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SI 548 Mid-Semester Project Update
 

SI 548 Mid-Semester Project Update

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This was our project update presentation for our project for SI 548: Principles of Software Design for Learning

This was our project update presentation for our project for SI 548: Principles of Software Design for Learning

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  • We are motivated by a problem we see with art museums: people come to art museums to explore and learn about art, however, this learning is sometimes hard to achieve.
  • Interview in context at the UMMA Observation session at UMMA exhibit Visit to the DIA
  • Aware: Visitors with little or no experience who are not really comfortable looking at or describing art. They may have been brought to the museum by someone else. Curious: Visitors who "like art but are not in love with it." They enjoy the social dimension of museum experience and connections that can be made between art and other parts of their lives. Committed: Either educated art consumers who like to be left alone or art enthusiasts who "love art as much as sex and religion" and can't get enough of it, not to mention programs around it.

SI 548 Mid-Semester Project Update SI 548 Mid-Semester Project Update Presentation Transcript

  • LEARNING IN ART MUSEUMS: AN iPHONE APPLICATION DEBRA LAUTERBACH | ANNE LOCK | RICARDO YI
  • OUR GOAL IS TO DESIGN AN iPHONE APP TO HELP PEOPLE LEARN ABOUT ART WHILE THEY ARE IN A MUSEUM
  • MUSEUM LEARNING IS OFTEN EASILY FORGOTTEN
  • THUS WE AIM TO HELP PEOPLE MAKE CONNECTIONS AMONG THE ART THEY HAVE SEEN
  • WE AIM TO HELP PEOPLE BECOME CONVERSANT IN ART
  • WE AIM TO MOTIVATE PEOPLE TO SEEMORE ART
  • WE AIM TO SUPPORT THE LEARNER WITHOUT DETRACTING FROM THE MUSEUM EXPERIENCE
  • OUR TARGET AUDIENCE ISADULTS INTERESTED IN ART BUT WITH NO FORMAL TRAINING
  • WE USED INTERVIEWS OBSERVATIONS, AND LITERATURE TO UNDERSTAND OUR LEARNER AUDIENCE
  • “I WANT TO KNOW WHAT ELSE THIS ARTIST HAS DONE”
  • WE LEARNED ART IS A PERSONAL EXPERIENCE TEACHING TECHNIQUES OF TOUR GUIDES DRAWBACKS TO PHYSICAL LEARNING AIDS
  • LITURATURE SHOWED US THAT THERE ARE THREE TYPES OF VISITORS (PITTMAN): AWARE CURIOUS COMMITTED
  • FROM ALL THIS, WE ESTABLISHED THESE LEARNER NEEDS: INTERACTION GUIDED FOCUS CUSTOMIZATION LEARNER CONTROL LEARNING IN CONTEXT OPPORTUNITIES FOR REFLECTION
  • OUR OVERALL LEARNING GOAL IS TO PROVIDE A BASIC FRAMEWORK FROM WHICH LEARNERS CAN ASSESS, ANALYZE, AND DERIVE MEANING FROM WORKS OF ART. *BASED ON NATIONAL STANDARDS FOR ARTS EDUCATION (GRADES 9-12) SET FORTH BY THE NATIONAL COMMITTEE FOR STANDARDS IN THE ARTS
  • LEARNING GOAL #1 1. Perceive key elements of works of art, and be able to discuss how these elements influence the meaning of the work, including: • distinctive styles of particular artists • composition and/or design principles used • media used • subject matter • symbols and ideas
  • LEARNING GOAL #2 2. Analyze the influence of historical and cultural contexts on works of art, including: • how a particular artist was affected by his/her contemporary values, politics, and time • understand the purpose of the work of art within a particular culture (e.g., was it decorative, an advertisement, or a religious icon)
  • LEARNING GOAL #3 3.  Formulate and defend personal judgments regarding a work of art, and critically analyze existing interpretations. • recognize master works of art and the reasons they are regarded as such • explore personal likes and dislikes and describe judgments using the vocabulary of visual art
  • EARLY DESIGN STORYBOARD: OVERALL FLOW
  • EARLY DESIGN STORYBOARD: OVERALL FLOW
  • EARLY DESIGN Design Storyboard STORYBOARD: INDIVIDUAL PAINTING LEVEL
  • EARLY DESIGN Design Storyboard STORYBOARD: INDIVIDUAL PAINTING LEVEL
  • EXAMPLE ACTIVITY: COMPARISON
  • EXAMPLE ACTIVITY: COMPARISON
  • EXAMPLE ACTIVITY: HIGHLIGHTING DETAILS
  • EXAMPLE ACTIVITY: HIGHLIGHTING DETAILS
  • QUESTIONS?