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The course is taught in English. Eligibility criteria The course belongs to advanced level studies. Learning outcomes After this course the participant is expected: To understand and be able to explain central factors of human intra- and inter-individual behavior. Be able to evaluate the meaning of social and emotion-related processes in all human behavior, including cognition, motivation, intra- and inter-individual functioning as well as all this in human-technology context. Be able to describe central concepts of social and affective processes. To know thematic literature and evaluate it critically.
A high-achievement scholarship for future international science and engineering, business and creative industries undergraduate double degree students. Centerlink payments. The experience was challenging, exciting and motivating. It helped me develop my technical skills and understand how knowledge translates from university to the real world. Watch video. Depending on your previous study, there are different ways that you can apply. How to apply. If you've already read about the best way to apply, you can apply directly through QTAC.
Apply now with QTAC. Follow our step-by-step applying guide to make sure your application is complete, giving you the best chance of getting in. Check out your saved or recently viewed courses below, or find this information later via the study homepage. Sign up to receive occasional emails to help you with your study decision. Do you have a question about one of our courses? Ask QUT Chatbot now. Enquire online. You are viewing international students' course information.
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You are viewing Australian and New Zealand students' course information. Guide to entry thresholds OP Selection rank Campus Gardens Point Kelvin Grove. Duration 4 years full-time 4 years full-time. Course starts February and July February and July. I'm ready to apply. Save course for later.
Send me a PDF copy. I want more info. Highlights Learn interaction design so you can be prepared for diverse and agile career pathways in design, technology and innovation. Build an information technology qualification that supports your interests and career aspirations and equips you with the skills to transform and shape the future.
Combine your interaction design and information technology skills to work in a range of creative and commercial industries including advertising, education and gaming, or in cultural institutions. What to expect. Bachelor of Information Technology Build a qualification that supports your interests and career aspirations and equips you with the skills to transform and shape the future through information technology. As part of this course you must choose a major in: computer science information systems.
Careers and outcomes. Careers and outcomes Work in a range of creative and commercial industries including advertising, education and gaming, or in cultural institutions. Details and units. Study overseas Study overseas while earning credit towards your QUT creative industries degree with one of our worldwide exchange partners. OP Rank This course is being offered for the first time in Don't have an OP or rank? Starting uni in ? Assumed knowledge Before you start this course we assume you have sound knowledge in these areas: English Maths A, B or C We assume that you have knowledge equivalent to four semesters at high school level Years 11 and 12 with sound achievement 4, SA.
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More about assumed knowledge Guaranteed entry If you receive an adjusted OP or equivalent selection rank , you are guaranteed an offer for this course. Advanced standing If you have prior studies or work experience, you may be eligible for advanced standing credit. More about advanced standing Deferment You can defer your offer and postpone the start of your course for one year. Minimum academic requirements I completed my studies outside of Australia Select the country where you completed your studies to see a guide to the grades you need to apply for this course. AS Levels can be included and are counted as half of an A Level.
International Baccalaureate Diploma Programme with final aggregate score of QUT Foundation Program with a grade average of at least 4. QUT Diploma program with a grade point average of at least 4.
Foundation Program Year completed at an Australian University with a final overall grade average of 4. Where more than four APs have been taken, best four results are used. Traditionally, consumer researchers have focused on the adoption processes to the exclusion of use processes. The limitation of adoption models is that they are single even decision models and say very little about the pattern of interaction between households and technology.
In order to understand this interaction we propose to examine first the nature of the technology itself and follow it up with an analysis of the household as a social system with its unique Characteristics. In this section, we discuss the dimensions of household technologies. Such an analysis will provide us with a better understanding of the role technologies play in the modern household.
It will also reveal to us the potential that the technologies represent in altering household dynamics. For our discussion we consider five dimensions: a Instrumental vs. Expressive; b Task Oriented vs. Pleasure Oriented; c Passive vs. Active; d Unifunctional vs.
Multifunctional; and e Low Social Impact vs. High Social Impact. The instrumental-expressive dimension is an adaptation from Parsons' classification of pattern variables Parsons, The instrumental role of technology regards it as a tool which meets some specific functional goals of the household. In order that a given technology may be utilized successfully to realize instrumental goals, one can posit that the user has the knowledge of how the technology can be utilized, has the ability to cope with the technological demands and actually uses it to meet very specific functional needs.
Some examples of instrumental goals are: need achievement, task performance, cost savings, and efficient use of time. For example, the telephone permits people to conduct business and establish instantaneous contact with others at great distances. Also it allows two-way communication and speeds up transactions. Such examples can be provided for other products as well. The instrumental dimension of computers would refer to their application in a variety of uses such as management of home activities, word processing, family education, and maintaining various financial records that serve economic functions.
People engage in games and entertainment as a means of conveying their feelings toward others. Such activities have a high personal and psychological meaning in the context of the household. A hypothesis relevant to the expressive-instrumental dimension is that households consider both expressive and instrumental needs in the adoption and use of technologies. However, the balance between the needs varies with each situation. Typically, technologies which are rich in their ability to satisfy both expressive and instrumental needs are likely to be more important in a household.
Technologies can be characterized as task oriented or pleasure oriented. Generally speaking, task oriented technologies are not pleasurable. The lack of pleasure is derived from the nature of the task involved in using the technology. Although there is a relationship between task-pleasure dimension and passive-active dimension, they are not the same. Specifically, task oriented technologies involve a series of manipulative steps and possibly repetitious operations. For example, Fried and Molnar have identified three different variables that describe the task dimension: a serial characteristic variable, b operations-output relations variable, and c output form variable.
The first variable states that sequential behavior pattern is measured on a temporal scale i. The second variable measures the degree to which operations that produce outputs are characterized by their separation.
The last variable refers to the degree to which the operations are subject to routinization. Thus the task oriented nature of technology refers to the specific acts the user has to perform before the technology can be put to intended use. The task orientation of the technology is also determined by the underlying motivation for the technology. For example, most household chores are task oriented. Cooking, washing, cleaning are obligatory activities and the technologies that enable these activities to be performed e.
Another example of task oriented technology is the typewriter which involves physical work at a constant rate. Technologies can also be task oriented because of the boredom factor involved.
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