Tuesday, 27 January 2009

Nat Dip - Understand current uses of video in interactive media

This project requires that you produce a:
  • Report
  • Blog Article
  • Presentation
  • Video

about current uses of video in interactive media.

This report should cover the following areas:

Platforms for video in interactive media

  • Worldwide web
  • Email attachments
  • DVD
  • CD ROM
  • Kiosks
  • Presentations
  • Mobile devices

Uses of video in interactive media

  • Short films
  • Promotional material
  • Film trailers
  • User-generated content (e.g. YouTube or Facebook)
  • Viral marketing
  • Advertising
  • Virtual reality tours
  • Games
  • E-learning

Video in interactive media technology
  • Compression
  • Formats
    - mpeg
    - mov
    - avi
    - streaming
  • Data-transfer rates
  • Frame rates
  • Screen resolutions
  • File size
  • Ratios
    - 4:3
    - 16:9
  • Media players
    - DVD
    - Flash
    - QuickTime
    - Windows Media Player
    - Real
  • Rights management systems

You are fully aware of the criteria you must meet, as you cover these points, for each of the available grades. Generally the more clarity with which you explain them, the better use you make of examples and the more fluent your use of subject terminology the higher your grade.

Plagiarism

It will no doubt be very tempting to find other people's explanations and copy and paste. First, this activity has legal and ethical issues all of its own. Second, if you plagiarise you will be subject to an academic disciplinary process and could fail the unit or worse. How will I know? We have software that compares student submissions to work on the internet and tells us what % was plagiarised.

It is much better to read other people's work, understand it, then write up what you understand in your own words. That's real learning that is.

Citing Sources

You should include a bibliography at the end of your report (or provide it printed at the time of your presentation or with your video).

A bibliography lists all the places (sources) from which you got your information. This includes books, magazines, TV programmes and web pages.

You may quote other sources, but when you do you should surround the quote in quotation marks "" and cite the source within parenthesis ().

Nat Dip - Essential Equipment

As we get into Web Design and Interactive Media, essential equipment will be more than the usual pencil and pad.
  • Now you need to bring headphones to every class.
  • You will also find some tasks easier if you get a pair of headphones with built in microphone.

You don't have to spend a lot. Headphones are available from places like Tesco at a reasonable price and even - if you are not fussy a pair from Poundland is better than being without.

Monday, 26 January 2009

Designers Must Think

As a second year design degree student (equivalent to a final year HND student) I was asked to write an essay to Discuss the impact of technology on the working methods, processes, style or subject matter, of artists or designers.

To put it into context, this would have been written for a degree equivalent of a Unit 5 type Contextual Studies unit, and was really warming us up for our dissertation the following year.

For some reason it was a project I really enjoyed and in writing it I learned a great deal about the changes technology has made to the role of the designer and learned to see the designer's role more clearly.

Although written roughly a decade ago, on re-reading it tonight, I realise that actually, it is still very relevant. I include the text of my essay for you to read so that you can share the insight I gained at that time. Ultimately, that because computers and technology do so much (even more now that we are 10 years on), our main role as a designer is to think so that we can use these digital tools intelligently to solve the design problem - and that means we have a lot to learn.


Discuss the impact of technology on the working methods, processes, style or subject matter, of artists or designers.

Technology, once equated with progress, is perhaps more cynically viewed today and less readily accepted as a life improver. Though technology may not always improve life it is almost certain to change it. The development of new technologies has always brought with it change, the graphic design industry is no exception. 800 years ago the graphic designers ancient counterparts could be found painting carefully illuminated manuscripts, and painstakingly drawing whole books letter by letter with a goose quill pen, the sole means of reproducing the written word. Production was slow and laborious. The producers perhaps have more in common with today's graphic designers than may appear. These were the designers, typographers, and producers. Multi talented and underpaid.

The invention of printing in the mid 1400’s revolutionised the communications industry. Several pages of text representing hours of work by hand drawn means could be reproduced in seconds, and over and over again. Design and layout became very much the prerogative of the printer.

