Thursday, December 19, 2013
Tuesday, December 17, 2013
The Emotional Connection of Design and Toys.
What makes us fall in love with a toy?
By Peter Wachtel / Gifts and December, June 22, 2010
Quotation by David Ogilvy:
"On hunches, follow them, like the ancient navigators followed the stars. The voyage
maybe lonely, but the stars will take you where you want to go."
What is being said is a very powerful idea - that the joy of designing a toy may be as simple as mixing a few things we love and combining it with things we want and need in our lives. What a great idea and how lovely to put it that way. I love the idea that it's about familiarity and colors and patterns and things we know from our past that generate positive emotions.
Here is another great quote:
"How can you turn people on to discover new ideas? Take the invisible and make it visible."
The article talks about how when you design the elements that people love, that when these elements are designed in such a way it resonates with them and they feel they already know it and are drawn to it. It's about favorite colors and simple shapes and feeling comfortable - the toy is intended to be something that you can make your own. The trick is "to make something that's fun, good-looking and memorable." Just thinking about all this is very silly and creative and I like the idea of stopping to think about things like this in this way which is like - fun!
Here is another really great quote worth remembering by Ralph Waldo Emerson:
"When you are sincerely pleased, you are nourished."
So since toys are a way of discovering who we really are who we want to be, it does make sense that they reinforce the basic needs and growing patterns like when we were kids that helped our imaginations and learning processes. I remember Barbie when I was growing up and I remember Hot Wheels for my brother when he was growing up and it's true they are very familiar and I have strong associations with these toys. It's amazing how toys can make such a mark on a persons life for such a long time. I think it's all about thinking in a simple way and in a loving way and making something new in a creative and happy tone toward the joy of life.
What makes us fall in love with a toy?
By Peter Wachtel / Gifts and December, June 22, 2010
Quotation by David Ogilvy:
"On hunches, follow them, like the ancient navigators followed the stars. The voyage
maybe lonely, but the stars will take you where you want to go."
What is being said is a very powerful idea - that the joy of designing a toy may be as simple as mixing a few things we love and combining it with things we want and need in our lives. What a great idea and how lovely to put it that way. I love the idea that it's about familiarity and colors and patterns and things we know from our past that generate positive emotions.
Here is another great quote:
"How can you turn people on to discover new ideas? Take the invisible and make it visible."
The article talks about how when you design the elements that people love, that when these elements are designed in such a way it resonates with them and they feel they already know it and are drawn to it. It's about favorite colors and simple shapes and feeling comfortable - the toy is intended to be something that you can make your own. The trick is "to make something that's fun, good-looking and memorable." Just thinking about all this is very silly and creative and I like the idea of stopping to think about things like this in this way which is like - fun!
Here is another really great quote worth remembering by Ralph Waldo Emerson:
"When you are sincerely pleased, you are nourished."
So since toys are a way of discovering who we really are who we want to be, it does make sense that they reinforce the basic needs and growing patterns like when we were kids that helped our imaginations and learning processes. I remember Barbie when I was growing up and I remember Hot Wheels for my brother when he was growing up and it's true they are very familiar and I have strong associations with these toys. It's amazing how toys can make such a mark on a persons life for such a long time. I think it's all about thinking in a simple way and in a loving way and making something new in a creative and happy tone toward the joy of life.
Designing Blended Learning Space to the Student Experience
By Andrew J. Milne / Tidebreak Inc. (Article found on www.Educause.edu)
December 17, 2013: My notes on reading of the above named article.
This article outlines the ways in which media savvy students who have established a baseline in multimedia skills could contribute to "needs finding activities that are important to understanding the student experience at any particular campus for use in designing more effective blended learning environments.
Trends which are worthy for consideration are the following:
• Classrooms are not the only form of learning space.
• Social interaction is a growing part of learning.
• Technology is natural. Consider the digital immigrant versus the digital native.
• Internet resources can bypass peer review.
• Learning can occur out of sequence. (My favorite!)
Students construct content rather than just consuming it.
The article talks about how publishing can now bypass ways of vetting invalidating information. It also says that it becomes increasingly important for students interact with one another and with faculty to analyze and critique online resources. I find this to be especially important particularly if raising the bar in education toward greater scholarship is a priority.
