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:
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.
I think the most important questions that I can pose to my current media arts and design students who draw on a strong curriculum of general education is: what does the technology of the late 2020s and 2030s look like and how will we build and construct culture with those tools? In some sense, it is the question of a futurist to inspire young adult students to aspire to be futurists themselves. In some sense, the question asks the respondent to critically consider the tools of the present day and maybe discover the emerging but contemporary uses like gestural and physical computing, beacon-technologies, virtual/augmented reality, wearables, and immersive technologies. But, I think, the most powerful and hidden aspect of the question is one of rooting and situating our future cultural implements into a historical and social context. History shows us that new media necessarily builds upon the modes, discoveries, and methods of previous media (including their biases) and, as it does so, it shows its own distinctions which are either lost to time or become the next wave of past technology to be built upon.
In 1997 (the year I graduated undergrad), if you had asked me those questions about the 2010s, I don’t think I would have been able to describe the necessary conditions for or the coming of social media, digital media, cloud computing, or mobile apps to you and yet as I write this message 47% of the global population are internet users. I was a musician, zine creator, filmmaker, animator, and performer. I loved devices, video games, knobs, pedals, gadgets, and gizmos. I liked listening to phone messages and making firm plans with friends for outings and events in-person a week out. I watched cartoons on TV at an appointed hour and loved seeing the dollar movie of the week at the Byrd Theatre in Richmond, VA. I used creative technology for all of my professional pursuits and hobbies but I did not imagine the world as we live in it today; maybe because no one invited to me or because I was caught up in all the feels of being young in a youth culture or maybe because I just could not yet imagine a mutable or fluid enough world where I could affect change or contribute to the unfolding of history?
Can you imagine 15 or 20 years from now working in a world surrounded by new and ever-changing tools? I imagine that you will be trying to make sense of the world even as it changes; at least, that has been my experience in the last twenty years of adulting. I have worked in multiple fields and industries and those experiences now inform my opinion regarding sense-making. The best tool that I have found for internalizing and processing the changing world is design thinking. Design thinking reflects a way of 1)looking at a particular scope of the world and all of its ambiguities, problems, issues, and concerns through the lens of other peoples perceptions, needs, and desires; 2)discerning the patterns that you find through rapid trial-and-error exercises (prototypes) to try and predict what you can modify in those patterns to lead to positive change; and 3)creating a feedback loop with clients and stakeholders to exchange ideas about change and transform prototypes into cultural products, services, and information.
In current design literature, User Experience (UX) design is often couched alongside design thinking because it focuses on the roles of perceptions, attitudes, and behaviors in the construction of day-to-day patterns from the subatomic to interplanetary scale (from the cellular to the cosmic and everything in-between). UX designers use empathy to imagine themselves in the position of someone without the institutional knowledge of their team working on a new product or service. They help to connect unknown users’ intuition, emotions, ignorance, patience, routines, opinions, and abilities to the most effective design choices in the implementation of those new products and services. As it turns out, design impacts every aspect of our lives directly or indirectly. Once trained to observe patterns in UX and design thinking, you can see it everywhere and in everything.
For this course, I plan to present the framework from IDEO Design Kit for Human-Centered Design. At the same time, I will be presenting emerging technology tools and platforms for your consideration and experimentation. As a way of motivating our learning in design thinking and emerging technology, we will work with a real-world client to make design interventions that reimagine the way they do business with and for their stakeholders.
Our class as a whole will be working as one team to design a solution to our client’s real-world challenges. Tasks, deadlines, and workflow will be decided amongst the team with input and guidance but there will be ambiguity at the start of and during the project because we are solving an issue that we do not yet know that exists. We are discovering it using the framework of design thinking. You will learn about the culture and values of the client and their stakeholders and audience. You will discover the design challenge, you will research the issues, you will present and discuss possible solutions internally and externally, you will organize insights and materials, you will document your process, you will prototype with familiar and unfamiliar technologies, you will make, you will ideate and iterate, you will critique, and you will offer prototypes as solutions to the challenge. Some of those prototypes will work and some will fail; you will learn from both.
You will learn to be comfortable with ambiguity, gain critical insight, and practice creative confidence. Hopefully, you will have fun too!
So……..Who is interested in helping to design and build the future?