But this has changed again, with aesthetic decisions being put into the hands of such specialists as commercial artists, typographers, art directors and other ‘creatives’ the role of the printer split. To some degree continuing to produce work of their own design and specification but also production to specific requirements set by the 'creative'. This was accomplished with a variety of craftsmen whose role was specifically to convert design concepts into working reality. Manual setting of metal type later replaced by automated machines for letter press and for lithography teams of repro artists manually cutting and pasting , type setters, plate makers and more were vital steps in a tedious drawn out job, prior to the design actually going to print. This whole department Pre-Press became an important industry of its own.

Design, beginning in the lofty realms of the 'creative' was passed through the human mechanical machine that prepared it for print and on to public circulation.

In 1976 Apple was unveiled, in 1982 Apple II and in 1985 the Apple Macintosh. The development of computer technology had permeated many industries, science had long since been a beneficiary of this new technology, but now it had reached graphic design. Although a brief look at changes in the print industry may seem somewhat detached from the issue of new technology and design, even a vague understanding is important to appreciate the context in which the new technology has impacted on the design industry.

The greatest impact on the graphic design industry was on established working practices. This might be considered the greatest impact in that it affects both the academically inclined and the jobbing designer, the avant garde and the traditional.

Within the relationship between graphic design and print the change was particularly powerful. The role of Pre-Press, traditionally handled by skilled craftsmen was almost entirely wiped out, many businesses based on Pre-Press failed or embraced new technology becoming bureaus ‘outputting’ the films from designers digital information and sometimes becoming designers of a kind themselves. Sharing their previous work between the designer, the printer, and the computer.

The control was now in the hands of the designer as it had not been since perhaps the hand lettered books of 800 years ago where designer was also manufacturer. Schuitema would certainly have approved when we learn his own attitude towards the reproduction of his work:

“The printers did not know, for instance, whether the current typographical principles had any aesthetic value or not...The designer himself was hard, matter of fact, unwilling to make concessions, adopting a ‘take it or leave it attitude’...” (Between utopianism & Commerce, p.144)

Just as control and quality could be lost on a recorded tape if copied and recopied, or definition lost in photography each stage of processing it passed through, so control over the design could be lost over each stage of Pre-Press production. The working practice revolution bought about by the Apple Macintosh put the designer back in control once again. The designer is the type setter, the paste-up artist, and if they wish, they can produce the films ready for the printing plates.

With the obsolescence of many traditional jobs within print brought about by computer technology, it might be seen that yet again a man has been replaced by a machine. But this is not so. The computer does not replace the paste-up artist, it is the designer who replaces the paste-up artist. Of itself the computer cannot convert design visuals and specification sheets into press ready printing plates. But assisted by the computer, the designer can prepare his own design for print while in the very act of designing it.

As a designer, this will mean a requirement for a greater understanding of print processes. An understanding of technical constrains, best practice, what can be done, what is physically impossible. Now when the designer ‘clicks’ OK in the print menu, it may not be just an illustration of their concept, but might also be colour separations for printing plates. The designer needs to ask more than whether the composition is right, or whether the type style has the right feel. In addition consideration must be given to whether they have allowed enough bleed, or whether the specified colours are four colour process or spot, is that line too thin to be printed or that letter too small when the ink spreads. To ask these questions the new designer needs to understand the answers and how to remedy them. The designer must foresee the ‘concessions’ they may be asked to make and design their way round them, at this stage they decide how any ‘concession’ is implemented. If they want to avoid phone calls from reproduction bureau's asking about modifications for printing purposes they will.

The success of a designers finished work is no longer based on aesthetics alone, designing in the necessary production requirements is equally important.

The new designers, with these many roles are perhaps more like the ancient book lettering scribes than they realise. From total control, to manufacturer control, to shared control and back to us it seems we have almost gone full-circle, in fact just hook up your ink jet printer in place of a quill pen and you’re there.

Computer technology has also changed the role of the designer in other ways than production. Paste-up is not the only job a designer can take over. Before the computer age, designers would work in conjunction with other creative people with different specialities, one that still exists is the illustrator. A certain reliance was placed on them to produce high quality images to, or based on, designers specifications. But the input of new technology has made it possible for the distinction between designer and illustrator to be eroded.