One of my favorite things about this list of considerations is that learning can occur out of sequence. I'm interested in how taking information out of deliberate sequential manner allows for other opportunities to create overlapping discussion threads and parallel activities that span different types of media devices and communities. What also excites me is how there are natural extensions to these ideas that lead to thoughts of online community exchange of information. Raising the bar on scholarship standards in almost any area of academic study is really dependent on communities of practice and these ideas support that goal.
Online modern learning space design seeks to provide freedom of access and interaction with peers that is comfortable flexible and permits interaction and collaboration. That's where it's all going.
The article states that learning technology includes a wide range of devices, software products, and user experiences. The differences are important.
Learning technologies fall into six categories:
A.Virtual technologies:
1.Online presence.
2.Online resources.
B. Installed appliances:
3.Media presentation systems.
4.Remote interaction systems.
5.Room-scale peripherals.
C. Mobile devices:
6.Personal information and communication devices.
I love this quote page 2:
Ubiquitous computing embeds technology within the fabric of the physical environment creating opportunities for nontraditional human-computer interfaces. What's fascinating to me is the point that physical context shapes the Interface to virtual spaces; The experience of using virtual spaces changes depending on the nature of the physical space from which one or more people access it.The reason this is so interesting to me is because I like the idea of designing tours that engage visitors and every space is individual and unique.
On page 3 it talks about "creative opportunities why at the interface between virtual and physical worlds." This is totally exciting to me because in my interest in developing online critiques for painting and fine Art this is what it's really all about again.It makes a great deal of sense that institutions are going to need to deploy new approaches that require iterative design and prototyping methods that move toward developing and building more effective learnings spaces. Examining the ways in which building construction or renovation is executed is important because building design standards have not changed in the last 20 years. These particular ideas give me better insight as to why New York University has established the NYU-POLY magnet program in the physical ways that it exists on the eighth floor at the Metro Center in Brooklyn.
It is interesting to see how facilities development is so estranged from the ideas and approaches pedagogically speaking that concern what available technologies are installed and exist over time in physical environment for education. P.4
Another important idea is if an "institution successfully leverage the power of [students' own] computing devices [then] these devices in conjunction with installed technology systems, financial resources used to support traditional computer labs could be weak purpose to create new forms of informal learning spaces. p.4"
This is exciting because that's where the real opportunity is to design unique learning spaces that are based on the premise of the students originating their own participation in ways that are comfortable to them.
I totally love this idea: "In today's world the character of our workspaces is defined by the nature of dynamic digital content with which we interact in the spaces. The character of space is defined by a total experience;... Learning space design processes have not yet caught up with the implications of these new technologies." p.5
This inspires me because I think of technology (The projection of presentations for example) in many ways like a waterfall. It's streaming right? If you think about how I waterfall can be integrated into the architecture of a space then why can't technology be considered in the same kind of ways -at least conceptually?
All the complexities of a facility in the effort it takes to design learning spaces effectively lead me to think about how situated learning using mobile devices and virtual systems really seems the list most of these problems out of the context of physical obstacles that do exist. Of course there are real needs to integrate virtual with physical hence blended learning is a necessity.
Was really fascinating is to consider how a technology consultant can play a critical role in space design by interpreting the institution's needs specifying systems that will address them. What's surprising is that the usual pallet of A/V products is limited to emphasizing presentation which reinforces a lecture paradigm rather rather than enabling students interact directly with digital content an ad hoc manner. p.5
How exciting it is to read about ideas that say "learning space technology systems will consist of integrated software modules that run on component hardware devices..." I envision these modules and the potential power they have to be presented in and out of sequence of their overall content structures. It's great to see the ideas of infrastructure supporting my ideas of content design. These consultants look like they have a really great line of work and it's curious to me that I could imagine doing that professionally.
Here's an important quote:
Ultimately, learning space technology systems will consist of integrated software modules that run on an array of component hardware devices, in contrast to today's systems of highly specialized devices and customize cabling. I knew class of technology design services will be needed, delivered by consultants who are well-versed in "user experience" design and observant of Evolving student workpatterns. As learning space systems evolve toward all-digital interactive media tools, these consultants and the academic constituencies they serve will co-develop opportunities for new forms of interactive learning experience. p.5
This is a prescription for how to consider designing the curriculum for interactive experiences with regards to communities of practice and new environments for learning that integrates such approaches.
