An open question was left at a former post : Reading Facts. which I wish to revisit. When knowledge is not valued over its ability to be fast or slow what does is become? The issue with fast or slow knowledge rests on the delivery form factor, ie through computation (kindle, ipad internet) or not. The ability for the message to be lost due to the form factor it becomes delivered through has change dramatically due to technology in the past 10 years. Marshall Mcluhan said “the medium is the message” This statement has become widely accepted when discussing media theory especially print material. We are acutely aware of how content delivery changes between tabloid news, newspaper news, and news Television, and that is only taking into account a line of similar content. As content types diversify the ability of the medium to affect the message is compounded. There is a lively debate in academia as to how new media devices are affecting education and to that extent society. The level of pervasiveness within technologies like the internet, smart phones, computation and the like are having on sectors of society across all economic positions remains a huge challenge from both a standard of living access point but also a society & educated populace stand point. Because of that, education is on the head of the technology spear. The ubiquitous nature of information technologies has forced the systems of education to reevaluate their methodologies for better or worse. However I believe there is a massive gaping hole in the collective thinking process of education when it comes to communication technologies. Ubiquitous computation is seen as a barrier to teaching methodologies due to the nature and speed at which computational devices alter and change and access of content especially the content that is attempting to be taught through the teacher. The 19th century education model still dominates a vast majority of theory of education system especially k-9.
I don’t teach in k-9 but I would imagine it would be super difficult to dish out lessons, mandated curriculum and dated textbooks when a majority of that content can be accessed, parsed and delivered at the touch of a mouse. I am not saying that the speed of the information age is a bad thing, I can only imagine how it throws a wrench in to the teaching methodologies of countless classrooms. Similarly I am not suggesting that there should be a free fore all on the Internets access and ubiquitous nature. Many have discussed the difficult bind to which education is in and me rambling on about it is not really the point especially when there are writers & educators like Sr. Ken Robinson. But education has to find a what to establish what it means to be educated in our modern times. Is this going to be based on the old model of memorization and specialization or will it me more the ability to ask the right question and be endlessly curious with the ability to use technology to not only find the answer but contribute back to how the questions are asked?
I do believe that the ubiquitous nature and speed of our current technology has had a profound impact on our ability to tell stories. It is arguable that we have more stories then ever before and I would agree with that, however, it is purely an outcome of access not quality. The saying quality over quantity has never been more appropriate than when speaking about the internet and the amount of content that is added to it knowledge bank daily (to which I am adding with this blog). Therefore I believe that a fundamental piece that is missing in education is truly great storytelling skills, conceptual thinking and lateral thinking methodologies and subsequent devices to assist those skills. The ubiquitous catch all nature of computers is, in my opinion, having a detrimental impact on thinking out side the computer and impacting the skills of students, designers, teachers, and businesses.
I recently took place with the generosity of the AIGA Los Angeles Organization in the Student Portfolio day as a reviewer. Although I did not review hundreds of portfolios, one thing that I was immensely disappointed in was the lack of storytelling when in came to presenting visual ideas and solutions. Students seemed to have a prescribed set of things in their somewhat unimpressive collections of work. It made me sit back and think about what it is that a designer does? In the 5 portfolios I looked at it felt as if I was looking at a predetermined script. It went something like this. 1 to 2 logos with 1 of those logos as a letterhead business card etc, 1 to 3 print posters (just the solutions no context), 1 to 4 ad campaigns (non of them a systems of ads just a single advertisement), 1 to 3 editorial spreads (no context), 1 package (a cd jewel case, no context), and 2 to 3 misc illustrations, photographs, or typography pieces (again no context). Each having between 12 and 15 pieces. Only one person had even the hint of digital competency with an overwhelmingly simple html site but I gave her some slack because she was only a sophomore as USC and I appreciated the gusto to get evaluated at such a early stage in her schooling. However the predicted procedural nature of the portfolios made me stand back for a second and say wait? Is this really how education views the role of designers? Has the system of curriculum’s and dated industrial needs reflected so poorly on the skill sets of designers? Can we as visual professionals be so quickly summed up. My frustration with the lack of story telling lead me to be quite harsh on my last review of the day. I told my student. “Yes you have the required 15 pieces of work that has some how been determined this makes you a designer, however I know nothing about you! You have not told me a single story or lead me along any thinking path that has convinced me that your visual solutions are the correct ones.” I followed it up with “a logo and business card are the baseline of designer however if you can not tell me a story or show me that you have a making and thinking methodology then I really don’t care about your work. Period. I want to know if you draw, how many images you collected how many versions you did, why you chose to do this the question you asked the things you were looking at and thinking about when you made it. If I was going to hire you which I am not, I would want you. Not a prescribed set of 5 to 8 baseline skills, yes they are necessary but not unteachable in industry. If I were you I would find a way to let your portfolio be a mirror of your passion and your ability to think and think as a designer not the curriculum of your design education” After going a bit of a rant I said I was sorry for being overly harsh but without it all the work becomes useless to which he disappointingly agreed.