Creative Review in June 1996 published an article that discussed some of the changes technology has brought about. One of those changes specifically discussed in detail was 3-D computer graphics. They show examples such as Bjork's Hyperballad a 3-D a disembodied head surrounded by immaculately rendered 3-D fruity shapes. To say that such an image could not have been produced 10 years ago would be an naive statement. A designer could have commissioned an illustrator, who with time, skill and an airbrush could have produced a comparable image. The significance in this piece of design is not in the image itself, but that an illustrator is no longer needed to produce it. The article talks of designers and creators, but illustrators do not get a mention. Referring to the new 3-D technology Andy Altman of Why Not Associates said “It is the airbrush of the day...”.

3-D design is less about handling a brush, no techniques related to paint, pastel or masking are required, and only a hand steady enough to use a mouse or tablet. The designer then, already aesthetically aware, and who would have had to brief the illustrator as to the requirements anyway, already knows what they want and can do it themselves.

Again this places the designer in a position of much greater control than before new technology. The designer puts it how they want, instead of how the illustrator provides it.

Dan Fern in his article At The Images Edge discusses this event:

“Designers learn to solve problems, to be rational and logical, to subordinate self expression to the demands of the brief. Illustrators, on the other hand, are encouraged to look inside themselves for answers, to develop a highly personal style, to become artists.” (Creative Review, June 1996, p.36)

What of the designer producing their own images then? It does put an added responsibility onto the designer. Is it about learning to play two apparently contradictory roles to both look within for deeper self expression as well as keep a detached view always with the brief in mind? I don’t think it can be done. Images are likely to become more sterile, or complete designs are likely to become more self expressive. Of course we can expect the same from illustrators who are allowed into design by the new technology.

We are looking at a fundamental change, that reaches thought as well as working practice. Ronald Labuz in his book ‘From Technology to Style’ writes:

“We have experienced, and continue to experience, a profound cultural change. The printing press was a seminal invention that helped to foster a new historical epoch, modernism. The computer may prove to be the device that aids in the creation of the epoch that follows...the ways in which we learn, work, create, communicate, and think have been undeniably altered.”(From Technology to Style, Ronald Labuz, p.1)

Technology in this sense has extended the boundaries for designers and might be seen as a typically post-modern event. Breaking away from the TV dinner compartmentalised design process where illustrators and designers were separate but taste good if put together in the right combination.

Putting image making more into the hands of the designer although allowing greater self expression is not always seen as a good thing. This seems to be one of the main issues raised by Steven Heller in his well known article ‘Cult of the Ugly’. He has a lot to say about the results of what might be termed self expression. Referring to ‘Output’, a “design manifesto” from the School of the Art Institute of Chicago and University of Texas Steven says:

“[it is] another experiment in the current plethora of aesthetical questionable graphic output. Given the increase in graduate school programmes which provide both a laboratory setting and freedom from professional responsibility, the word experiment has come to justify a multitude of sins.”(Cult of the Ugly, Steven Heller, Eye, September 1993, p.52)

So what is the cure for the newly freed designer? Technology freeing the designer from old constraints has not necessarily led to better design. Heller refers to some ‘design experiments’ again in his article as being "...given by instinct and obscured by theory, with ugliness its foremost by product.”

Like a kite is held up in the air by the same string that holds it to the ground, it seems that releasing design from its constraints design has hit the ground with a crash. Although computer technology has enabled such freedom to proliferate, it is not to blame, the computer is for the most part in the hands of the designer. This being the case Steven Heller mentions an appropriate cure to the ugliness problem:

“Experimentation is the engine of progress, its fuel a mixture of instinct, intelligence and discipline. But the engine floods when too much instinct and not enough intelligence and discipline is injected into the mix.”

New technology has brought greater freedom to creativity, but with it it has brought a need for the new designer to perhaps be more disciplined than before.

Ivan Chermayeff, great expounder of how he sees the designers role, who has even now on his web site, would agree with the need for designers to be more disciplined with their new technology given freedom. He says in a paper he authored in 1969 that designers ought to presume “a highly cynical, objective, and unbiased questioning attitude...”(Chermayeff & Geismar, Idea - special issue, p.108). A difficult thing to do if self expression is the order of the day, but an important thing to do. the new designer amid experimentation and self expression needs to be brutally strict in a way, and intelligently select the good and throw away the bad.

