for which a syllabus has been developed by the QCAA with the following characteristics: results from courses developed from Applied syllabuses contribute to the QCE; results may contribute to ATAR calculations |
apply |
use knowledge and understanding in response to a given situation or circumstance; carry out or use a procedure in a given or particular situation |
appraise |
evaluate the worth, significance or status of something; judge or consider a text or piece of work |
appreciate |
recognise or make a judgment about the value or worth of something; understand fully; grasp the full implications of |
appropriate |
acceptable; suitable or fitting for a particular purpose, circumstance, context etc. |
apt |
suitable to the purpose or occasion; fitting; appropriate |
architects |
influence all aspects of the built environment and bring together the arts, environmental awareness, sciences and technology;
by combining creative design with technical knowledge, architects create the physical environment in which people live, which in turn influences quality of life;
not only do architects inform the overall aesthetics of a city or region by pushing the boundaries of design and style, but they also make invaluable contributions to the quality of life, public health and sustainability of any given region (Australian Institute of Architects) |
area of study |
a division of, or a section within, a unit |
argue |
give reasons for or against something; challenge or debate an issue or idea; persuade, prove or try to prove by giving reasons |
aspect |
a particular part of a feature of something; a facet, phase or part of a whole |
assess |
measure, determine, evaluate, estimate or make a judgment about the value, quality, outcomes, results, size, significance, nature or extent of something |
assessment |
purposeful and systematic collection of information about students’ achievements |
assessment instrument |
a tool or device used to gather information about student achievement |
assessment objectives |
drawn from the unit objectives and contextualised for the requirements of the assessment instrument
(see also ‘syllabus objectives’, ‘unit objectives’) |
assessment technique |
the method used to gather evidence about student achievement, (e.g. examination, project, investigation) |
astute |
showing an ability to accurately assess situations or people; of keen discernment |
ATAR |
Australian Tertiary Admissions Rank |
attribute |
a quality, character, characteristic, or property |
audiences |
individuals or groups for whom the response is designed and delivered |
augmented reality |
digital representations of designs that are superimposed over existing environments |
authoritative |
able to be trusted as being accurate or true; reliable; commanding and self-confident; likely to be respected and obeyed |
B
|
balanced |
keeping or showing a balance; not biased; fairly judged or presented; taking everything into account in a fair, well-judged way |
basic |
fundamental |
biomimicry |
design style; design concepts influenced by biological entities and elements of nature |
C
|
calculate |
determine or find (e.g. a number, answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information |
categorise |
place in or assign to a particular class or group; arrange or order by classes or categories; classify; sort out; sort; separate |
challenging |
difficult but interesting; testing one’s abilities; demanding and thought-provoking; usually involving unfamiliar or less familiar elements |
characteristic |
a typical feature or quality |
circular design |
a design method where designers consider the future of products, services and environments beyond a single design life cycle for a specific user |
clarify |
make clear or intelligible; explain; make a statement or situation less confused and more comprehensible |
clarity |
clearness of thought or expression; the quality of being coherent and intelligible; free from obscurity of sense; without ambiguity; explicit; easy to perceive, understand or interpret |
classify |
arrange, distribute or order in classes or categories according to shared qualities or characteristics |
clear |
free from confusion, uncertainty or doubt; easily seen, heard or understood |
clearly |
in a clear manner; plainly and openly; without ambiguity |
client |
the person, group or community for which the design concepts are made; the client usually has a commercial agreement with the designer and may have specific requirements; the client is often the intermediary between the person who designs the concept and the person involved in production |
coherent |
having a natural or due agreement of parts; connected; consistent; logical; orderly; well-structured and makes sense; rational, with parts that are harmonious; having an internally consistent relation of parts |
cohesive |
characterised by being united, bound together or having integrated meaning; forming a united whole |
express an opinion, observation or reaction in speech or writing; give a judgment based on a given statement or result of a calculation |
commercial |
engaged in commerce; capable of returning a profit; setting possible commercial return above artistic considerations |
communicate |
convey knowledge and/or understandings to others; make known; transmit |
a group of people who have a particular characteristic in common, such as a church, school, not-for-profit organisation, sporting club or a group of people who have a particular need and therefore require design concepts for many users |
compare |
display recognition of similarities and differences, and recognise the significance of these similarities and differences |
competent |
having suitable or sufficient skills, knowledge, experience, etc. for some purpose; adequate but not exceptional; capable; suitable or sufficient for the purpose;
having the necessary ability, knowledge or skill to do something successfully; efficient and capable (of a person); acceptable and satisfactory, though not outstanding |
competently |
in an efficient and capable way; in an acceptable and satisfactory, though not outstanding, way |
complex |
composed or consisting of many different and interconnected parts or factors; compound; composite; characterised by an involved combination of parts; complicated; intricate; a complex whole or system; a complicated assembly of particulars |
comprehend |
understand the meaning or nature of; grasp mentally |
comprehensive |
inclusive; of large content or scope; including or dealing with all or nearly all elements or aspects of something; wide-ranging; detailed and thorough, including all that is relevant |
concise |
expressing much in few words; giving a lot of information clearly and in a few words; brief, comprehensive and to the point; succinct, clear and without repetition of information |
concisely |
in a way that is brief but comprehensive; expressing much in few words; clearly and succinctly |
conduct |
direct in action or course; manage; organise; carry out |
consider |
think deliberately or carefully about something, typically before making a decision; take something into account when making a judgment; view attentively or scrutinise; reflect on |
considerable |
fairly large or great; thought about deliberately and with a purpose |
considered |
formed after careful and deliberate thought |
consistent |
agreeing or accordant; compatible; not self-opposed or self-contradictory, constantly adhering to the same principles; acting in the same way over time, especially so as to be fair or accurate; unchanging in nature, standard or effect over time; not containing any logical contradictions (of an argument); constant in achievement or effect over a period of time |
constraints |
limitations or restrictions that must be considered and accommodated when developing ideas and design concepts, e.g. teacher-specified limitations, available time, physical realities, legalities |
construct |
create or put together (e.g. an argument) by arranging ideas or items;
display information in a diagrammatic or logical form; make; build |