This article is one the most important articles I think I have read about blended learning and ways to integrate technology into academic institutions. It is additionally worth quoting the following:
Current design practices will need to change to meet student expectations and support evolving pedagogical approaches with the onward advancing technology materials and architectural concepts, academic institutions I hope to successfully leverage their facilities and technology assets will involve their approach to learning space design. They will drop flexible prototyping methodologies, take steps to modernize funding approaches, and embrace student – centered participatory design Practices in the same way that they have students-centered learning pedagogies. p.7
By Andrew J. Milne / Tidebreak Inc. (Article found on www.Educause.edu)
December 17, 2013: My notes on reading of the above named article.
This article outlines the ways in which media savvy students who have established a baseline in multimedia skills could contribute to "needs finding activities that are important to understanding the student experience at any particular campus for use in designing more effective blended learning environments.
Trends which are worthy for consideration are the following:
• Classrooms are not the only form of learning space.
• Social interaction is a growing part of learning.
• Technology is natural. Consider the digital immigrant versus the digital native.
• Internet resources can bypass peer review.
• Learning can occur out of sequence. (My favorite!)
Students construct content rather than just consuming it.
The article talks about how publishing can now bypass ways of vetting invalidating information. It also says that it becomes increasingly important for students interact with one another and with faculty to analyze and critique online resources. I find this to be especially important particularly if raising the bar in education toward greater scholarship is a priority.
One of my favorite things about this list of considerations is that learning can occur out of sequence. I'm interested in how taking information out of deliberate sequential manner allows for other opportunities to create overlapping discussion threads and parallel activities that span different types of media devices and communities. What also excites me is how there are natural extensions to these ideas that lead to thoughts of online community exchange of information. Raising the bar on scholarship standards in almost any area of academic study is really dependent on communities of practice and these ideas support that goal.
Online modern learning space design seeks to provide freedom of access and interaction with peers that is comfortable flexible and permits interaction and collaboration. That's where it's all going.
The article states that learning technology includes a wide range of devices, software products, and user experiences. The differences are important.
Learning technologies fall into six categories:
A.Virtual technologies:
1.Online presence.
2.Online resources.
B. Installed appliances:
3.Media presentation systems.
4.Remote interaction systems.
5.Room-scale peripherals.
C. Mobile devices:
6.Personal information and communication devices.
I love this quote page 2:
Ubiquitous computing embeds technology within the fabric of the physical environment creating opportunities for nontraditional human-computer interfaces. What's fascinating to me is the point that physical context shapes the Interface to virtual spaces; The experience of using virtual spaces changes depending on the nature of the physical space from which one or more people access it.The reason this is so interesting to me is because I like the idea of designing tours that engage visitors and every space is individual and unique.
On page 3 it talks about "creative opportunities why at the interface between virtual and physical worlds." This is totally exciting to me because in my interest in developing online critiques for painting and fine Art this is what it's really all about again.It makes a great deal of sense that institutions are going to need to deploy new approaches that require iterative design and prototyping methods that move toward developing and building more effective learnings spaces. Examining the ways in which building construction or renovation is executed is important because building design standards have not changed in the last 20 years. These particular ideas give me better insight as to why New York University has established the NYU-POLY magnet program in the physical ways that it exists on the eighth floor at the Metro Center in Brooklyn.
It is interesting to see how facilities development is so estranged from the ideas and approaches pedagogically speaking that concern what available technologies are installed and exist over time in physical environment for education. P.4
Another important idea is if an "institution successfully leverage the power of [students' own] computing devices [then] these devices in conjunction with installed technology systems, financial resources used to support traditional computer labs could be weak purpose to create new forms of informal learning spaces. p.4"
This is exciting because that's where the real opportunity is to design unique learning spaces that are based on the premise of the students originating their own participation in ways that are comfortable to them.
I totally love this idea: "In today's world the character of our workspaces is defined by the nature of dynamic digital content with which we interact in the spaces. The character of space is defined by a total experience;... Learning space design processes have not yet caught up with the implications of these new technologies." p.5
This inspires me because I think of technology (The projection of presentations for example) in many ways like a waterfall. It's streaming right? If you think about how I waterfall can be integrated into the architecture of a space then why can't technology be considered in the same kind of ways -at least conceptually?
All the complexities of a facility in the effort it takes to design learning spaces effectively lead me to think about how situated learning using mobile devices and virtual systems really seems the list most of these problems out of the context of physical obstacles that do exist. Of course there are real needs to integrate virtual with physical hence blended learning is a necessity.