New technology has reformed the design industry, or in the words of Paul Ferrar, an independent creative and printer who witnessed the changes for 25 years, new technology has “turned it on its head”. It means more work for designers, more thought, more discipline, more creativity, more experimentation, more knowledge of production processes. What Ivan Chermayeff said in 1969 before the technology revolution of the design industry is perhaps more relevant now than it has ever been:

“Designers should read.
Designers should make themselves aware of everything.
Designers must be selective.
Designers must think”

(Chermayeff & Geismar, Idea - special issue, p.108).


© DJL 1999

Sunday, 25 January 2009

NewsFlash: Cannabis Re-classified as Grade-B

Some interesting news is that Cannabis is now no longer a Class C drug, but a Class B. Which means being caught "supplying, using or dealing" is that much more serious. The BBC reports that:

Plans to introduce a "three strikes" system for cannabis possession start with a warning, then an £80 spot fine for a second offence.

Only when a third offence is committed, will the person be liable to arrest and prosecution.
So there you have it. Naturally it doesn't affect my life much at all, since the only thing you will ever have me smoking is kippers or bacon, or a wet bonfire in the back garden.

My advice, steer clear. For your health, because £80 is a lot of EMA, and finally - because no one wants a criminal record.

Friday, 23 January 2009

Nat Dip - Using PNG 32 in Flash Interactive Media

On Wednesday we looked at using Fireworks to prepare and export PNG 32 files for use in Flash as an alternative to the standard vector graphics.

There are plenty of examples of where PNG 32 files have been used:
As you consider these examples (and perhaps write a blog post before I ask) you might discuss what are the advantages of PNG 32 over Flash's native vector graphics.

Nat Dip - Investigating Web Technologies

Rather like the reports, blog-posts or presentations you have produced for unit 104 (interactive media principles), you are now asked to do the same regarding web technologies. Read on for the specific details.

Criteria

This project will allow you to meet the P1 criteria:
  • Investigate into a range of relevant advanced web technologies

If you apply findings in this report to your development of your website in a future project, this will lead you towards M1 as well.

Project


Your current project requires that you produce a:

  • Report
  • Blog Article
  • Presentation
  • Video

about web technologies.

To begin with you should investigate and explain the following web technologies:


  • Web browsers
  • Worldwide web
  • Uniform Resource Locators (URL)
  • Servers
    - Local
    - Remote
    - File sharing
  • Web applications
    - Email
    - File and Video sharing
    - Ecommerce
    - Social Networking

Before you are finished you also need to discuss the functions, features, application and user enhancement of current advanced technologies such as:

  • HTTP
  • FTP
  • HyperText Markup Language (HTML)
  • Extensible HTML (XHTML)
  • Dynamic HTML (DHTML)
  • Content control using cascading Style Sheets (CSS)
  • Cookies
  • JavaScript
  • Java
  • Server-side scripts
    - CGI
    - Perl
    - ASP
    - PHP
  • Client side interactive scripts
    - Javascript
  • Database driven web pages;
  • Flash (FLV, SWF)
  • Java

Remember, as you write about the above, you must discuss them in terms of:

  • Functions and features
    - What it can do
  • Application
    - Examples of what it is used for
  • User enhancement
    - How it can enhance the user experience
  • How can these be used to contribute to your own design work?
Recap

You can review the Web Technology presentation here:

Nat Dip - Web Video Players

Following on from the last few days of Flash training you are required to write a blog post about web based flash video players. Two examples worth looking at are BBC iPlayer and the JCB Song website. Both are very good, and both are very different in their appearance and approach to providing the user with playback controls.
  • You need to review a few different approaches to video flash players and discuss them now in terms of the "Principles of Interactive Media" research that you did.
  • Demonstrate your understanding of these principles as you discuss your selected flash video player samples.
  • Now that you have some understanding of how flash video players can be constructed from scratch using actionscript and symbols, you might also comment on the advantages and disadvantages of both scratch-built custom flash video players, and the ready made flash video player components.
Recap

The details on how to construct a flash video player from scratch can be found on my other blog here:

http://dansinteractive.blogspot.com/2008/08/flash-projects-3-custom-flv-player.html

Wednesday, 14 January 2009

Nat Dip - Thursday Off Site Visit Postponed

The off site visit has been postponed. Please check your emails for more information. Classes start at the usual time. There are opportunities to visit at a later date.