consumer |
a person who purchases or uses products, services or environments |
contrast |
display recognition of differences by deliberate juxtaposition of contrary elements; show how things are different or opposite; give an account of the differences between two or more items or situations, referring to both or all of them throughout |
controlled |
shows the exercise of restraint or direction over; held in check; restrained, managed or kept within certain bounds |
convention |
a rule, method, practice or procedure widely observed in a group, especially to facilitate social interaction, and established by general consent or usage |
convergent thinking |
organising and structuring ideas and information to make decisions leading to a single best outcome; often used after a period of divergent thinking to identify the best way forward; making choices |
convincing |
persuaded by argument or proof; leaving no margin of doubt; clear; capable of causing someone to believe that something is true or real; persuading or assuring by argument or evidence; appearing worthy of belief; credible or plausible |
copyright |
intellectual property right that protects the original expression of ideas, not the ideas themselves |
course |
a defined amount of learning developed from a subject syllabus |
create |
bring something into being or existence; produce or evolve from one’s own thought or imagination; reorganise or put elements together into a new pattern or structure or to form a coherent or functional whole |
creative |
resulting from originality of thought or expression; relating to or involving the use of the imagination or original ideas to create something; having good imagination or original ideas |
credible |
capable or worthy of being believed; believable; convincing |
criterion |
the property or characteristic by which something is judged or appraised |
critical |
involving skilful judgment as to truth, merit, etc.; involving the objective analysis and evaluation of an issue in order to form a judgment; expressing or involving an analysis of the merits and faults of a work of literature, music or art; incorporating a detailed and scholarly analysis and commentary (of a text); rationally appraising for logical consistency and merit |
critique |
review (e.g. a theory, practice, performance) in a detailed, analytical and critical way |
cultural |
relating to the collective accepted practices of a group of human beings associated with a specified characteristic |
curate |
to make a decision to select, organise and present particular features |
cursory |
hasty and therefore not thorough or detailed; performed with little attention to detail; going rapidly over something, without noticing details; hasty, superficial |
D
|
decide |
reach a resolution as a result of consideration; make a choice from a number of alternatives |
deduce |
reach a conclusion that is necessarily true, provided a given set of assumptions is true; arrive at, reach or draw a logical conclusion from reasoning and the information given |
defensible |
justifiable by argument; capable of being defended in argument |
define |
give the meaning of a word, phrase, concept or physical quantity; state meaning and identify or describe qualities |
demonstrate |
prove or make clear by argument, reasoning or evidence, illustrating with practical example; show by example; give a practical exhibition |
derive |
arrive at by reasoning; manipulate a mathematical relationship to give a new equation or relationship |
describe |
give an account (written or spoken) of a situation, event, pattern or process, or of the characteristics or features of something |
design |
produce a plan, simulation, model or similar; plan, form or conceive in the mind;
in English, select, organise and use particular elements in the process of text construction for particular purposes; these elements may be linguistic (words), visual (images), audio (sounds), gestural (body language), spatial (arrangement on the page or screen) and multimodal (a combination of more than one);
in Design, a process of exploring and developing a response to needs, wants and opportunities that require the balancing of aesthetic, cultural, economic, social and technical features |
design approach |
a way of using the design process relevant to a particular unit, e.g. collaborative designing, designing with empathy, redesigning |
design brief |
a concise description of the features of a problem that clarifies the need, want or opportunity to be resolved; indicates the ways forward to solving the problem; provides a basis from which students can apply some or all of the stages of the design process |
design challenge |
an assessment technique; an examination that requires students to design a response to a design problem in a period of focused design work to meet a deadline |
design concepts |
possible solutions to a design problem; synthesised ideas that result from the progression of multiple ideas; proposed in response to a design brief and satisfy design criteria; visualised using drawing and low-fidelity prototyping |
design context |
a focus related to real-world design situations that requires students to consider new knowledge and approaches to designing; the contexts used in this syllabus are limited to commercial design, human-centred design and sustainable design |
design criteria |
provide explicit information to enable the evaluation of the appropriateness of design ideas and concepts; are identified by investigating stakeholders’ needs and wants together with the principles of good design |
design information |
declarative knowledge about design acted on by the cognitive, metacognitive and self-systems; includes data about stakeholders, existing designs and related aesthetic, cultural, economic, social and technical influences |
design problems |
difficulties, obstacles or challenges defined as a result of exploring a need, want or opportunity; require the application of a design process to balance aesthetic, cultural, economic, social and technical features when developing design concepts in response to the problem; may be defined and described by the teacher or student depending on the stage of the course and the teaching, learning and assessment purpose |
design process |
used to solve design problems;
it is iterative, emphasising the recursive and reflective nature of design;
more than one design process exists and similarities exist in all design processes; various design processes are accepted practice |
design styles |
characterised by attributes that make a design notable and historically identifiable; evolve slowly over time, reflecting changing fashions and new ideas |
design thinking |
thinking process of a designer engaged in the activity of design; visualising and devising creative ideas, and evaluating those ideas that best meet the criteria for success; includes divergent and convergent thinking; divergent thinking supports creativity and the devising of a range of ideas, and convergent thinking supports the selection of a preferred concept |
designed solution |
a product, service or environment that has been created for a specific purpose or intention as a result of design thinking, design processes and production processes |
designers |
people who plan the look or workings of something prior to it being made; include architects, digital media designers, fashion designers, graphic designers, industrial designers, interior designers and landscape architects (Design Institute of Australia, Australian Institute of Architects) |
detailed |
executed with great attention to the fine points; meticulous; including many of the parts or facts; related to the elaboration of creative ideas (Torrance, 1998) |
determine |
establish, conclude or ascertain after consideration, observation, investigation or calculation; decide or come to a resolution |
develop |
a phase of the design process that includes divergent and convergent thinking to devise ideas and synthesise design concepts; elaborate, expand or enlarge in detail; add detail and fullness to; cause to become more complex or intricate |