After all the reviews were over the reviewers and educators gathered as a recap of the day. During the discussion a number of reviewers shared the same frustration with a lack of personality and passion and storytelling in their students work. I am convinced that this lack of story telling is based in the narrow minded approach most educational systems are equating to design. Design rather than a thinking approach is a determined set of skills. However the collection of design professionals siting in the room were disgusted with the lack of understanding of what industry is looking for out of our design education systems. It seemed to me the design education systems were looking to teach predetermined skills where industry was looking for creative visual thinkers. Somewhere there is a missing element in the teaching of skills to designers. I believe that skill is storytelling. Design is not making a logo, the logo is the culmination of visual problem solving that requires a huge set of skills including design research, anthropology, biology, visual taxonomy, system thinking, business, drawing, computer skills, history etc etc.
“Design is that area of human experience, skill and knowledge which is concerned with man’s ability to mould his environment to suit his material and spiritual needs.” _archer, B
This lack of story telling could be a vision problem of education to design or it could be something more systemic as I had mentioned at the beginning of this post. Regardless of the root of misbegotten storytelling, I think that until we as educators, designers, professionals, and thinkers articulate the importance of media specific storytelling methodologies and start charting changes in the education delivery systems to meet these new changes, our society will start to see the growing effects and missed opportunities from not teaching and learning from profound stories and storytelling processes.
It may come as a surprise to many but the idea of adding daily value to a digital object is a relatively untrodden landscape. Some would say its the beginning of the end for the newspaper, however this day has been long coming. Now don’t get me wrong, I like the physical newspaper it has an experience that is uniquely its own which I believe is a reason it has both dissipated and stayed beloved by many. The ritual of the morning paper sufficed generations of engaged and interested citizenry, but the fact of the matter is that ritual is no longer. A causality of a mediated and techno social world. However the content that exists on the pages of newspapers, some would say dieing media, is still relevant. I would argue more relevant then ever because the access of citizen journalism and the 24 hour news cycle has severely watered down the quality of content. Therefore the success of the “The daily” iPad app, which in my opinion took them way too long to launch, will rest on the quality of the content and subsequently the advertising.
In the feature laden demo, an emphasis is placed on the interactions with the content. The swipe, the carousel, the saving and sharing of content. However not one attribute or hint to how advertising infiltrates the content or coincides with the content is shown? Plus what kind of information will the daily know about their subscribers (With facebook connect they can know a whole lot) I believe the content is priced very reasonable. Low enough to make it worth a lark but also an amount that makes me wonder how Murdock is making ends meet? Since there was no inclination to the severity of advertising within the content then it is safe to presume that individualized use data is what he is hoping to mine! Similar to Facebook personalization of advertising is accessed through the tracking of users. What better way to track users then by giving them an app to read the news from every day. Now I am probably over reacting but it would be nice to know what kind of information “the daily” keeps track of? But this is the trade off for cheap content, right? Something has to give. Now I have no proof of this hypothesis but it is a logical explanation unless “the daily” is strangely populated with ads which very well could be the fact. Either way these new technologies allow for a much different level of interaction between content provider and company. The newspaper model was relatively simple before, deliver a paper into people’s hands and charge advertisers for that access. Similar is the iPad but now an advertiser can have proof of that delivery rather than a guess like that of a newspaper subscription. Now the burden of access is left to the trackers of that unique fact.
