Our Final Presentation: April 19, 2017

Michael, Rahmonn, Courtney, and Albert presenting on 4/19/2017.

Last night, we presented our findings and prototypes to the University Library. Eleonora Dubicki, Associate Librarian, and Kurt Wagner, University Librarian, joined us for the presentation during Monmouth’s first annual Scholarship Week. Michael, Rahmonn, Courtney, Albert, and Angela led the presentation and the following discussion.

We worked long hours preparing the deck and structuring our talk but we smashed it. It seemed that the librarians were impressed by our ideas and presented us with praise and strong feedback. We hope they are interested to apply some of our prototypes in the library.

Professor Cox suggested that he is interested in continuing the prototypes that we started as faculty & student research projects with future students.

Here are some some of the prototypes that we created:



What do you think?

Angela explains how iBeacons work and their potential applications.

Bringing It All Together

By Danielle Schipani

As our project comes to a close, we have taken the time to collect our thoughts and work together to produce our final presentation for our student scholarship week. We are working to present our research findings and results, our critique of our current client, and our ideas and prototypes. There are various different small projects we are looking to present as prototypes to our client.

Those prototypes are located at http://zorak2.monmouth.edu/~rcox

Meet the Team: Professor Cox

I am Professor Dickie Cox. My expertise is in digital and interactive media, design and prototyping, animation, user experience (UX), and game studies. In CO-404 Responsive Media this spring, I am acting as the Principal Designer and Lead Developer for our design team. My roles are to help students deep-dive into the real-world issues and concerns that our client raise and connect those issues to direct experiences of stakeholders and community members, to introduce emerging digital tools and platforms to students, and help the students communicate and establish workflows between the various sub-teams since the whole class is acting as single design firm.

I have been anxious this semester leading my first problem-based learning course with a real-world client. I worried that I would not be able to convey the necessary steps as they unfolded, that the process or technologies would overwhelm or intimidate the students, or that the students would balk at the approach since many of them study time-based production but were not necessarily familiar with design and creative coding. However, these students are amazing and they more than rose to the challenge in the last few  weeks. I have been blown away by their energy and cohesion. They are creating VR tours, interactive kiosks, geolocational beacon notification systems, digital signage, and just-in-time learning systems that are compelling and engaging prototypes. I am grateful and proud of their efforts and this experimental experience. I hope they get as much out of this as I did.

Experience with Virtual Reality

By Danielle Schipani

Virtual reality is a technology that seems to be going mainstream. Our Professor gave us the chance to try out this new technology first hand. We were able to better understand the benefits of virtual reality while also exposing ourselves to new ways of thinking and new experiences.

IMG_4211At first many students were skeptical to try while others were excited to experience a new world. I know personally the technology was foreign to me, making me skeptical to try. After watching others enjoy life in a virtual world I gave it a try and was amazed. It was also intriguing to watch my peers experience a new world while also being immersed in the real world. One student even said that when she removed her virtual reality glasses she felt somewhat sadden by the fact that our world was not as fun or vibrate as the world she had just been in.

By participating in this exercise we were able think deeper into possible solutions to making the campus library more functional. From this sparked our potential idea to work on a virtual tour for the library in order to make people more familiar with the various benefits it includes while immersing students in a space they may be unfamiliar with. Being exposed to new forms of technology allows for new paths of thinking to emerge.

The Teams, The Breakdown

By Danielle Schipani

The class worked together as a team. The team was broken up into five different sub-teams. These sub-teams have worked together throughout the semester to reach a common goal. We have come together and had a meeting each class period and discussed our findings, our group needs from other groups, and our individual group goals. In this way we were able to be individually productive while also being productive as a team. IMG_20170125_205628

Getting Started: Research

By Amanda Ly

Our Journey began in Room 206, in the Plangere Center for Communication at Monmouth University, where we were exposed to our very first lessons in “responsive media”. We began learning about the design process and how to create interactive solutions for real life problems; tackling small assignments and discovering intriguing examples of responsive media that are utilized in the world today. In the short class time we were given, we were able to collaborate on projects, brainstorm ideas for the future, and think in newly creative ways resulting from the newfound technology to which we were introduced. Although we accomplished a lot with our small assignments, we were ready for something bigger, something that posed a true challenge. After learning about how design can improve our environment, we began thinking about our University and how we can enhance the student experience here on campus through design intervention. Then, we were invited to act upon those ideas through the MU Library. The library was a perfect place for us to start, as it serves as an integral element of a student’s educational experience. But before we could dive too deeply into our design daydreams, we had to start with square one: research.

Before we are able to design a solution, we must first understand where the problem lies. This is where our research team comes in. Currently, we’re still working on bits of research – as the learning process never ends – but we have found some significant information via the research we’ve undertook thus far. We took multiple surveys about student impressions of the library and how they intereacted with it, asking questions about what features they utilize the most and what they think can be improved. We even went so far as to conduct research on the premises, evaluating legibility and overall quality of signage, and the efficiency of the library’s catalog search engine. We combined our research and the information given to us by the librarians about the problems they have encountered, and came to the conclusion that the library needs some improvements in its signage and a revamp of its online presence. Though the biggest problem of all was students having trouble navigating the premises as a whole, so that’s where we set our focus.

For now, we’ve got our sights set on wayfinding and signage improvements, and we’re working on prototypes of our ideas, which will be presented during Scholarship Week at our University. Keep an eye on this page for updates on our progress, and to see the results of our wayfinding adventure.

Day One: VideoMapping

By Kelli Galayda

On our very first day in CO 404, also known as Responsive Media, professor Cox wasted no time in dunking us into the ocean of the latest technology, the ridiculously vast media landscape of today, and the concept of design intervention. We did not have a moment to dip our toes in the water – no, day one was a dive into the waves, the shock of the cold exhilarating our brains and inspiring new ideas for our future in the class.

Our first experiment was in video mapping, using the software MadMapper. The majority of us had never touched MadMapper before in our lives, let alone had we ever heard the term “video mapping”. While the confusion and pure terror seeped through the expressions on our faces, professor Cox remained unfazed. He had the upmost confidence in our abilities, and his seemingly unaware attitude toward our lack of technological knowledge instilled in us enough faulty confidence to move forward on our assignments with an uncertain yet determined sense of direction.

We struggled forward, scouring the internet for gifs we could map onto real-life surfaces using the projector professor Cox brought for our educational benefit. Meticulously, we clicked and pulled each point across the MadMapper grid, adjusting and readjusting to make sure each pixel lined up perfectly. We put on our professional hats and pretended to be mapping pros, our personas built up by our professors unabridged encouragement and belief in our capabilities. Before we knew it, each of us had produced a live projection onto random surfaces throughout the Plangere Center, where our class is housed.

Day one, our eyes were opened to a new world of technology and design – a universe of potential was unfolded in our laps, over the course of three short hours. We understood immediately that this class would be a challenge, but professor Cox assured us it wouldn’t be one we weren’t capable of tackling. We learned through trial and error that we were embarking on a journey of endless trial and error, one that would teach us what the world of design is actually like. Day one, we learned a new software. Day one, we were exposed to unknown territory, and we trekked through it with eager footsteps and hungry wanderlust. Day one, we rearranged our mindsets and found ourselves fully prepared for a semester of exploration, innovation, and of course, design intervention.