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UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
UArt MID Language Project
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UArt MID Language Project

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  • 1. MID & UArts Finance Office Language Fraser Marshall Yu-Ching Hung Justin Witman
  • 2. Language We were approached by Bill Mea, the Chief Finance Officer, to help him communicate important financial information to the larger school community. Our target was to create a presentation style for the “State of the Union” finance address to the school. The aim was to begin creating information that was transparent and encouraged conversation between the Finance Office and the larger school campus.
  • 3. Intro-2 It was clear from our first meeting with the CFO that we were dealing with an issue of communication and language styles. As an accountant, the CFO was accustomed to talking in numbers. However, he was presenting to an audience of artists, designers and musicians. What type of language would be best for this audience to understand?
  • 4. Understanding Intro-3 LEFT BRAIN LANGUAGE RIGHT BRAIN LANGUAGE As we knew, the CFO used numbers to communicate information. This is a very left brain centric method, which may not be effective at communicating to right brain biased artists, designers and musician. Research has shown that right brained professions communicate more effectively using images, visuals, emotions and patterns. Therefore we began investigating the potential of infographics.
  • 5. Deciphering language From collaborating with the CFO, we began to decipher the information he wanted to communicate to the school during his upcoming presentation.
  • 6. Creating a new language Infographics were created using the following criteria: The use of iconography to indicate money. A visual affordance of green signifying positive and red signifying negative money. Sequential slides that build on previous slides to allow audience understanding. $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 $ $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 $ $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 $ $ $ 100 100 100 100 100 THE UNITED STATES OF AMERICA 100 THE UNITED STATES OF AMERICA THE UNITED STATES OF AMERICA 100 100 100 100 100 100 100 100 ONE HUNDRED DOLLARS 100 ONE HUNDRED DOLLARS ONE HUNDRED DOLLARS $ $ $ $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 100 100 = 100K 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 ONE HUNDRED DOLLARS Annual Budget Annual Actual Extra Surplus 411K 623K +212K
  • 7. Infographic prototype +19K Net tuition and fees for credit $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 $ 100 THE UNITED STATES OF AMERICA 100 +79K 100 ONE HUNDRED DOLLARS 100 100 Auxiliary enterprises $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 -207K 100 $ THE UNITED STATES OF AMERICA 100 100 Net tuition and fees 100 ONE HUNDRED DOLLARS 100 for Cont. Studies 100 $ THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 -461K 100 $ THE UNITED STATES OF AMERICA 100 100 Annual fund 100 ONE HUNDRED DOLLARS 100 $ 100 THE UNITED STATES OF AMERICA 100 100 -166K 100 ONE HUNDRED DOLLARS 100 Other investment $ 100 THE UNITED STATES OF AMERICA 100 100 100 100 income ONE HUNDRED DOLLARS Operating Revenue -804K
  • 8. Infographic prototype +19K Net tuition and 100 $ THE UNITED STATES OF AMERICA 100 100 fees for credit $ 100 THE UNITED STATES OF AMERICA 100 +475K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 No Jan 1st $ 100 THE UNITED STATES OF AMERICA 100 +79K salary increase 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 Auxiliary enterprises 100 $ THE UNITED STATES OF AMERICA 100 100 $ 100 THE UNITED STATES OF AMERICA 100 +84K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 -207K 100 $ THE UNITED STATES OF AMERICA 100 100 Continuing Studies $ 100 THE UNITED STATES OF AMERICA 100 savings 100 ONE HUNDRED DOLLARS 100 100 Net tuition and fees 100 ONE HUNDRED DOLLARS 100 for Cont. Studies $ 100 THE UNITED STATES OF AMERICA 100 100 $ 100 THE UNITED STATES OF AMERICA 100 +405K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 -461K 100 $ THE UNITED STATES OF AMERICA 100 100 Hiring freeze $ 100 THE UNITED STATES OF AMERICA 100 100 ONE HUNDRED DOLLARS 100 100 Annual fund 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 +200K $ 100 THE UNITED STATES OF AMERICA 100 Reserved funds 100 100 100 ONE HUNDRED DOLLARS -166K 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 from Operations/IT Other investment $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 100 100 income ONE HUNDRED DOLLARS $ -135K 100 THE UNITED STATES OF AMERICA 100 100 Grad assistants/ 100 ONE HUNDRED DOLLARS 100 $ student employment 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 Operating Revenue Saved Expenses -804K + +1016K