development |
two-dimensional drawings that depict the true shape of the surface of a three-dimensional object and often contain detail about folding and transitions from different shapes; also called a net or pattern |
devise |
think out; plan; contrive; invent |
diagrams |
abstract symbolic representations used to organise information, ideas or objects according to some visualisation technique; often 2D and geometric; symbols, charts, graphs and maps are forms of diagrams |
differentiate |
identify the difference/s in or between two or more things; distinguish; discriminate; recognise or ascertain what makes something distinct from similar things;
in mathematics, obtain the derivative of a function |
digital disruption |
a change as a result of new digital technologies that affects the value proposition of existing products, services and environments |
digital media designers |
develop and prepare information (text, symbols, colours, pictures, animation, video and sound) for either digital interactive or digital sequential audience requirements; designers work on the user interface (UI), which mostly refers to how users navigate through complex digital experiences, and user experience (UX), or the total experience of the user as they move through a website or application (app); includes games designers, website designers, multimedia designers, app designers |
digital low-fidelity prototype |
a category of low-fidelity prototyping; includes interactive or sequential experiences |
digital presentation |
presentation software to communicate design ideas in sequence |
discerning |
discriminating; showing intellectual perception; showing good judgment; making thoughtful and astute choices; selected for value or relevance |
discriminate |
note, observe or recognise a difference; make or constitute a distinction in or between; differentiate; distinguish as different |
discriminating |
differentiating; distinctive; perceiving differences or distinctions with nicety; possessing discrimination; perceptive and judicious; making judgments about quality; having or showing refined taste or good judgment |
discuss |
examine by argument; sift the considerations for and against; debate; talk or write about a topic, including a range of arguments, factors or hypotheses; consider, taking into account different issues and ideas, points for and/or against, and supporting opinions or conclusions with evidence |
disjointed |
disconnected; incoherent; lacking a coherent order/sequence or connection |
distinguish |
recognise as distinct or different; note points of difference between; discriminate; discern; make clear a difference/s between two or more concepts or items |
divergent thinking |
generate creative ideas by exploring many possible concepts; creating choices |
diverse |
of various kinds or forms; different from each other |
document |
support (e.g. an assertion, claim, statement) with evidence (e.g. decisive information, written references, citations) |
draw conclusions |
make a judgment based on reasoning and evidence |
drawings |
representation by lines used to represent abstract ideas, and 2D and 3D objects; produced manually or software assisted; may be informal or formal |
E
|
economic |
a feature of a design problem concerning for example costs, time, client expectations of quality |
effective |
successful in producing the intended, desired or expected result; meeting the assigned purpose |
efficient |
working in a well-organised and competent way; maximum productivity with minimal expenditure of effort; acting or producing effectively with a minimum of waste, expense or unnecessary effort |
element |
a component or constituent part of a complex whole; a fundamental, essential or irreducible part of a composite entity |
elementary |
simple or uncompounded; relating to or dealing with elements, rudiments or first principles (of a subject);
of the most basic kind; straightforward and uncomplicated |
elements and principles of visual communication |
the elements form the basic components of visual communication; they are acted upon by principles that are ways of arranging or organising the elements; principles are things that can be repeatedly and dependably done with elements to produce some sort of visual effect |
elevations |
a drawing of a single view such as a front, rear or side view of an object or environment |
empathy map |
used to gain a deeper insight into stakeholders; a stakeholder is depicted in the middle of a page surrounded by topics such as think and feel, see, hear, say and do, pain and gain |
end user |
the person, group or community that uses the product |
environment |
a designed solution; a place or space; may be constructed or digital; related to architecture, interior design, landscape architecture, digital media design |
environmental sustainability |
practices that have minimal impact on ecosystems’ health, allow renewal of natural systems and value environmental qualities that support life |
ergonomics |
understanding of the activity of humans to maximise their wellbeing and their productive use of products, services or systems;
concerned with physical, mental and emotional impacts on users of the design concept |
erroneous |
based on or containing error; mistaken; incorrect |
essential |
absolutely necessary; indispensable; of critical importance for achieving something |
ethics |
moral principles that govern the behaviour of a person or group |
evaluate |
make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about ideas, works, solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria |
examination |
a supervised test that assesses the application of a range of cognitions to one or more provided items such as questions, scenarios and/or problems; student responses are completed individually, under supervised conditions, and in a set timeframe |
examine |
investigate, inspect or scrutinise; inquire or search into; consider or discuss an argument or concept in a way that uncovers the assumptions and interrelationships of the issue |
experiment |
try out or test new ideas or methods, especially in order to discover or prove something; undertake or perform a scientific procedure to test a hypothesis, make a discovery or demonstrate a known fact |
explain |
make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; give an account; provide additional information |
explanatory sketch |
three-dimensional representations that show the relationship between parts of an object or idea; may also be referred to as exploded or open and in line for assembly |
explicit |
clearly and distinctly expressing all that is meant; unequivocal; clearly developed or formulated; leaving nothing merely implied or suggested |
explore |
look into both closely and broadly; scrutinise; inquire into or discuss something in detail;
in Design, a phase of the design process that requires an inquiry into human needs, wants and opportunities to define a design problem; includes investigation and analysis |
express |
convey, show or communicate (e.g. a thought, opinion, feeling, emotion, idea or viewpoint)
in words, art, music or movement, convey or suggest a representation of; depict |
extended response |
an open-ended assessment technique that focuses on the interpretation, analysis, examination and/or evaluation of ideas and information in response to a particular situation or stimulus; while students may undertake some research when writing of an extended response, it is not the focus of this technique; an extended response occurs over an extended and defined period of time |
Extension subject |
a two-unit subject (Units 3 and 4), for which a syllabus has been developed by the QCAA, that is an extension of one or more General subject/s and studied concurrently with, or after the completion of, Units 3 and 4 of that subject |
extensive |
of great extent; wide; broad; far-reaching; comprehensive; lengthy; detailed; large in amount or scale |
external assessment |