HND - "Wise Words" on the Underground

As you complete your 3 poster designs, it is often good to see how these might look in situ. You can use stock photographic images of the London Underground from www.sxc.hu to PhotoShop your poster designs into place. You can download images once you are a registered member (costs nothing).

Some suggested images include:

http://www.sxc.hu/browse.phtml?f=view&id=54750
http://www.sxc.hu/browse.phtml?f=view&id=160670
http://www.sxc.hu/browse.phtml?f=view&id=160672
http://www.sxc.hu/browse.phtml?f=view&id=436044

An "Underground" logo can be found here:

http://www.sxc.hu/browse.phtml?f=view&id=726333

All images are copyright to the artist, but they have given permission for the use of their work under certain conditions. For www.sxc.hu these can be found here:

http://www.sxc.hu/help/7_2

Because you have permission, you will not be in breach of copyright unless you break the conditions of use. However you still need to take steps to avoid plagiarism, by crediting the photographer for their work. Otherwise it may appear as though you are saying you took the photo.

A little complicated I know, but very important to understand as a working designer.

Tuesday, 13 January 2009

How does "Teen killed mother in Halo 3 row" give a new perspective to ethics in Interactive Media?

The BBC reports that:

"A US teenager killed his mother and wounded his father in revenge after they took away his violent computer game, a judge has ruled.
"The defence team for Daniel Petric, 17, had argued his addiction to the Halo 3 game, in which players shoot invading aliens, had made him insane.
"But the judge rejected this, saying he had planned revenge for weeks."
(BBC, http://news.bbc.co.uk/1/hi/world/americas/7826663.stm)


Since we have recently been looking at legal and ethical issues in interactive media, and since computer games are interactive media, this article is well worth our consideration.

Please consider the following questions and give your answers in your own blogs:
  • If Halo 3 did have a part to play in making this young man more capable of killing for real, what acts of law, or codes of ethics, might the publisher be in breach of?
  • What is the value of game age rating systems?
  • Do computer game producers have an obligation to tune down violence?
  • How violent is too violent?
    - Where would you draw the line?
    - Do you think there is a line or do you think anything should be allowed in computer games?
  • Could long exposure to computer game violence make someone become more able to commit violence for real?
  • How might this case impact the interactive media industry?

Some interesting reading on the issues:

  • "Review of Research on the Impact of Violent Computer Games on Young People"
    (Department for Culture, Media and Sport, UK Government, 2005 - Click to read >)
  • "Violent Video Games: The Newest Media Violence Hazard"
    (Iowa State University, Click to read >)
  • "Violent Video Games Linked to Child Aggression"
    (CNN, 2009, Click to read >)

I have my own thoughts and opinions - an opinion is what this is, I am not preaching. I don't know for sure what part violent computer games play in what the 17 year old American did to his parents, but from a purely pragmatic viewpoint it is my opinion that the human mind can become accustomed to most things it once found shocking, if exposed to those things often enough. I think that applies to soldiers in combat, doctors in a hospital casualty department, and people playing video games equally. Over time we become used to the scenes before us and they shock us less. To look at it another way, we become desensitised, we are more able to view those things and experience those things without thinking anything of it, without questioning the rightness or wrongness of what we are experiencing, we are simply able to get on with the job. In some situations (as in the doctor or the soldier) this may be a necessary coping strategy, though stressful nonetheless. But I do wonder if the general public really need desensitising in this way. We should find violence shocking. I am concerned that once desensitised we care less when it happens to others, we care less when we are violent towards others, we fail to find it shocking, our ability to empathise diminishes, somehow we are less innocent than we used to be, and part of the child in us dies. I find that a great pity. You may disagree, that is your perogative, just give me a decent case for your viewpoint. Food for thought. Where does society go next?

Principles of Interactive Media Design

Your current project requires that you produce a:


  • Report
  • Blog Article
  • Presentation
  • Video
about the principles of interactive media design.

As part of your research you should investigate existing interactive media products. These might include:

  • CDs
  • DVDs
  • Web based interactive media
    - Websites
    - Flash Movies
    - Games
  • Handheld devices
  • Motion graphics
  • Animation
  • Games
Your research should include a range of sources which could include:
  • Internet
  • Magazines (relevant journals available in cluster)
  • Television
  • Newspapers

Remember to cite your sources (scroll down for more information).

