Additional Information
Book Details
Abstract
- full coverage of all three components, structured to match the spec
- content broken down into 1 hour lessons to help with your planning and delivery
- plenty of case studies and examples that students can relate to
- additional features including key terms, 'did you know' sections and plenty of assessment practice
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| About this book | v | ||
| How to use this book | vi | ||
| Component 1: Exploring User Interface Design Principles and Project Planning Techniques | 2 | ||
| Introduction to user interfaces | 4 | ||
| What is a user interface? | 4 | ||
| Example uses of user interfaces | 5 | ||
| Basic user interfaces | 6 | ||
| Text interfaces | 6 | ||
| Form interfaces | 6 | ||
| Menu interfaces | 7 | ||
| Complex user interfaces | 8 | ||
| Graphical interfaces | 8 | ||
| Sensor interfaces | 8 | ||
| Speech interfaces | 9 | ||
| Choosing a user interface | 10 | ||
| Performance | 10 | ||
| User requirements | 10 | ||
| Ease of use | 10 | ||
| User experience | 10 | ||
| Accessibility | 10 | ||
| Storage space | 11 | ||
| How hardware and software affect user interfaces | 12 | ||
| Impacts of hardware and software on user interfaces | 12 | ||
| User accessibility needs | 14 | ||
| Accessibility needs | 14 | ||
| User skills and demographics | 16 | ||
| User skills | 16 | ||
| User demographics | 16 | ||
| Design principles: visual elements | 18 | ||
| Use of colour | 18 | ||
| Use of font styles and sizes | 19 | ||
| Design principles: text elements | 20 | ||
| Use of language | 20 | ||
| Amount of information | 20 | ||
| Design principles: layout | 22 | ||
| Consistency | 22 | ||
| Placement of items | 22 | ||
| Matching user expectations | 22 | ||
| Grouping related tasks together | 22 | ||
| Navigational components | 22 | ||
| Input controls | 23 | ||
| Design principles: user expectations | 24 | ||
| Colour | 24 | ||
| Symbols | 24 | ||
| Sound | 25 | ||
| Visuals | 25 | ||
| Design principles: keeping the user engaged | 26 | ||
| Grab attention | 26 | ||
| Uncluttered screens | 26 | ||
| Tip text | 26 | ||
| Labels | 26 | ||
| Default values | 27 | ||
| Autofill | 27 | ||
| Design principles: intuitive design | 28 | ||
| Graphics to illustrate what buttons do | 28 | ||
| Helpful pop-up messages | 28 | ||
| Easy reversal of actions | 28 | ||
| Help features | 28 | ||
| Ensure consistency | 29 | ||
| Improving the speed of user interfaces | 30 | ||
| Keyboard shortcuts | 30 | ||
| Reversal of actions | 30 | ||
| Informative feedback | 30 | ||
| Distinguishable objects | 31 | ||
| Reducing the user selection time | 32 | ||
| Appropriate object sizes | 32 | ||
| Object emphasis | 33 | ||
| Group related objects | 33 | ||
| Learning aim A: assessment practice | 34 | ||
| How you will be assessed | 34 | ||
| Project methodologies | 36 | ||
| Waterfall methodology | 36 | ||
| Iterative methodology | 37 | ||
| Co-ordinating project tasks | 38 | ||
| Gantt charts | 38 | ||
| PERT charts | 38 | ||
| Critical path diagrams | 39 | ||
| Basic project planning tools | 40 | ||
| Task lists | 41 | ||
| Graphical descriptions | 41 | ||
| Written descriptions | 41 | ||
| Mood boards | 41 | ||
| Planning the project basics | 42 | ||
| Aims and objectives | 42 | ||
| Audience | 43 | ||
| Purpose | 43 | ||
| Defining the project requirements | 44 | ||
| User requirements | 44 | ||
| Output requirements | 44 | ||
| Input requirements | 45 | ||
| User accessibility requirements | 45 | ||
| Project constraints and risks | 46 | ||
| Constraints | 46 | ||
| Potential risks and contingency planning | 47 | ||
| Planning project timescales | 48 | ||
| Overall timescales | 48 | ||
| When tasks will be completed | 48 | ||
| Key milestones | 48 | ||
| Resources | 49 | ||
| What is a design specification? | 50 | ||
| What requirements does a design specification need to meet? | 50 | ||
| What should the design specification allow for? | 50 | ||
| Creating sketches and storyboards | 52 | ||
| Sketches | 52 | ||
| Storyboards | 52 | ||
| Defining the hardware, software and testing strategy | 54 | ||
| Software requirements | 54 | ||
| Hardware requirements | 54 | ||
| Test strategy | 54 | ||
| Learning aim B: assessment practice | 56 | ||
| How you will be assessed | 56 | ||
| Developing a functional user interface | 58 | ||
| What is a system? | 58 | ||