summative assessment that occurs towards the end of a course of study and is common to all schools; developed and marked by the QCAA according to a commonly applied marking scheme |
external examination |
a supervised test, developed and marked by the QCAA, that assesses the application of a range of cognitions to multiple provided items such as questions, scenarios and/or problems; student responses are completed individually, under supervised conditions, and in a set timeframe |
infer or estimate by extending or projecting known information; conjecture; infer from what is known; extend the application of something (e.g. a method or conclusion) to an unknown situation by assuming that existing trends will continue or similar methods will be applicable |
modifying existing designs in some straightforward way |
F
|
factual |
relating to or based on facts; concerned with what is actually the case; actually occurring; having verified existence |
familiar |
well-acquainted; thoroughly conversant with; well known from long or close association; often encountered or experienced; common;
(of materials, texts, skills or circumstances) having been the focus of learning experiences or previously encountered in learning activities |
fashion designers |
influence the design and development of clothing, accessories, footwear and other items of personal apparel; consider historical development and styles, and rely heavily on illustration skills and the making of samples to communicate designs; meet marketing, manufacturing and financial requirements to arrive at the optimum design; consider both functional and aesthetic aspects and pay particular attention to relationship of the apparel to the human form (Design Institute of Australia) |
feasible |
capable of being achieved, accomplished or put into effect; reasonable enough to be believed or accepted; probable; likely |
features |
distinctive attributes, characteristics, properties or qualities of something |
flat drawings |
used in fashion to represent garment details |
flow chart |
a diagram that shows step-by-step progression through a procedure or system especially using connecting lines, arrows and a set of conventional symbols |
fluent |
spoken or written with ease; able to speak or write smoothly, easily or readily; articulate; eloquent;
in artistic performance, characteristic of a highly developed and excellently controlled technique; polished; flowing smoothly, easily and effortlessly |
fluently |
in a graceful and seemingly effortless manner; in a way that progresses smoothly and readily |
form study |
rough arrangement of form to allow early exploration of design ideas |
formative assessment |
assessment whose major purpose is to improve teaching and student achievement |
fragmented |
disorganised; broken down; disjointed or isolated |
frequent |
happening or occurring often at short intervals; constant, habitual, or regular |
functional relationships diagram |
freehand drawings that use bubbles and diagrammatic symbols to graphically depict the functions and relationships of adjacent elements of a design |
fundamental |
forming a necessary base or core; of central importance; affecting or relating to the essential nature of something; part of a foundation or basis |
G
|
gap in the market |
an unmet stakeholder need or want or a group people who are not yet using an existing product, service or environment; represent opportunities for companies to increase awareness to reach an untapped market |
General subject |
a subject for which a syllabus has been developed by the QCAA with the following characteristics: results from courses developed from General syllabuses contribute to the QCE; General subjects have an external assessment component; results may contribute to ATAR calculations |
generate |
produce; create; bring into existence |
good design |
see ‘principles of good design’ |
graphic designers |
develop and prepare information for physical or digital publication with particular emphasis on clarity of visual communication and the matching of information to audience requirements; use text-based communication and symbols, colours and pictures (Design Institute of Australia) |
graphic organiser |
a visualisation method that uses visual symbols to represent structured thinking; graphic organisers make thinking processes visible by showing connections between ideas and data; examples include concept maps, flow charts and cause-and-effect patterns |
graphics software |
used for the production of 2D imagery specifically for graphic design purposes; some packages are vector graphics — based and used to produce images that do not lose clarity during magnification or reduction (lossless format) for the construction of logos, stationery, etc.; other packages are raster graphics — based and used in the manipulation of photographs and other images with graduated colourings and tones; raster images, due to the fact that they rely on the differentiation of pixel colour, can lose clarity during magnification or reduction (lossy format) |
H
|
human |
relating to or characteristic of people; characterised by the weaknesses and faults of ordinary people |
hypothesise |
formulate a supposition to account for known facts or observed occurrences; conjecture, theorise, speculate, especially on uncertain or tentative grounds |
I
|
ideas |
thoughts, notions or suggestions as to a possible course of action |
idea sketch |
generated freehand as quick representations of conceptual ideas; instantly captures an idea visualised in the mind for later use and therefore lacks presentation quality; may be whole or part of an envisaged idea; usually in pencil using lines and very basic rendering |
ideation |
a category of drawing; representations of mental images that aid in the exploration and development of design ideas; such sketches may be very informal and conceptual or relatively accurate, but their purpose is the rapid devising and testing of design ideas |
identify |
distinguish; locate, recognise and name; establish or indicate who or what someone or something is; provide an answer from a number of possibilities; recognise and state a distinguishing factor or feature |
illogical |
lacking sense or sound reasoning; contrary to or disregardful of the rules of logic; unreasonable |
illustration |
a category of drawing; may be produced using manual freehand techniques or software assisted; used to communicate what a refined design concept would look like; often includes colour, rendering and contextual features such as backgrounds; usually produced using pencil, ink and markers; may be a pictorial view or orthographic view |
impact |
a marked effect or influence, e.g. social impact results in immediate or noticeable change; digital disruption |
implement |
put something into effect, e.g. a plan or proposal |
implicit |
implied, rather than expressly stated; not plainly expressed; capable of being inferred from something else |
improbable |
not probable; unlikely to be true or to happen; not easy to believe |
inaccurate |
not accurate |
inappropriate |
not suitable or proper in the circumstances |
inconsistent |
lacking agreement, as one thing with another, or two or more things in relation to each other; at variance; not consistent; not in keeping; not in accordance; incompatible; incongruous |
independent |
thinking or acting for oneself, not influenced by others |
in-depth |
comprehensive and with thorough coverage; extensive or profound; well-balanced or fully developed |
infer |
derive or conclude something from evidence and reasoning, rather than from explicit statements; listen or read beyond what has been literally expressed; imply or hint at |
informed |
knowledgeable; learned; having relevant knowledge; being conversant with the topic; based on an understanding of the facts of the situation (of a decision or judgment) |
innovative |
new and original; introducing new ideas; original and creative in thinking |
insightful |
showing understanding of a situation or process; understanding relationships in complex situations; informed by observation and deduction |