As you investigate existing interactive media products you should evaluate them. This evaluation might cover:

  • Use of interactivity
  • Use of fonts
  • Overall design

Effective investigation of existing interactive media products should help you get higher grades which require you to explain or fully explain principles of interactive media design with reference to well chosen examples. The principles you need to explain follow.

The Principles

Layout and Interface Design (for more detail click here >)

  • Usability
  • Language and terminology
  • Design
    - Colour
    - Images
    - Consistency
    - Typography (use of type)
  • Effective use of layouts
  • Identification of users
  • Use of navigation
    - Navigation types

Visual Treatment

  • Visual cues
    - Use of colour for indication
    - Metaphors
    - Highlighting text
    - Attracting Attention
    - Prioritising
    - Aesthetic Appeal
  • Accessibility
    - Use of colour etc.
  • Screen Design
    - Amount of information presented
    - Grouping and prioritising of information
  • Balance
    - White Space
    - Grey Space
    - Black Space
  • Use of Images and Composition
    - Rule of thirds
    - Lead lines
    - Focal point
    - Depth of field
    - Use of colour
  • Colour Theory
    - Primary colours
    - Contrasting colours
    - Complementary colours
    - Colours in common
    - Colour wheel

Plagiarism

It will no doubt be very tempting to find other people's explanations and copy and paste. First, this activity has legal and ethical issues all of its own. Second, if you plagiarise you will be subject to an academic disciplinary process and could fail the unit or worse. How will I know? We have software that compares student submissions to work on the internet and tells us what % was plagiarised.

It is much better to read other people's work, understand it, then write up what you understand in your own words. That's real learning that is.

Citing Sources

You should include a bibliography at the end of your report (or provide it printed at the time of your presentation or with your video).

A bibliography lists all the places (sources) from which you got your information. This includes books, magazines, TV programmes and web pages.

You may quote other sources, but when you do you should surround the quote in quotation marks "" and cite the source within parenthesis (), e.g:

"Intellectual Property Office can help you get the right type of protection for your creation or invention." (Intellectual Property Office, http://www.ipo.gov.uk/)

or

"Whereas composers and authors get to keep their rights for 70 years after they die - or rather, their heirs do - for performers, the cut-off point comes 50 years after the original performance." (BBC, http://www.bbc.co.uk/blogs/technology/2008/11/conflict_over_copyright.html)

Good luck.

Visual Treatment in Interactive Media

Today and on some previous sessions we looked at various issues relating to visual treatment within interactive media.

Specific areas of study included:
  • Visual cues
    - Use of colour for indication
    - Metaphors
    - Highlighting text
    - Attracting Attention
    - Prioritising
    - Aesthetic Appeal
  • Accessibility
    - Use of colour etc.
  • Screen Design
    - Amount of information presented
    - Grouping and prioritising of information
  • Balance
    - White Space
    - Grey Space
    - Black Space
  • Use of Images and Composition
    - Rule of thirds
    - Lead lines
    - Focal point
    - Depth of field
    - Use of colour
  • Colour Theory
    - Primary colours
    - Contrasting colours
    - Complementary colours
    - Colours in common
    - Colour wheel

You will need to understand how each of these impact interactive media so that you can analyse interactive media in light of them.

Friday, 9 January 2009

Social Media - Do we see the picture yet?

Chris Brogan on his blog (http://www.chrisbrogan.com/what-storytellers-can-do-in-real-time/) demonstrates very effectively how social media can be utilised more quickly than traditional media, and hints at how this can be useful to meeting corporate objectives.

I think that many organisations may be missing a trick, one that Panasonic appears to be trying not to miss.

On a side note, if you read Chris Brogan's post, right at the end is a really nifty (and green) alternative to the traditional "press pack" for journalists.

Thursday, 8 January 2009

More on Ethical Practice in Interactive Media

The following links take you to relevant articles related to ethical practice in interactive media:

Digital Image Manipulation Ethics - http://wiki.media-culture.org.au/index.php/Digital_Image_Manipulation_-_Ethics

Digital Image Manipulation Social Concerns - http://wiki.media-culture.org.au/index.php/Digital_Image_Manipulation_-_Social_Concerns

Interface Design - Part 2

Usability

Usability describes the overall user experience with interactive media - user friendliness might be another way of looking at usability. Consider this definition:
"Usability is a term used to denote the ease with which people can employ a particular tool or other human-made object (in this case, your website) in order to achieve a particular goal." (http://styleguide.caltech.edu/navigation)

Usability is concerned with design, accessibility, language, layout, navigation and prerequisites. Poor decisions by the designer, in any of these areas, can lead to poor usability for some or even all of the users.

