Brands and movie making: using storyboards to develop spatial design students' understanding of narrative

Spatial designers use sketch perspectives as a design development tool because they can offer a powerful means of representing physical form on a flat surface. However, whilst perspectives can depict the appearance of a building, they do not describe it as a narrative sequence of events and experiences. Storyboards can do this because they enable a scheme to be investigated and represented in a multi-sensory and dynamic way, but students can find them difficult to use effectively. The University of Bedfordshire's innovative 'Brands and Movie-Making' project addresses this by requiring its spatial design undergraduates to make experimental movies, providing a powerful vehicle for the development of storyboard-drawing skills and a firm base for the discipline-specific work-to-come. But its effectiveness is limited because the students appear reluctant to draw by hand, and this will be investigated further

SeMA: A Design Methodology for Building Secure Android Apps

UX (user experience) designers visually capture the UX of an app via storyboards. This method is also used in Android app development to conceptualize and design apps. Recently, security has become an integral part of Android app UX because mobile apps are used to perform critical activities such as banking, communication, and health. Therefore, securing user information is imperative in mobile apps. In this context, storyboarding tools offer limited capabilities to capture and reason about security requirements of an app. Consequently, security cannot be baked into the app at design time. Hence, vulnerabilities stemming from design flaws can often occur in apps. To address this concern, in this paper, we propose a storyboard based design methodology to enable the specification and verification of security properties of an Android app at design time.Comment: Updates based on AMobile 2019 review

Developing Performance-Centered Systems for Higher Education

The experience in developing performance-centered systems for higher education has improved significantly, and practitioners have made considerable progress in elaborating a methodology. This paper discusses the convergence of thinking among various disciplines in analysis and design methodologies, and describes the key elements of the new-emerged performance support engineering development methodology. These are important for designing web-based systems, information systems, and knowledge management systems in higher education.performance-centered systems, web-besd systems, information systems, knowledge management systems, methodology, higher education

How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

Roles and responsibilities in agile ICT for development

This paper examines the different roles in designing interactive software in a ICT for development context. Using experiences from a participatory action research project, in which we used agile methods to design and deploy an system to support ‘agricultural information flow’ for a co-operative of small farmers in rural India, we identify points of difference between the roles in standard descriptions of agile software methods and the roles as they emerged in our project. A key finding is the critical role played by a ‘Development Project Manager’ in facilitating dialogue, orchestrating the activities of other actors and in building the capabilities and confidence of all the participants in joint action

Sprinting for creative economy growth – a case study of a business planning and rapid prototyping toolkit for the Brazilian creative economy sector

This article reflects on the development of a creative economy training product and toolkit developed by Coventry University with SEBRAE (the Brasilian Micro and Small Business Support Service) and funded by British Council. It was devised following two weeks creative economy scoping visits in autumn 2017 in Brasil. The scoping visits identified the need for a fun and “disruptive” business planning experience leading to rapid prototyping which would allow new creative economy ideas to be brought to market at low development cost – “Sprint”. A one day micro Sprint was tested in four locations in Brazil to excellent feedback in late 2017. The client subsequently requested a three day version of the methodology to invest more time in the cultural change of the creative entrepreneur and the development of an associated toolkit. However, this Sprint has subsequently also been rolled out in a super condensed 3 hour version piloting in 2019 and 2020 in Ukraine through British Council Creative Spark programmes. The toolkit offers skills and techniques to train creative entrepreneurs and their mentors in enabling the growth of the creative economy in their communities. This paper predominantly focuses on the implementation of the client commissioned three day Sprint

Categorisation of visualisation methods to support the design of Human-Computer Interaction systems

During the design of Human-Computer Interaction (HCI) systems, the creation of visual artefacts forms an important part of design. On one hand producing a visual artefact has a number of advantages: it helps designers to externalise their thought and acts as a common language between different stakeholders. On the other hand, if an inappropriate visualisation method is employed it could hinder the design process. To support the design of HCI systems, this paper reviews the categorisation of visualisation methods used in HCI. A keyword search is conducted to identify a) current HCI design methods, b) approaches of selecting these methods. The resulting design methods are filtered to create a list of just visualisation methods. These are then categorised using the approaches identified in (b). As a result 23 HCI visualisation methods are identified and categorised in 5 selection approaches (The Recipient, Primary Purpose, Visual Archetype, Interaction Type, and The Design Process).Innovate UK, EPSRC, Airbus Group Innovation

Supportive Resources: Mastering the Art of Making Sense

This paper questions the nature of qualitative user studies as currently applied in the context of experience-centered design. We suggest that conceiving knowledge as if it were an entity that can be captured in some form and transferred unchanged oversimplifies the situation in the case of design, and, for the purpose of opening a dialogue on the topic is problematic. We put forward an alternative perspective, that of supportive resources, which go beyond social science-based approaches, such as user studies, to focus on the forming of knowledge by designers. Supportive resources are intended to inspire, but equally they are intended to help frame, guide and support the design process in a non-prescriptive way. Designers can apply them as needed to support existing approaches. In order to better describe supportive resources and their role in design, the authors present four examples from projects currently being undertaken by the authors; storytelling, language and touch, material knowledge, and video