instrument-specific marking guide |
ISMG; a tool for marking that describes the characteristics evident in student responses and aligns with the identified objectives for the assessment
(see ‘assessment objectives’) |
integral |
adjective
necessary for the completeness of the whole; essential or fundamental;
noun
in mathematics, the result of integration; an expression from which a given function, equation or system of equations is derived by differentiation |
intellectual property |
a legal concept that refers to creations of a mind for which exclusive rights are recognised; common types of intellectual property include copyright, trademarks, patents and designs |
intended |
designed; meant; done on purpose; intentional |
interactive |
a form of digital prototype that simulates the two-way flow of information between a computer and user; website or mobile application simulation |
interface wireframe |
conceptual representations of interfaces lacking media assets suitable for early testing |
internal assessment |
assessments that are developed by schools;
summative internal assessments are endorsed by the QCAA before use in schools, and results are externally confirmed and contribute towards a student’s final result |
interpret |
use knowledge and understanding to recognise trends and draw conclusions from given information; make clear or explicit; elucidate or understand in a particular way;
bring out the meaning of, e.g. a dramatic or musical work, by performance or execution; bring out the meaning of an artwork by artistic representation or performance; give one’s own interpretation of;
identify or draw meaning from, or give meaning to, information presented in various forms, such as words, symbols, pictures or graphs |
invention |
combining existing ideas in new ways |
investigate |
carry out an examination or formal inquiry in order to establish or obtain facts and reach new conclusions; search, inquire into, interpret and draw conclusions about data and information |
investigation |
an assessment technique that requires students to research a specific problem, question, issue, design challenge or hypothesis through the collection, analysis and synthesis of primary and/or secondary data; it uses research or investigative practices to assess a range of cognitions in a particular context; an investigation occurs over an extended and defined period of time |
irrelevant |
not relevant; not applicable or pertinent; not connected with or relevant to something |
ISMG |
instrument-specific marking guide; a tool for marking that describes the characteristics evident in student responses and aligns with the identified objectives for the assessment
(see ‘assessment objectives’) |
isolated |
detached, separate or unconnected with other things; one-off; something set apart or characterised as different in some way |
isometric sketch |
a pictorial representation of a product or environment |
iterative |
recursive; revisiting earlier parts of a process to further clarify meaning or refine ideas and concepts |
J
|
judge |
form an opinion or conclusion about; apply both procedural and deliberative operations to make a determination |
junk model |
rough physical model created from sundry available resources used for gauging size, proportion or ergonomics |
justified |
sound reasons or evidence are provided to support an argument, statement or conclusion |
justify |
give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is right or reasonable |
L
|
layout |
a scheme for the arrangement of text and visual assets on a screen or page |
learning area |
a grouping of subjects, with related characteristics, within a broad field of learning, e.g. the Arts, sciences, languages |
line drawing |
a drawing done using only narrow lines, without blocks of shading |
logical |
rational and valid; internally consistent; reasonable; reasoning in accordance with the principles/rules of logic or formal argument;
characterised by or capable of clear, sound reasoning; (of an action, decision, etc.) expected or sensible under the circumstances |
logically |
according to the rules of logic or formal argument; in a way that shows clear, sound reasoning; in a way that is expected or sensible |
low-fidelity prototyping |
used throughout the design process to quickly and simply move ideas and design concepts from abstract to reality to clarify understanding and inform further exploration and development; a simple, non-functional, three-dimensional, digital interactive or digital sequential representation using basic processes, materials or software that may be unrelated to how a final designed solution is produced, e.g. stop-motion animation of a mobile application rather than a coded solution or clay models of a handheld item to confirm the application of ergonomic data about a user’s grip; algorithms to represent coding and sketches to represent user interface |
M
|
make decisions |
select from available options; weigh up positives and negatives of each option and consider all the alternatives to arrive at a position |
manipulate |
adapt or change to suit one’s purpose |
maquette |
an experimental representation of a product or environment (a word borrowed from sculpture but with altered meaning) |
massing model |
rough study of volumes; used in architecture |
mental procedures |
a domain of knowledge in Marzano’s taxonomy and acted upon by the cognitive, metacognitive and self-systems; sometimes referred to as ‘procedural knowledge’;
there are three distinct phases to the acquisition of mental procedures: the cognitive stage, the associative stage and the autonomous stage; the two categories of mental procedures are skills (single rules, algorithms and tactics) and processes (macroprocedures) |
methodical |
performed, disposed or acting in a systematic way; orderly; characterised by method or order; performed or carried out systematically |
mind map |
a purposeful diagram used to visually organise information; allows the abstract relationships between ideas to be explored and refined; visual representations may include images, words and parts of words; usually a central idea or concept is placed in the middle and associated ideas arranged around |
minimal |
least possible; small; the least amount; negligible |
mobile application |
a type of software application that uses hardware functionality and runs on a mobile device, such as a smartphone or tablet computer; often provides users with similar services to those accessed on desktop computers |
mock-ups |
arrangements of text and pictures to be printed; models or replicas of an object, used for demonstration, evaluation, promotion purposes |
model |
a physical or digital representation of an idea or design concept that describes, simplifies, clarifies or provides an explanation of an idea or design concept |
modify |
change the form or qualities of; make partial or minor changes to something |
motion graphics |
sequential representations of images and sound; video; animation; digital multimedia presentation |
multimodal |
uses a combination of at least two modes (e.g. spoken, written), delivered at the same time, to communicate ideas and information to a live or virtual audience for a particular purpose; the selected modes are integrated so that each mode contributes significantly to the response |
multiple |
consisting of, having, or involving a great number of individuals, parts, elements, relations; numerous; related to the fluency of creative ideas, as many ideas as possible (Torrance, 1998) |
N
|
narrow |
limited in range or scope; lacking breadth of view; limited in amount; barely sufficient or adequate; restricted |
nuanced |
showing a subtle difference or distinction in expression, meaning, response, etc.; finely differentiated;
characterised by subtle shades of meaning or expression; a subtle distinction, variation or quality; sensibility to, awareness of, or ability to express delicate shadings, as of meaning, feeling or value |
O
|
objectives |