Language and terminology

While this includes providing information in a language familiar to your target audience, it is much more.

Terminology refers to the words used (language) to describe certain things or actions.

Most people will be unfamiliar with the term "Expunge" for instance, though I have seen it used on a web based email program. More familiar will be the terms "Delete" or "Empty Wastebasket".

It is important to use language and terms that your users will understand if they are to use interactive media comfortably. You can do this by observing conventions or standards with which the users may already be familiar.

Design

Design is a very broad term, any decision to do with the creation of any aspect of interactive media may be termed "design" but here we are concerned with "graphic design", including such things as:
  • Colour
  • Images
  • Consistency
  • Typography (use of type)
In discussing these things you can refer to the "Presentation and navigation of Text, Sound and Image" chapter of the handbook you received a few days ago.

Effective use of layouts

Layout design problems are not new to interactive media, but have been around since the days of printing.

Layout is concerned with the organisation of information on the screen, such as the position of the title or heading, the location of the navigation, how images are used with text.

Layout is concerned not just with how information is organised on screen, but how much information is presented on screen. Can information be spread over several screens for instance?

Consistency is an important consideration with layouts so that users become familiar with how a website works, and do not have to re-learn on every page.

We will go into more detail in this area next week when we consider Visual Treatment within interactive media.

Identification of users

An awareness and understanding of the user is essential to meeting their needs.

You can learn more about this in the "Understanding Target Audience" and "Understanding Accessibility and User Groups" chapters of the handbook you received a few days ago.

Use of navigation

Navigation is the system implemented to allow users to "move around" within interactive media.

Navigation systems can use text links, buttons or click-able images to allow the user to "move around".

Navigation systems may include audio/visual feedback.

Navigation systems may allow the user to "move around" within the one piece of interactive media - these are called internal (or local) links. They may also allow the user to "move" to other interactive media - external (global) links.

Navigation may be organised as Primary, Secondary and Tertiary. A good explanation follows:
"Primary navigation is defined as the navigation which appears on every page of the site. Primary navigation divides all your content up in to sections, all of which are navigable from anywhere in the site.
"Secondary navigation occurs when primary sections of the site have enough content to warrant navigation within that section. The same applies to tertiary navigation"
(http://styleguide.caltech.edu/navigation)

Although you should feel free to be creative as well, it is worth considering this:
"Usability studies show that people reading web pages tend to linger more on the left side of the page than anywhere else. This makes the left side a good place for your navigation, as it is arguably one of the most important elements on your site." (http://styleguide.caltech.edu/navigation)

Interface Design

Layout and interface design is vitally important within interactive media. The interface is the means through which the user controls and operates the interactive media. Because of this, the interface should be easy to understand and easy to operate.

Whether an interface is easy to understand and operate is down to the following things:

  • Usability
  • Language and terminology
  • Design
    - Colour
    - Images
    - Consistency
    - Typography (use of type)
  • Effective use of layouts
  • Identification of users
  • Use of navigation
    - Navigation types
You need to investigate good and bad interface design in other's work so that you can apply good interface design in your own work.

Starting Points for Theory Research

Jakob Nielsen - Usability Guru
It should be noted that while Jakob Nielsen has become well known, in web design circles, for being outspoken about web site usability - not everyone agrees with him. Jakob is not a graphic designer, but he does hold a Ph.D in Human-Computer Interaction. Jakob is concerned with making it easy to use interactive media, not with making it look pretty. What you need to learn about is getting the balance right, making it look good without compromising on ease of use.
http://www.useit.com/

Articles by Jakob Nielsen include:

Articles by other authors include:

Examples of Bad Interface Design

Wednesday, 7 January 2009

Legal and Ethical Constraints Applicable to Interactive Media

Your current project requires that you produce a:

  • Report
  • Blog Article
  • Presentation
  • Video
about the legal and ethical contraints that apply to interactive media products. These might include:

Legal Constraints

  • Checking intellectual property rights
    - Copyright
    - Design rights
    - Moral and paternal rights
    - Trademarks
    - Patents
  • Obtaining permissions
  • Libel
  • Race Relations Act
  • Obscene Publications Act
  • Computer Misuse Act
  • Data Protection Act
  • Accessibility
  • Contracts
    - Types of contract
    - Subcontracting
    - Outsourcing
    - Working to a brief
    - Penalties
Ethical Constraints

  • Authorship and ownership issues
  • Representation
    - Race
    - Gender
    - Age
  • Blasphemy
  • Appropriateness to audience
You are fully aware of the criteria you must meet, as you cover these points, for each of the available grades. Generally the more clarity with which you explain them, the better use you make of examples and the more fluent your use of subject terminology the higher your grade.

Plagiarism

It will no doubt be very tempting to find other people's explanations and copy and paste. First, this activity has legal and ethical issues all of its own. Second, if you plagiarise you will be subject to an academic disciplinary process and could fail the unit or worse. How will I know? We have software that compares student submissions to work on the internet and tells us what % was plagiarised.

It is much better to read other people's work, understand it, then write up what you understand in your own words. That's real learning that is.

Citing Sources

You should include a bibliography at the end of your report (or provide it printed at the time of your presentation or with your video).

A bibliography lists all the places (sources) from which you got your information. This includes books, magazines, TV programmes and web pages.

You may quote other sources, but when you do you should surround the quote in quotation marks "" and cite the source within parenthesis (), e.g:

"Intellectual Property Office can help you get the right type of protection for your creation or invention." (Intellectual Property Office, http://www.ipo.gov.uk/)

or

"Whereas composers and authors get to keep their rights for 70 years after they die - or rather, their heirs do - for performers, the cut-off point comes 50 years after the original performance." (BBC, http://www.bbc.co.uk/blogs/technology/2008/11/conflict_over_copyright.html)

Good luck.

Saturday, 3 January 2009

The Importance of Research (or Designers Should be Interested in Everything)

Well, as usual I take the opportunity in the holidays to practice and develop my Interactive Media skills. Last time I made a Ukulele Tuner, this time, prompted by a relatives' purchase of a OO gauge railway for Christmas (and my own love of making things and building models) I put together a program to speed up scale calculations to make it easier for me when (and if) I find time to make scale model buildings for my relatives' railway.

Here it is produced in Flash with ActionScript, graphics produced in Fireworks and exported as PNG 32. Ultimately I will compile it into a windows executable using Zinc or Flash Studio once it has been thoroughly tested:








The model railway community on the Model Rail Forum, the New Railway Modellers forum and the Model Railway Forum were very helpful. Although I like to make models when I have time, I am by no means an OO or even a model railway expert at this point in time, so input from the potential user base was absolutely vital.

I guess the lesson I would want my students to take from this is that you don't have to be an expert in a field to successfully design for it. But you do have to do thorough research and be genuinely interested in learning about the field and learning about what is important to your client/the user. If you haven't learned to be interested you may find that what you produce meets the needs of precisely no-one - and you won't even get paid.

This lesson was summed up nicely by a designer who has influenced my approach to creative practice, Ivan Chermayeff. In a long time ago interview with ID magazine (I think it was ID), in an article called "Design: Another Reconsideration", Ivan simply states that "designers should be interested in everything" (para).

I think he is right. Almost the one industry a designer will not design for is his or her own industry. They will be employed to design for a variety of other industries throughout their career however, so an interest in other people's area of expertise is vital. After all, design is about problem solving (another lesson from Chermayeff), so designers need to be interested in the problems and get inside them, because as Ivan once described - solutions come directly out of an understanding of the problems (para).

That's why my research took me directly to the community of model railway enthusiasts. Because in talking to them (here, here and here) I would come to correctly understand the problem (the issues surrounding calculating scale conversions for model railways, the scales themselves, what the user needs it to do etc.) Once I understood the problem, the solution was pretty much obvious, all I had to do was apply my new understanding to the interface, visual appearance and make it work.

And the result? The community feedback was positive about the current version, so I know I have been successful. While a few suggestions for even further development have since been made, for now I have a working product that actually meets my own needs, and the needs of real live users.

Only possible, because the users were consulted about the design problem, and their input turned into a solution. Problem solved.