Was really fascinating is to consider how a technology consultant can play a critical role in space design by interpreting the institution's needs specifying systems that will address them. What's surprising is that the usual pallet of A/V products is limited to emphasizing presentation which reinforces a lecture paradigm rather rather than enabling students interact directly with digital content an ad hoc manner. p.5
How exciting it is to read about ideas that say "learning space technology systems will consist of integrated software modules that run on component hardware devices..." I envision these modules and the potential power they have to be presented in and out of sequence of their overall content structures. It's great to see the ideas of infrastructure supporting my ideas of content design. These consultants look like they have a really great line of work and it's curious to me that I could imagine doing that professionally.
Here's an important quote:
Ultimately, learning space technology systems will consist of integrated software modules that run on an array of component hardware devices, in contrast to today's systems of highly specialized devices and customize cabling. I knew class of technology design services will be needed, delivered by consultants who are well-versed in "user experience" design and observant of Evolving student workpatterns. As learning space systems evolve toward all-digital interactive media tools, these consultants and the academic constituencies they serve will co-develop opportunities for new forms of interactive learning experience. p.5
This is a prescription for how to consider designing the curriculum for interactive experiences with regards to communities of practice and new environments for learning that integrates such approaches.
This article is one the most important articles I think I have read about blended learning and ways to integrate technology into academic institutions. It is additionally worth quoting the following:
Current design practices will need to change to meet student expectations and support evolving pedagogical approaches with the onward advancing technology materials and architectural concepts, academic institutions I hope to successfully leverage their facilities and technology assets will involve their approach to learning space design. They will drop flexible prototyping methodologies, take steps to modernize funding approaches, and embrace student – centered participatory design Practices in the same way that they have students-centered learning pedagogies. p.7
Wednesday, November 13, 2013
Thursday, October 24, 2013
Monday, October 7, 2013
Article Review: Interactive Experiences - Event Design Magazine / October 2008
This article is about designing interactive experiences for people
who go to events and who expect to be part of the action. No longer in our
culture today of the 21st century is it desirable just to witness
what's going on. Playing an active role is very important and should be given
full consideration to the design of any exhibit. The design firm Xpletive is the focus of the exposé and their
explicit goal is to use media that inspires visitors to want to learn more in
public spaces.
The major trend in interactive experiences in 2008 was described
as "complete immersion" which is intended to encompass and transport
the visitor into another dimension. What is key to this kind of event design is
the skillful integration of three elements - media, interactive mechanism and
an environment - that together represent how the field of interaction design is
advancing.
Just like in filmmaking the essential element of "the
suspension of disbelief" is vital and only possible when the experience is
visually and emotionally all encompassing. For many visitors this was then the
cutting edge and was already commonly found in gaming environments. Clearly
this model is the best way to instantly engage and challenge a participant.
Xpletive demonstrates to the reader how its implementation strategy is more
cost-effective to develop these environments based on existing games and
applications rather then inventing them from scratch because this can save
between $50-$500,000 to the budget of the implementation, depending on the
application.
Interfaces are described as evolving and getting very exciting and
cool. Infrared technology is used to create hands-free interfaces - for example
utilizing gloves to enable users to reach into virtual worlds. Technology is accelerating
fast enough that the article states that it is not unreasonable to speculate
about controlling interactions to some extent with our thoughts soon.
Newly designed interactive environments can be made to be highly
immersive simply by using a small but sophisticated combination of multimedia
elements. For example, with the use of well positioned monitors, night vision
viewing equipment, flat-screen technologies and sense-surround audio it is
possible to simulate real or construct new extraordinary environmental
experiences. There can be global environmental stimuli as well as local and
individually produced hand-held equipment that can personalize an experience
separate from a group. The discussion about handheld devices goes beyond the
usual expectations visitors may have into ideas about extending the museum
experience outside the building that seems to be a precursor to ideas about
what mobile phones can produce today for museum visitors. Implementation of all
ideas point to a very important set of concerns and design ideas that pertain
to the length of stay, places of interest, and the frequency of return to event
or museum experiences.
In terms of design process it is clear that the role of an
interactive designer is being highlighted so that their specialized know-how
can be considered to be a primary role in the design of an event exhibition space.
The idea here is to emphasize the role of an interactive designer as evolving
and very important to exhibition planning. With this in mind it is clear that
advances in technology are making it possible to combine new and exciting elements
and ways that have never been assembled in such a way before, making
interaction design professionals key players in event / environmental design
collaborations and projects.