User Experience design has been a contested title for those designers who already think they accomplish these tasks as graphic designer / art directors. User experience is a title that is vague on purpose. What is the roll of a designer in a system or product. For 100′s of years designers have taken visual language and communication skill and applied them to the purposes of commerce and business. Graphic design is the use of art to sell. How ever in an ever changing technological world the ideas of usability and engagement have confronted the business world and created a void for which graphic designers need to fill. For some industries like the music industry there unwillingness to adapt to the changing music experience allowed other companies more versed in the experience of new technologies to take the legs from their business models, ie apple. User experience is vague for the reason that it can encompass so many facets of the business cycle from strategy of a product launch to the specific of how a user logs in. The spectrum of experience is the importance of the role of a UX designer not just the specific of a swatch color. Tweet
Craft, quality, longevity, care, sustainable, informative. These words are associated with the experience of well designed books. As a majority of this blog has explored the ideas of design are essential to a experience. Experience is a word that has a wide range of use. It can be broad and specific shallow or deep and short and long. Experience design then has to deal with these binaries at every turn. The video above is an interview with @craigmod at http://www.craigmod.com an great blog and resource for opening the discussion when it comes to the publishing community. I agree with his premise that print material will never go away! and that for existing publishers to compete with digital media they need to reassess the design quality of books. Increasing the craft, quality, and experience which could increase the cost but would establish a different value for the user / readers.
Human beings are very astute creatures and the nuance of quality is probably our greatest skill. The perception of quality is a realm that advertising and design and media has been manipulating for 1000′s of years. Perception of quality is an outcome of communication and commerce. I don’t believe I need to talk about the value of design and quality in an economic system I believe Adam Smith layed it out just fine in wealth of nations. How ever the experience of quality is something that technology has a great impact on. Systems of manufacturing, production and distribution also impact the perception value of an object in society. When Gutenberg was first printing books there the value of such an object was so rare that is had great value this revolution allowed at wave of printing innovation that has made many millionaires and billionaires over through out time. However the advances in manufacturing and production has also degraded the perception of value of print material. Walk through any common book store and the weight of the complicated system that produces books is transparent. The whole system falls away and all that is left is a price tag. It is a huge problem for the perceived value of a book and its experience. This concept occurs in many other place in contemporary society including out modern grocery stores. Business practices of efficiency take the system and infrastructure as unimportant to the experience of an object for sale. However the entire system is the story the context for a book in this case to live in the world. The complication of these system are looked at as too complicated for the simplicity of marketing and advertising of objects. The idea that we only make decisions in the moment. However we know this not to be true! Objects especially well made books become way more interesting when their quality and production are evident on the surface. The most valuable book are those from the gutenberg press. There story and longeivity add to this quality but so does the system that kept their existence going ie libraries. Therefore the quality of a book is the sum of its entire experience. When a book shows up on a shelf is not the beginning of the story is is somewhere in the middle. The story needs to become more evident just as craig mod discusses. Marshall McLuhan once said “we become what we behold …. we shape our tools, and therefore after our tools shape us” for me I hope that that tool is a beautifully design well crafted well written book!