| Showing the outputs | 58 | ||
| Showing the inputs | 58 | ||
| Showing the navigation methods | 59 | ||
| Showing the key aspects of a user interface | 60 | ||
| Show awareness of intended device | 60 | ||
| Show how the project requirements have been met | 60 | ||
| Show the overall look | 61 | ||
| Show the overall feel | 61 | ||
| Show the ease of use | 61 | ||
| Refining the user interface | 62 | ||
| Refining your user interface | 62 | ||
| Documenting the changes | 63 | ||
| Reviewing the user interface | 64 | ||
| Reviewing the user interface checklists | 64 | ||
| What areas could be developed further? | 65 | ||
| Component 2: Collecting, Presenting and Interpreting Data | 70 | ||
| Data and information | 72 | ||
| What is data? | 72 | ||
| What is information? | 72 | ||
| Giving structure and meaning to data | 73 | ||
| How to present information | 74 | ||
| Text | 74 | ||
| Numbers | 74 | ||
| Tables | 74 | ||
| Graphs and charts | 75 | ||
| Infographics | 75 | ||
| Making data suitable for processing | 76 | ||
| Validation methods | 76 | ||
| Verification methods | 77 | ||
| Collecting data | 78 | ||
| Data collection and data collection features | 78 | ||
| Big data | 79 | ||
| Why quality is important | 80 | ||
| The quality of information | 80 | ||
| Who uses data modelling? | 82 | ||
| Sectors and uses | 82 | ||
| Data security for individuals | 84 | ||
| Invasion of privacy | 84 | ||
| Fraud | 85 | ||
| Targeting vulnerable groups | 85 | ||
| Inaccurate information | 85 | ||
| Learning aim A: assessment practice | 86 | ||
| How you will be assessed | 86 | ||
| What is a dashboard? | 88 | ||
| Dashboards | 88 | ||
| Importing data | 90 | ||
| Importing data from other fi les | 90 | ||
| Importing data from the internet | 91 | ||
| Text to columns | 91 | ||
| Data sources | 91 | ||
| Spreadsheet formulae | 92 | ||
| Structure and format of a spreadsheet | 92 | ||
| Common formulae | 92 | ||
| Creating a formula | 93 | ||
| Operator precedence | 93 | ||
| Cell referencing | 94 | ||
| Relative addressing | 94 | ||
| Named ranges | 95 | ||
| Decision-making functions | 96 | ||
| The IF function | 96 | ||
| The SUMIF function | 97 | ||
| Lookup functions | 98 | ||
| The VLOOKUP function | 98 | ||
| Count functions | 100 | ||
| The COUNT function | 100 | ||
| The COUNTIF function | 100 | ||
| The COUNTBLANK function | 101 | ||
| Component 3: Effective Digital Working Practices | 138 | ||
| Communication technologies | 140 | ||
| Ad hoc networks | 140 | ||
| Security issues with open networks | 141 | ||
| Performance issues with ad hoc networks | 141 | ||
| Issues affecting network availability | 141 | ||
| Cloud storage | 142 | ||
| What is cloud storage? | 142 | ||
| Cloud computing | 144 | ||
| Using online applications | 144 | ||
| Selection of platforms and services | 146 | ||
| Platform selection | 146 | ||
| Number and complexity of features | 147 | ||
| Using cloud and traditional systems together | 148 | ||
| Synchronising content over devices | 148 | ||
| Choosing cloud technologies | 150 | ||
| Disaster recovery policies | 150 | ||
| The impact of cloud technologies on data security | 150 | ||
| Compatibility issues | 151 | ||
| Maintenance, set up and performance considerations | 152 | ||
| How cloud storage solutions are maintained | 152 | ||
| Setting up cloud service/storage | 152 | ||
| Performance considerations | 153 | ||
| Collaborative technologies | 154 | ||
| The benefits of collaborative technologies | 154 | ||
| Using modern technology when managing teams: communication and collaboration | 156 | ||
| Tools for collaboration | 156 | ||
| Communicating as a team | 156 | ||
| Using modern technology when managing teams: scheduling and planning | 158 | ||
| Scheduling and planning | 158 | ||
| Using scheduling and planning software to manage teams | 159 | ||
| Communication with stakeholders | 160 | ||
| Technologies for communication | 160 | ||
| Accessibility and inclusivity | 162 | ||
| Interface design | 162 | ||
| Interface layout | 162 | ||
| Accessibility features | 162 | ||
| Inclusivity | 163 | ||
| How modern technologies impact on an organisation | 164 | ||
| Infrastructure | 164 | ||
| Security of distributed/dispersed data | 164 | ||
| 24/7 access | 165 | ||
| How technologies impact the way organisations operate | 166 | ||
| Impact of technology on collaboration | 166 | ||