see ‘syllabus objectives’, ‘unit objectives’, ‘assessment objectives’ |
objects |
something that may be perceived by the senses, especially by sight or touch; a visible or tangible thing; household products, fashion items, furniture, buildings, structures |
obvious |
clearly perceptible or evident; easily seen, recognised or understood |
open-ended problems |
loosely structured and complex, having no one correct solution or solution path and requiring students to comprehend and apply a breadth and depth of knowledge during problem-solving |
optimal |
best; most favourable under a particular set of circumstances |
organisational diagram |
a diagram of relationships between people, roles or objects in a system |
organise |
arrange; order; form as or into a whole consisting of interdependent or coordinated parts, especially for harmonious or united action |
organised |
systematically ordered and arranged; having a formal organisational structure to arrange, coordinate and carry out activities |
orthographic |
views that describe the form of a three-dimensional object projected onto two-dimensional planes; often used to communicate a refined design concept |
outstanding |
exceptionally good; clearly noticeable; prominent; conspicuous; striking |
P
|
partial |
not total or general; existing only in part; attempted, but incomplete |
particular |
distinguished or different from others or from the ordinary; noteworthy |
patent |
an intellectual property right granted for any device, substance, method or process that is new, inventive and useful |
pattern |
arrangement of parts to be cut from a flat sheet of material |
perceptive |
having or showing insight and the ability to perceive or understand; discerning (see also ‘discriminating’) |
performance |
an assessment technique that requires students to demonstrate a range of cognitive, technical, creative and/or expressive skills and to apply theoretical and conceptual understandings, through the psychomotor domain; it involves student application of identified skills when responding to a task that involves solving a problem, providing a solution or conveying meaning or intent; a performance is developed over an extended and defined period of time |
perspective |
a representation of a product or environment as seen by the human eye |
persuasive |
capable of changing someone’s ideas, opinions or beliefs; appearing worthy of approval or acceptance; (of an argument or statement) communicating reasonably or credibly
(see also ‘convincing’) |
perusal time |
time allocated in an assessment to reading items and tasks and associated assessment materials; no writing is allowed; students may not make notes and may not commence responding to the assessment in the response space/book |
physical low-fidelity prototype |
a category of low-fidelity prototyping; three-dimensional, generated by cutting, joining and forming materials such as paper, card, wood, glass, metal, clay, plastic and textile |
pictorial sketch |
a sketch that allows experimentation with the appearance of an object or environment |
pitch |
a short spoken and visual presentation used by designers to communicate the strengths, limitations and implications of a design concept; may be for a live or virtual audience |
planning time |
time allocated in an assessment to planning how to respond to items and tasks and associated assessment materials; students may make notes but may not commence responding to the assessment in the response space/book; notes made during planning are not collected, nor are they graded or used as evidence of achievement |
plausible |
credible and possible |
points of view |
mental positions or viewpoints; related to the flexibility of creative ideas (Torrance, 1998) |
polished |
flawless or excellent; performed with skilful ease |
precise |
definite or exact; definitely or strictly stated, defined or fixed; characterised by definite or exact expression or execution |
precision |
accuracy; exactness; exact observance of forms in conduct or actions |
predict |
give an expected result of an upcoming action or event; suggest what may happen based on available information |
presentation sketches and drawings |
intended to explain a design concept and to promote its merits; usually includes rendering to add surface textures, colour, shadows and/or reflections to show the visual qualities of a design more realistically |
primary data |
includes information in its most original and authentic form taken from observations, interviews, questionnaires and experiments |
principles |
specific types of generalisations that deal with relationships; a proposition that serves as the foundation for a system of belief or behaviour or for a chain of reasoning |
principles of good design |
innovative, useful, aesthetic, accessible, enduring, sustainable; derived from Dieter Rams’ ‘Ten principles of good design’ (Vitsoe 2017) and Good Design Australia (www.gooddesignaustralia.com) |
problem-based learning |
an active, constructivist process that incorporates the use of open-ended problems as a stimulus for student learning |
product |
an assessment technique that focuses on the output or result of a process requiring the application of a range of cognitive, physical, technical, creative and/or expressive skills, and theoretical and conceptual understandings; a product is developed over an extended and defined period of time
in Technologies, a designed solution; a tangible end result of a human, construction, mechanical, manufacturing or digital process; created by practical application of knowledge and skills; |
proficient |
well advanced or expert in any art, science or subject; competent, skilled or adept in doing or using something |
progress |
development towards an improved or more advanced outcome; to refine an idea or design concept |
project |
an assessment technique that focuses on a problem-solving process requiring the application of a range of cognitive, technical and creative skills, and theoretical understandings; the response is a coherent work that documents the iterative process undertaken to develop a solution and includes written paragraphs and notes, diagrams, sketches, drawings, photographs, video, spoken presentations, low-fidelity prototypes; a project is developed over an extended and defined period of time |
proof of concept |
a form of prototype used to test the feasibility of an idea; usually small or representative of an aspect or part of a bigger idea; may not be complete |
propose |
put forward (e.g. a point of view, idea, argument, suggestion) for consideration or action |
prove |
use a sequence of steps to obtain the required result in a formal way |
psychomotor procedures |
a domain of knowledge in Marzano’s taxonomy, and acted upon by the cognitive, metacognitive and self-systems; these are physical procedures used to negotiate daily life and to engage in complex physical activities; the two categories of psychomotor procedures are skills (foundational procedures and simple combination procedures) and processes (complex combination procedures) |
purposeful |
having an intended or desired result; having a useful purpose; determined; resolute; full of meaning; significant; intentional |
Q
|
QCE |
Queensland Certificate of Education |
R
|
realise |
create or make (e.g. a musical, artistic or dramatic work); actualise; make real or concrete; give reality or substance to |
reasonable |
endowed with reason; having sound judgment; fair and sensible; based on good sense; average; appropriate; moderate |
reasoned |
logical and sound; based on logic or good sense; logically thought out and presented with justification; guided by reason; well-grounded; considered |
recall |
remember; present remembered ideas, facts or experiences; bring something back into thought, attention or into one’s mind |
recognise |
identify or recall particular features of information from knowledge; identify that an item, characteristic or quality exists; perceive as existing or true; be aware of or acknowledge |
refined |
developed or improved so as to be precise, exact or subtle |
