19 Tex. Admin. Code § 127.690 - [Effective 8/1/2025] Foundations of User Experience (One Credit), Adopted 2025
(a) Implementation.
(1) The provisions of this section shall be
implemented by school districts beginning with the 2025-2026 school
year.
(2) School districts shall
implement the employability skills student expectations listed in §
127.15(d)(1) of
this chapter (relating to Career and Technical Education Employability Skills,
Adopted 2025) as an integral part of this course.
(b) General requirements. This course is
recommended for students in Grades 9-12. Students shall be awarded one credit
for successful completion of this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Information Technology (IT) Career
Cluster focuses on building linkages in IT occupations for entry level,
technical, and professional careers related to the design, development,
support, and management of hardware, software, multimedia, and systems
integration services. This career cluster includes occupations ranging from
software developer and programmer to cybersecurity specialist and network
analyst.
(3) In Foundations of User
Experience (UX), students analyze and assess current trends in a career field
that creates meaningful, approachable, and compelling experiences for users of
an array of products, services, and/or initiatives of companies, governments,
and organizations. Students gain knowledge of introductory observation and
research skills, basic design thinking and applied empathy methodologies,
collaborative problem-solving and ideation, and interaction design and solution
development. The knowledge and skills acquired from this course enable students
to identify real-world problems through research and data-driven investigation
and to design solutions while participating in collaborative problem solving.
Students are introduced to agile practices and methodologies to develop skills
to take solutions from conceptual sketch to digital designs using professional
software tools. Students explore how to improve the quality of user
interactions and perceptions of products, experiences, and any related
services.
(4) Students are
encouraged to participate in extended learning experiences such as career and
technical student organizations and other organizations that foster leadership
and career development in the profession such as student chapters of related
professional associations.
(5)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(d) Knowledge and skills.
(1) The student applies professional
communications strategies. The student is expected to:
(A) revise presentations for audience,
purpose, situation, and intent;
(B)
interpret and clearly communicate information, data, and
observations;
(C) apply active
listening skills to obtain and clarify information;
(D) identify multiple viewpoints of potential
diverse users; and
(E) define and
exhibit public relations skills that are used by UX designers.
(2) The student describes the
field of UX and common elements in user-centered design. The student is
expected to:
(A) analyze the current trends
and challenges of the UX field;
(B)
analyze and describe the diversity of roles and career opportunities across the
UX field;
(C) define terminology
associated with UX, including user, user experience, human-centered design,
design thinking, persona, user journey, empathy map, mind maps, roadmaps,
wireframes, prototypes, and portfolios;
(D) identify and explain the differences
between relevant, friendly, and useful experience design;
(E) identify and explain the connection
between psychology and behavior with regard to usability;
(F) explain the components of the design
thinking methodology for ideation, iteration, co-creation, development, and
execution; and
(G) explain how UX
design affects everyday lives.
(3) The student discusses and applies the
legal and ethical practices that UX designers follow when working with
technology, designs, and clients. The student is expected to:
(A) identify and explain ethical use of
technology;
(B) explain
intellectual property laws, including copyright, trademarks, and patents, and
consequences of violating each type of law;
(C) identify violations of intellectual
property laws;
(D) explain the
consequences of plagiarism; and
(E)
demonstrate ethical use of online resources, including using proper citations
and avoiding plagiarism.
(4) The student identifies and demonstrates
introductory observation and research methods. The student is expected to:
(A) describe the difference between
qualitative and quantitative data;
(B) conduct user interviews to gather
insights into what users think about a site, an application, a product, or a
process;
(C) organize ideas and
user data using software tools;
(D)
analyze and draw conclusions from qualitative user data collection;
(E) observe and document how users perform
tasks through task analysis observations;
(F) define affinity and explain the benefits
of affinity and customer journey maps;
(G) use data summaries from user interviews
to create personas; and
(H) create
a report or presentation, including user interview and observation data
summaries, data analysis, and additional findings, for a target
audience.
(5) The
student applies an understanding of psychological principles used in
user-centered design. The student is expected to:
(A) identify and define design
principles;
(B) describe how
visceral reactions inform the creation of a positive user experience;
(C) select colors to influence human
behavior, the human mind, and reactions toward an intended outcome;
(D) explain recognition and scanning patterns
and their importance in user-centered design;
(E) define Hick's Law and Weber's Law and
explain their impact on UX design decisions;
(F) describe sensory adaptation phenomenon
and perceptual set; and
(G) explain
the stages of human information processing, including sensing, perceiving,
decision-making, and acting.
(6) The student creates effective,
accessible, usable, and meaningful solutions for the end user by using UX
design principles. The student is expected to:
(A) identify end-user problems and needs in
real-world environments;
(B)
identify principles of accessibility such as perceivable, operable,
understandable, and robust (POUR);
(C) identify and discuss the differences and
connections between UX Design, Visual Design, and User Interaction in regard to
usability;
(D) communicate
potential solutions and ideas with a storytelling approach;
(E) sketch and refine designs within
wire-framing and prototypes; and
(F) implement iterations for a design
solution using structured testing protocols.
(7) The student collaborates with others to
apply UX project management methods. The student is expected to:
(A) identify the relationship between UX
research and design-thinking methods; and
(B) explain three different stages and roles
of UX project management methods such as agile methods.
(8) The student applies UX design practices
and uses technology to create digital assets. The student is expected to:
(A) use design elements such as typeface,
color, shape, texture, space, and form to create a visual narrative;
(B) implement design principles such as
unity, harmony, balance, scale, novelty, hierarchy, alignment, and contrast to
create visual narratives;
(C)
identify and explain common elements of Hyper Text Markup Language (HTML) such
as tags, style sheets, and hyperlinks;
(D) apply UX design techniques in order to:
(i) create effective user interfaces for
browser-based, native, and hybrid mobile applications;
(ii) demonstrate proper use of vector and
raster-based design software;
(iii)
explain the difference between back-end and front-end development in UX;
and
(iv) create a web page
containing links, graphics, and text using appropriate design
principles;
(E)
demonstrate basic sketching skills;
(F) create wireframes using design
software;
(G) explain how design
fidelity, from sketch to wireframe to prototype to visuals, aligns with and
supports agile methodology; and
(H)
produce digital assets.
Notes
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