  • 9. Infographic prototype +19K Net tuition and 100 $ THE UNITED STATES OF AMERICA 100 100 fees for credit $ 100 THE UNITED STATES OF AMERICA 100 +475K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 No Jan 1st $ 100 THE UNITED STATES OF AMERICA 100 +79K salary increase 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 Auxiliary enterprises 100 $ THE UNITED STATES OF AMERICA 100 100 $ 100 THE UNITED STATES OF AMERICA 100 +84K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 -207K 100 $ THE UNITED STATES OF AMERICA 100 100 Continuing Studies $ 100 THE UNITED STATES OF AMERICA 100 savings 100 ONE HUNDRED DOLLARS 100 100 Net tuition and fees 100 ONE HUNDRED DOLLARS 100 for Cont. Studies $ 100 THE UNITED STATES OF AMERICA 100 100 $ 100 THE UNITED STATES OF AMERICA 100 +405K 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS 100 -461K 100 $ THE UNITED STATES OF AMERICA 100 100 Hiring freeze $ 100 THE UNITED STATES OF AMERICA 100 100 ONE HUNDRED DOLLARS 100 100 Annual fund 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 +200K $ 100 THE UNITED STATES OF AMERICA 100 Reserved funds 100 100 100 ONE HUNDRED DOLLARS -166K 100 ONE HUNDRED DOLLARS 100 100 $ THE UNITED STATES OF AMERICA 100 100 from Operations/IT Other investment $ 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 100 100 income ONE HUNDRED DOLLARS $ -135K $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 Grad assistants/ 100 ONE HUNDRED DOLLARS 100 100 100 ONE HUNDRED DOLLARS $ student employment $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 Operating Revenue Saved Expenses Extra Revenue -804K + +1016K = +212K
  • 10. Presentation The CFO used these infographics to present information on the financial predictions for the end of 2009 and the upcoming 2010 school year.
  • 11. Presentation An audience consisting of school faculty and staff still had major questions regarding the financial information they were being presented with.
  • 12. The Process Phase II Phase 1 Phase 2 The first stage of this project was completed. developing language refining language and developing the story We had created a new language for the CFO to communicate financial information to the school. “I need the However, although the CFO was happy with want “graphics need “we the Bill right language” Bill Graphic Faculty infographics, it was clear from his presentation work” more story” Design Council that the audience still had some concerns. CLIENTS $ 100 THE UNITED STATES OF AMERICA $ $ 100 DESIGNERS 100 THE UNITED STATES OF AMERICA 100 THE UNITED STATES OF AMERICA 100 ONE HUNDRED DOLLARS 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 $ 100 THE UNITED STATES OF AMERICA 100 $ $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 studioNEXT Infographics Presentation Prototype 1 Co-design Prototype 2 sabaticals? benefits? School Community
  • 13. Process Phase 1 Phase 2 developing language refining language and developing the story “I need the “graphics need “we want Bill right language” Bill Graphic work” Faculty more story” Design Council CLIENTS $ 100 THE UNITED STATES OF AMERICA $ $ 100 DESIGNERS 100 THE UNITED STATES OF AMERICA 100 THE UNITED STATES OF AMERICA 100 ONE HUNDRED DOLLARS 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 $ 100 THE UNITED STATES OF AMERICA 100 $ $ 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 100 ONE HUNDRED DOLLARS 100 100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 studioNEXT Infographics Presentation Prototype 1 Co-design Prototype 2 For the next phase of the project to succeed we would have to engage with not only the CFO, but sabaticals? benefits? also the faculty and staff. What issues and concerns did the faculty and staff have? In order to find out, we had engage with School Community them and bring their voice and opinion into the design process?
  • 14. Co-design In every group there are always complex internal issues that make everyday life a struggle. By co-designing with the faculty and staff we hoped discover their concerns and questions regarding financial information communication in the school. By engaging them in this process we hoped to promote autonomy in order to create a more unified solution.
  • 15. Autonomy Autonomy means being in control of your own life. We hoped that by getting the faculty and staff to help co-design a group solution, it would not only creates a better informed solution but, also one that everyone collectively owned.