reflect on |
think about deeply and carefully |
rehearsed |
practised; previously experienced; practised extensively |
related |
associated with or linked to |
relevance |
being related to the matter at hand |
relevant |
bearing upon or connected with the matter in hand; to the purpose; applicable and pertinent; having a direct bearing on |
rendered drawing |
a fairly realistic depiction of the appearance of an object, place or design intended to communicate design intent to the layperson, such as a client or user |
rendered sketch |
a partially or fully coloured simulation of the appearance of an object or place |
repetitive |
containing or characterised by repetition, especially when unnecessary or tiresome |
reporting |
providing information that succinctly describes student performance at different junctures throughout a course of study |
represent |
portray or depict in some type of non-linguistic form to comprehend knowledge |
requirements |
to wish to have; identified from stakeholders’ needs and wants related to aesthetic, cultural, economic, social and technical features; used to inform criteria against which to evaluate |
resolve |
in the Arts, consolidate and communicate intent through a synthesis of ideas and application of media to express meaning |
routine |
often encountered, previously experienced; commonplace; customary and regular; well-practised; performed as part of a regular procedure, rather than for a special reason |
rudimentary |
relating to rudiments or first principles; elementary; undeveloped; involving or limited to basic principles; relating to an immature, undeveloped or basic form |
S
|
safe |
secure; not risky |
scale models |
small-scaled representations of environments or objects that can’t practically be built during the design of a project |
schematic |
a category of drawing; an abstract representation that aids in the conceptualisation of relationships between design information and aspects of design ideas; schematic sketches may be used to record and analyse knowledge and data |
sculpture |
three-dimensional free-form representation of products using the removal or addition of material |
secondary data |
includes published data from books, magazines, newspapers, journals and periodicals; electronic data such as documentaries; government records such as surveys, records, census data and other statistical reports; internet resources |
sections |
allow internal and external features to be considered simultaneously |
secure |
sure; certain; able to be counted on; self-confident; poised; dependable; confident; assured; not liable to fail |
select |
choose in preference to another or others; pick out |
sensitive |
capable of perceiving with a sense or senses; aware of the attitudes, feelings or circumstances of others;
having acute mental or emotional sensibility; relating to or connected with the senses or sensation |
sequence |
place in a continuous or connected series; arrange in a particular order |
sequential |
a form of digital prototype that simulates the presentation of information by a computer using images, text and sound; motion graphics |
service |
a designed solution; a less tangible outcome (compared to products) of processes to meet a need or want; services may involve development or maintenance of a system, e.g. cloud computing (software as a service), communication, transportation and water management; services can be communicated by charts, diagrams, models, posters and procedures |
show |
provide the relevant reasoning to support a response |
side and top views |
informal drawings employed for conceptual development of objects |
significant |
important; of consequence; expressing a meaning; indicative; includes all that is important; sufficiently great or important to be worthy of attention; noteworthy; having a particular meaning; indicative of something |
simple |
easy to understand, deal with and use; not complex or complicated; plain; not elaborate or artificial;
may concern a single or basic aspect; involving few elements, components or steps |
simplistic |
characterised by extreme simplification, especially if misleading; oversimplified |
simulation |
the representation of a product, service or environment that imitates a real or idealised situation |
sketch |
execute a drawing or painting in simple form, giving essential attributes but not necessarily with detail or accuracy;
in mathematics, represent by means of a diagram or graph; the sketch should give a general idea of the required shape or relationship and should include attributes
in Technologies, a two-dimensional informal visualisation method completed freehand, often instantly capturing an idea for later use and therefore lacking in presentation quality; sketches are usually produced manually, using pencil, ink and paper, but may be software-assisted |
sketch plan |
informal drawing employed for conceptual floor plan ideation and development |
skilful |
having technical facility or practical ability; possessing, showing, involving or requiring skill; expert; dexterous;
demonstrating the knowledge, ability or training to perform a certain activity or task well; trained, practised or experienced |
skilled |
having or showing the knowledge, ability or training to perform a certain activity or task well; having skill; trained or experienced; showing, involving or requiring skill |
social |
a feature of a design problem concerning fashions, trends, tastes, demographics |
solve |
find an answer to, explanation for or means of dealing with (e.g. a problem);
work out the answer or solution to (e.g. a mathematical problem); obtain the answer/s using algebraic, numerical and/or graphical methods |
sophisticated |
of intellectual complexity; reflecting a high degree of skill, intelligence, etc.; employing advanced or refined methods or concepts; highly developed or complicated |
specific |
clearly defined or identified; precise and clear in making statements or issuing instructions; having a special application or reference; explicit or definite; peculiar or proper to something, as qualities, characteristics, effects, etc. |
spoken communication |
includes verbal and non-verbal features and may be for live or virtual audiences |
sporadic |
happening now and again or at intervals; irregular or occasional; appearing in scattered or isolated instances |
stakeholders |
people or groups with an interest or concern in the design process, such as users, designers, consumers, audience and clients |
straightforward |
without difficulty; uncomplicated; direct; easy to do or understand |
structure |
verb
give a pattern, organisation or arrangement to; construct or arrange according to a plan;
noun
in languages, arrangement of words into larger units, e.g. phrases, clauses, sentences, paragraphs and whole texts, in line with cultural, intercultural and textual conventions |
structured |
organised or arranged to produce a desired result |
study sketch |
2D visual design representations used for investigating the appearance and visual impact of ideas, such as aspects of geometric proportion, configuration, scale, layout and mechanism |
subject |
a branch or area of knowledge or learning defined by a syllabus; school subjects are usually based in a discipline or field of study
(see also ‘course’) |
subject matter |
the subject-specific body of information, mental procedures and psychomotor procedures that are necessary for students’ learning and engagement within that subject |
substantial |
of ample or considerable amount, quantity, size, etc.; of real worth or value; firmly or solidly established; of real significance; reliable; important; worthwhile |
substantiated |
established by proof or competent evidence |
subtle |
fine or delicate in meaning or intent; making use of indirect methods; not straightforward or obvious |
successful |
achieving or having achieved success; accomplishing a desired aim or result |
succinct |
expressed in few words; concise; terse; characterised by conciseness or brevity; brief and clear |
sufficient |