As technologies progresses and rumors of tablet computers continue to circulate through out the Internet and hardware prediction sites, companies like Coursesmart (http://www.coursesmart.com/) a digital textbook company has attempted to prototype and show the potential of these new systems and their impact on education. The textbook industry and subsequent educational materials have been dominated by print industries and through this process have created an ecology of textbooks for student and an experience that prepares the students for the upcoming semester of learning and education. The purchasing and exchange of books at colleges and universities is a tradition that is unique in its own right. The system of textbook sales and resales is one that encourages reuse and resale depending on the print industry who sees the opportunity to reprint new additions as a way to bolster profits. Personally I loved buying used textbooks and would peruse the pages to see how studious the prior student had been. I always felt privileged to have the extra marginalia knowledge that was left behind by particular students. This marginalia is sometimes damaging to the text book but other times helped me work though difficult challenging questions about the material. Take the physics textbook from the tablet demo, at Colorado State University where I went to undergrad, all students were required to fulfill a science credit even for majors of Fine Art to which I completed in 2004. As a student I am not strong in mathematics this lead me to know that physics was going to be a challenging course. I remember being the first student to the used physics 101 books and made sure that I got the best used textbook with the most useful notes in the marginalia. The existing use of the text book allowed me to access a alternative knowledge space that was extremely helpful when studying. The Coursesmart prototype shows the ability to leave notes and highlight but neglects the notion that notes and marginalia are not always a singular action. At the time of being made they are for the user engaged in the content but once left they have an impact on future users as a extension of the knowledge within the textbook. Now if the CourseSmart system could be networked with other classmates and the notes and commentary could be shared over a social network then that might make the use of the tablet system more engaging. Studying is a unique interaction because it requires the ability to move both from singular action usually memorization to the more complication comprehension which can and sometimes require a social aspect. How do you know you understand something? Ask someone else who is trying to understand the same thing if you both come to the same outcomes than comprehension has occurred barring the person you ask has come to the correct conclusion. Answers have a much different dimension depending on the subject but take simple math you either conclude that 5 x 5 is 25 or you don’t but you can test it over and over and then define that it is indeed true. There is the saying the you really understand something when you can teach it (help someone else comprehend it).
Comprehension of knowledge in a textbook is understood through testing within pedagogy. However the route to the comprehension is individual like a snowflake. In my education, testing ie choose A, B, C, D was never a great metric for comprehension of the material, but when I was asked in written form what do I understand about the subject I used much more information to which was gather through not just memorizing answers but synthesising both lectures, studying and conversations with fellow students. When I was asked to explain the process or show my comprehension that is where I was more successful as long as I comprehended the content. Now comprehension is a complicated notion of education and the scientific method would suggest (and can be seen in current educational trends) that memorization is the precursor to comprehension. If you can memorize facts then you can eventually follow the right procedure and develop comprehension, hopefully. For me I always considered the experience of memorization a fleeting education because the process never stuck, I have a hard enough time remembering peoples names, but can for some reason recall obscure facts about the conversation we shared. I believe this is due to the fact that my individual process of comprehension deals with an experience and I will remember more when engaged in remembering the experience rather that a specific element with that whole. I have had a number of experiences where I can recall the how, where, when, and what happened, but can remember the name.
Education is really about comprehension and tools that engage the understanding of content should be more versed and in my opinion should be realized through making tools and services that engage the experience of comprehension not just a singular element of the educational access with apparently starts with the textbook and memorization.
There is a fundamental difference between the experience of a print media and screen based media. As screen based technologies become more and more pervasive, it is refreshing to see some design companies ie Bonnier considering the particular affordances of the media devices that they attempting to prototype. The affordances of the screen are those at which print material can not possess but there is always a trade off. Bonnier is making a valid argument that if magazine content is going to delivered on a screen, then that screen should deliver a unique experience relatively independent of its magazine predecessor. That is not to say that the screen is devoid of design elements and layout principals that have garnished the vast history of magazine publishing, but rather that those design elements and layout principles be modified to fit the device. Form follows function and the function of a screen is not that of a book or magazine. To exchange the values of a book experience complete with printed ink, paper and sequential pages with that of a screen and expect the user to just accept the convenience and portability of that screen ignores that unique opportunity to make something new. Screen experience design is in its beginning stages and has struggled to separate it self from is print based counterpart. The technology of printing and books has not adapted to the technologies of desktop computing. There has been an extreme leap from the printed page to the screen and in this leap many interactions and experiments with combined media have been left out. Personal Computing expectations and device production has left print design in its coat tails, but the expectation of experience is still lagging behind with the print world. Bonnier is a least attempting to realize and research the unique affordance of a screen based magazine and not just transport a magazine onto the screen.
