aiga_loop_baseball - LOOP: AIGA Journal of Interaction...

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The Baseball Project Introduction The Baseball Project Making Meaning Representing Interaction Read responses Respond to this article Faculty: Hugh Dubberly The examples shown are from the Institute of Design, IIT, in Chicago. Dubberly has also taught the exercises at Art Center College of Design in School: College-level seniors and first year masters-level graduates. Students have had introductory and intermediate 2-D design and typography courses, as well as familiarity with design systems and processes—though the course offers ample opportunity to elaborate on those subjects. No specific computer skills are prerequisites. Students: ugh Dubberly describes this series of work as a step-by-step approach to introducing information architecture. More than a sequence of related assignments, this is a significant plan for an entire course where students come to understand a body of content in preparation for designing interactive systems. The work reflects on a whole range of information design problems; yet it is focused on the structure, or architecture, of information rather than the methods of diagramming. It also touches on aspects of interaction design, or user experience design, but that is not its primary focus. Dubberly emphasizes that students can successfully complete all these assignments using conventional tools such as pencil and paper. Skills in computer technology applications can be helpful in the class—not for improving the quality of design per se, but for increasing the number of options considered, and for speeding the process of creating a high level of finish. Having his students focus on the understanding of a body of content, Dubberly postpones consideration of delivery by computer (and of interaction) until the final steps of realization. He identifies three components of understanding and uses these as distinct sections for the coursework: Gathering data, 1) Structuring and representing the data in multiple ways 2) Synthesizing the data, structures and representations. 3) Through this process students come to own the content and create for themselves a set of content assets: texts, photos, illustrations and diagrams. They learn to look at the content from different points of view and begin to understand how methods of structuring and representing information affect content and influence perception. Dubberly has chosen the game of baseball and how to play it as the content. Specifically, he asks students to “describe how to play baseball to an adult speaker of English (someone over 12) who is unfamiliar with the game.” Dubberly cites a number of reasons why he believes this subject is appropriate. Baseball is a system: it consists of elements and their relationships. Because its boundaries can be defined (or agreed upon), it is discrete. Since
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This note was uploaded on 09/08/2010 for the course DSGD 105 at San Jose State University .

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aiga_loop_baseball - LOOP: AIGA Journal of Interaction...

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