enough or adequate for the purpose |
suitable |
appropriate; fitting; conforming or agreeing in nature, condition or action |
summarise |
give a brief statement of a general theme or major point/s; present ideas and information in fewer words and in sequence |
summative assessment |
assessment whose major purpose is to indicate student achievement; summative assessments contribute towards a student’s subject result |
superficial |
concerned with or comprehending only what is on the surface or obvious; shallow; not profound, thorough, deep or complete;
existing or occurring at or on the surface; cursory; lacking depth of character or understanding; apparent and sometimes trivial |
supported |
corroborated; given greater credibility by providing evidence |
sustainable |
designs that can be supported indefinitely in terms of their economic, social and ecological impact on the wellbeing of humans |
sustained |
carried on continuously, without interruption, or without any diminishing of intensity or extent |
syllabus |
a document that prescribes the curriculum for a course of study |
syllabus objectives |
outline of what the school is required to teach and what students have the opportunity to learn; described in terms of actions that operate on the subject matter; the overarching objectives for a course of study
(see also ‘unit objectives’, ‘assessment objectives’) |
symbolise |
represent or identify by a symbol or symbols |
synthesise |
combine different parts or elements (e.g. information, ideas, components) into a whole, in order to create new understanding |
systematic |
done or acting according to a fixed plan or system; methodical; organised and logical;
having, showing or involving a system, method or plan; characterised by system or method; methodical; arranged in or comprising an ordered system |
systems |
a group of interacting objects, materials or processes that form an integrated whole; systems can be open or closed; a system has properties and/or functions that can be described differently from its component parts; systems can be identified as four types:
- natural systems, e.g. an ecosystem including plants and animals
- designed physical systems, e.g. buildings, road networks, aircraft, airports
- designed abstract systems, e.g. mathematic equations, computer algorithms
- human activity systems, e.g. a team task, flight crew, human–machine interface |
T
|
tame problem |
well understood and defined, and can be addressed in isolation |
tangible |
capable of being touched; discernible by the touch; material or substantial |
technical |
a feature of a design problem concerning use, function, sustainability, physical dimensions, ergonomics |
techniques |
procedures or skills used in a task |
technologies |
materials, data, systems, components, tools and equipment |
template |
flexible rulers and French curves used to assist the drawing of curves, circles, shapes, figures |
test |
take measures to check the quality, performance or reliability of something |
test rigs |
partial representation of a design that affords testing of limited function |
thorough |
carried out through, or applied to, the whole of something; carried out completely and carefully; including all that is required;
complete attention to every detail; not superficial or partial; performed or written with care and completeness; taking pains to do something carefully and completely |
thoughtful |
occupied with or given to thought; contemplative; meditative; reflective; characterised by or manifesting thought |
three-dimensional object |
used to visualise design ideas in a form that has depth; it includes models created from the manual cutting, joining and forming of materials or the output of a 3D printer |
time-based media |
used to visually design ideas that use time as a dimension; measured in duration, e.g. film, video, animation, computer-based technologies |
toile |
an early version of a garment made in cheap material so that the design can be tested |
topic |
a division or sub-section within a unit; all topics/sub-topics within a unit are interrelated |
trademark |
an intellectual property right granted for a letter, number, word, phrase, sound, smell, shape, logo, picture, aspect of packaging or any combination of these, which is used to distinguish goods and services of one trader from those of another |
two-dimensional media |
used to visualise design ideas as sketches and drawings that exist on a flat surface; it includes two-dimensional and three-dimensional images |
U
|
unclear |
not clear or distinct; not easy to understand; obscure |
understand |
perceive what is meant by something; grasp; be familiar with (e.g. an idea); construct meaning from messages, including oral, written and graphic communication |
uneven |
unequal; not properly corresponding or agreeing; irregular; varying; not uniform; not equally balanced |
unfamiliar |
not previously encountered; situations or materials that have not been the focus of prior learning experiences or activities |
unique |
unusual or special in some way; different in some way; related to the originality of creative ideas (Torrance, 1998) |
unit |
a defined amount of subject matter delivered in a specific context or with a particular focus; it includes unit objectives particular to the unit, subject matter and assessment direction |
unit objectives |
drawn from the syllabus objectives and contextualised for the subject matter and requirements of a particular unit; they are assessed at least once in the unit
(see also ‘syllabus objectives’, ‘assessment objectives’) |
unrelated |
having no relationship; unconnected |
use |
operate or put into effect; apply knowledge or rules to put theory into practice |
useful |
how well the design fulfils its intended purpose |
V
|
vague |
not definite in statement or meaning; not explicit or precise; not definitely fixed, determined or known; of uncertain, indefinite or unclear character or meaning; not clear in thought or understanding;
couched in general or indefinite terms; not definitely or precisely expressed; deficient in details or particulars;
thinking or communicating in an unfocused or imprecise way |
valid |
sound, just or well-founded; authoritative; having a sound basis in logic or fact (of an argument or point); reasonable or cogent; able to be supported; legitimate and defensible; applicable |
variable |
adjective
apt or liable to vary or change; changeable; inconsistent; (readily) susceptible or capable of variation; fluctuating; uncertain;
noun
in mathematics, a symbol, or the quantity it signifies, that may represent any one of a given set of numbers and other objects |
variety |
a number or range of things of different kinds, or the same general class, that are distinct in character or quality;
(of sources) a number of different modes or references |
virtual reality |
digital models that are viewed or interacted with stereoscopically |
visual communication |
includes photographs, sketches, drawings, diagrams and models |
visualisation |
the representation of information and imagined ideas as drawings and low-fidelity prototypes; used by designers to progress ideas held in memory |
W
|
walk-throughs |
used in interior design, architecture and landscape architecture to simulate the experience of moving through designed environment |
website architecture diagram |
a diagram communicating the relationships between website content |
wellbeing |
good or satisfactory condition of existence |
wicked problem |
cannot be understood or defined completely and can have hard-to-predict impacts on other systems or problems |
wide |
of great range or scope; embracing a great number or variety of subjects, cases, etc.; of full extent |
with expression |
in words, art, music or movement, conveying or indicating feeling, spirit, character, etc.; a way of expressing or representing something; vivid, effective or persuasive communication |
written communication |
includes language conventions, design-specific vocabulary and language features such as notes, paragraphs and sentences |