| Technology and inclusivity | 166 | ||
| Technology and accessibility | 167 | ||
| Technology and remote working | 167 | ||
| How technology impacts individuals | 168 | ||
| How technology impacts an individual’s wellbeing | 168 | ||
| Working flexibly and choosing your working style | 169 | ||
| A: assessment practice | 170 | ||
| How you will be assessed | 170 | ||
| Why systems are attacked | 172 | ||
| Reasons why systems are attacked | 172 | ||
| External threats to digital systems and data security | 174 | ||
| Unauthorised access/hacking | 174 | ||
| Phishing | 174 | ||
| Pharming | 175 | ||
| Man-in-the-middle attacks | 175 | ||
| Internal threats to digital systems and data security | 176 | ||
| Internal threats | 176 | ||
| Impact of security breach | 177 | ||
| User access restriction | 178 | ||
| Physical security measures | 178 | ||
| Passwords | 178 | ||
| Using correct settings and levels of permitted access | 179 | ||
| Biometrics | 179 | ||
| Two-factor authentication | 179 | ||
| Data level protection: firewalls and anti-virus software | 180 | ||
| Firewalls | 180 | ||
| Software/interface design | 180 | ||
| Anti-virus software | 181 | ||
| Data level protection: device hardening and encryption | 182 | ||
| Device hardening | 182 | ||
| Procedures for backing up and recovering data | 182 | ||
| Finding weaknesses and improving system security | 184 | ||
| Ethical hacking | 184 | ||
| Penetration testing | 184 | ||
| Security policies | 186 | ||
| Who takes responsibility for what? | 186 | ||
| How to plan for disaster recovery | 187 | ||
| Defining security parameters: passwords | 188 | ||
| Password policy | 188 | ||
| Defining security parameters: policies | 190 | ||
| Why is there an acceptable software policy? | 190 | ||
| How an acceptable software policy is enforced | 191 | ||
| Use of unapproved software | 191 | ||
| Actions to take after an attack | 192 | ||
| Actions performed after an attack | 192 | ||
| Investigation | 192 | ||
| Response | 193 | ||
| How is the response to the attack managed? | 193 | ||
| How does an organisation recover? | 193 | ||
| What needs to be analysed? | 193 | ||
| B: assessment practice | 194 | ||
| How you will be assessed | 194 | ||
| Sharing data | 196 | ||
| Accessing shared data | 196 | ||
| Transactional data | 196 | ||
| Data exchange between services | 196 | ||
| Using shared data | 197 | ||
| Using shared data responsibly | 197 | ||
| The impact of technology on the environment | 198 | ||
| Making, using and disposing | 198 | ||
| Upgrading and replacing | 199 | ||
| Usage and settings | 199 | ||
| Equal access to information and services | 200 | ||
| Benefits to individuals | 200 | ||
| Benefits to organisations | 200 | ||
| Benefits to society | 201 | ||
| Legal requirements and professional guidelines | 202 | ||
| The legal requirements | 202 | ||
| Professional guidelines/accepted standards | 203 | ||
| Net neutrality | 204 | ||
| What is net neutrality? | 204 | ||
| The UK | 204 | ||
| Acceptable use policies | 206 | ||
| Acceptable use policy | 206 | ||
| Use of social media for business purposes | 207 | ||
| Impact of digital systems on professional life | 207 | ||
| Data protection principles | 208 | ||
| Data and the use of the internet | 210 | ||
| Right to be forgotten | 210 | ||
| Appropriate and legal use of cookies and other transactional data | 210 | ||
| Cookies | 210 | ||
| Intellectual property | 212 | ||
| Why intellectual property is important | 212 | ||
| How to protect intellectual property | 212 | ||
| Plagiarism | 213 | ||
| Using other people’s intellectual property | 213 | ||
| The criminal use of computer systems | 214 | ||
| How criminals use computer systems | 214 | ||
| How malware can be spread | 214 | ||
| C: assessment practice | 216 | ||
| How you will be assessed | 216 | ||
| Forms of notation | 218 | ||
| Which is better – text or diagrams? | 218 | ||
| Developing systems | 219 | ||
| Interpreting data flow diagrams | 220 | ||
| Interpreting flow charts | 222 | ||
| Interpreting system diagrams | 224 | ||
| Tables and written information | 226 | ||
| Tables | 226 | ||
| Written information | 227 | ||
| Creating data flow diagrams | 228 | ||
| Creating flow charts | 230 | ||
| D: assessment practice | 232 | ||
| How you will be assessed | 232 | ||
| Glossary | 234 | ||
| Index | 238 | ||
| Back Cover | Back Cover |