Article Review: “Representation, Meaning and Language”
The concept of representation holds an important
role in the study of modern culture. It's important to examine what this
concept means with regard to culture itself and how it transmits ideas and
meaning through its artifacts and interactions. It is therefore very important
to also understand that the concept of representation is fundamental to comprehending
exactly how meaning is produced and exchanged between people within their own
culture.
The article discusses how it is important to
draw distinctions between three different accounts or theories when examining
the nature of representation. These theories are reflective, intentional and
constructionist approaches to representation. It is the constructionist
approach that has the most pertinent and relevant application to our modern
culture today and is the primary focus of this discussion. The definition of
representation includes words like describe or depict but also phrases such as
"symbolize" and "stands for" as part of its definition as
well. As best described in the article "representation is the production
of the meaning of the concepts in our minds through language. It is the link
between concepts and language which enables us to refer to either the real
world of objects or to imaginary worlds of fictional objects, people and events
(p.17)." There are therefore two kinds of representation - mental
representations and systems of representation. How people construct meaning
depends on the concepts and images they carry in their thoughts that represent
the world both inside and outside of their minds.
A system of representation is dependent upon
principles of similarity and difference to establish relationships that
correlate concepts or distinguish them from each other. It's the relationships
between ideas and thoughts that then become arranged into different sub-systems
of classifications. Referencing these representations is what permits a person
to identify and construct relationships and then assign meaning to their world.
Within a culture people share much of the same conceptual maps about general
experiences so that many of the same experiences make sense between individuals
within the masses. However beyond any one individual culture the idea of
representations change from one to the next based on unique versions of that
culture's conceptual mapping system. Any conceptual map must then be translated
into the cultures language and is made up of words, sounds and images. Each of these
elements conveys meaning in its role as a sign. Signs are organized into
languages communicated via written, spoken or visual mediums.
Conceptual maps permit a culture to give meaning
to the world by establishing equivalences between people, objects, events,
abstract ideas, etc. Because of these conceptual agreements it is possible and
necessary to construct relationships between a conceptual map and a set of
signs present to better understand culture and its messages. Again, as best as
stated by the article "one way of thinking about culture then is in terms
of shared conceptual maps, shared language systems and the codes which govern
the relationships of translation between them (p.29)."
From a constructionist point of view the
production of “cultural meanings” is made through language with regards to
representation of signs organized into languages of different times and places.
Languages are constructed with signs that symbolize, stand for and reference
objects, people and events in both the real and imaginary world. And it is
language that allows the person to experience and assemble meaning rather then simply
absorbing something as though it were shown in the mirror.
In 1857 the Swiss linguist Saussure analyzed the
concept of a "sign", breaking it into a combination of elements.
First there is the form and then the idea or concept in your head with which
the form is associated. The first element is the signifier and the
second element is the signified or concept triggered in one's mind.
Critical to understand while keeping this definition in mind is that "the
sign is totally subject to history and the combination of the particular moment
of a given signifier and signified is a contingent result of the historical
process (p.32)." For that reason the importance of recognizing that signs
are the drivers of cultural meaning underscores that they are never fixed and
are always subject to change from one cultural context and from one time to
another. So it is quite logical to appreciate that representations are in this
way subject to constant production of new meanings and new interpretations.
These are very interesting ways of identifying how to understand the very
nature of “cultural meanings” as they represent civilization as a whole through
the ages.
Reflection from Class 1 - What I'm hoping for in this course...
The most important thing to me is being able to teach
someone something while telling a story that people want to hear and want to
know. I'm so excited to now learn about how to engage in building interactions
that deliver meaningful experiences. What I want is to utilize strategies that
help to build an interactive experience from a place of integrity especially.
Talking, sharing and telling stories is the meat and potatoes of interaction
and that's where I get the most pleasure in discussing life. What I really love
is considering what the audience is about. What makes them tick? What are they afraid
of? What makes them comfortable? And to do these investigations using
cognitive, cultural and language inquiry approaches is really great from a new
standpoint of design that I have never done before. I'm a graphic designer. I
come from the pre-interactive generation. So discovering what the hook is and
what the invitation is and combining it with what makes someone want to learn
something and then to do something is new and really cool for me. I certainly
believe wholeheartedly that mobile technology has changed society in an
enormous paradigm shifting way.
Tuesday, October 1, 2013
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