  • 16. Collective action Autonomy helps groups become invested, because everyone feels like the own the solution. This helps boost the collective action of problem solving.
  • 17. Interviewing With our foundation rooted in Human-centered design, we believe that the key to helping groups design solutions, starts with interviewing. This is where you can gather the most rich and true information about a group. Therefore, we began a series of interviews with members of the staff and faculty council.
  • 18. Collaborative refinement The more often the our team actively engaged the faculty in the process, the more excited and invested they became in helping us develop the solutions. We revisted some of the faculty to collaborate on an iterative process of refining the infographic style. We continually redeveloped and adjusted to get it just right for the most impact.
  • 19. Collaborative refinement
  • 20. Collaborative refinement
  • 21. Interviewing
  • 22. Interviewing
  • 23. Interviewing
  • 24. Interviewing Story Development
  • 25. Story development Great storytellers not only know the right words to say, but also the right way to say them. it’s not simply adequate to deliver the dry facts, and this project is no different. In the case of this project we discovered after further interviewing that the goal was not to graphic design a better presentation. Our goal was to help the presentation tell a story of finances and of staff concerns. It became a visual story as well as a verbal story.
  • 26. Story development “Speak about restoration, not gifts” “It would be great to use the Faculty Council as a sounding board” “We need a more clear distillation method for financial information” “More of a dialogue, even if we cant change the reality of the numbers” “It would be great to have a full picture of the options”
  • 27. Anxieties and needs Finance Faculty Faculty Council Staff Council Bill Larry Anna Jack Mary Peter Amy Sara Themes Accountancy Design Liberal Arts Media Administration Delivery Delivery Details Delivery Delivery Methodology Methodology Clarity Methodology Methodology Clarity Aesthetics Sensitivity Details Clarity Acknowledgement Prioritizing Awareness
  • 28. Story development FINANCIAL DATA VISUAL VERBAL DATA DATA EXPANDED STORY
  • 29. Story development Facilitation Phase I Pragmatic (visual language) an incomplete story questions about the story infographics Phase 2 Pragmatic (visual language) infographics refinement Psychology + conversation about the story (verbal language) content priority tone awareness a more complete story sensitivity acknowledgement
  • 30. Design as facilitation Our role initially places us between the Finance Office and the Faculty. It is our role to act as a facilitator between the two group. Finance Designers Faculty
  • 31. Future model We can’t stay forever. We have begun identifying a future facilitator and owner within the group, to carry on the project after we leave. Designing solution is great, but when we can get the group to design it’s own solutions it is much stronger solution and it lasts much longer. Finance Faculty owner Facilitator
  • 32. Process summary Future 1 Phase 1 Research Single client Infographic prototype Pragmatic Psychological
  • 33. Process summary Future 2 Phase 2 Research 1 Phase 1 Increased clients Infographic iteration Research Story development Single client Co-design Infographic prototype Ownership Pragmatic Psychological
  • 34. Process summary Future 2 Phase 2 Research 1 Phase 1 Increased clients Infographic iteration Research Story development Single client Co-design Phase 3 - future 3 Infographic prototype Ownership Research Increased clients Infographic iteration Story telling Conversation Co-design Increased ownership Learning Pragmatic Psychological
  • 35. Process summary Future 2 Phase 2 Research 1 Phase 1 Increased clients Infographic iteration Research Story development Single client Co-design Phase 3 - future 3 Infographic prototype Ownership Research Increased clients Infographic iteration Story telling Conversation Co-design Increased ownership Learning Phase 4 - future 4 Research Infographic iteration Story iteration Conversation Co-design Facilitator Increased ownership Learning Pragmatic Psychological
  • 36. Process summary Future 2 Phase 2 Research 1 Phase 1 Increased clients Infographic iteration Research Story development Single client Co-design Phase 3 - future 3 Infographic prototype Ownership Research Increased clients Infographic iteration Story telling Conversation Co-design Increased ownership Learning 5 Phase 5 - future Research Infographic iteration Story telling iteration Conversation Phase 4 - future 4 Co-design Research Increased ownership Infographic iteration Learning Story iteration Handover Conversation Co-design Facilitator Increased ownership Learning Pragmatic Psychological
  • 37. Acknowledgements Thanks to: Finance Office: Bill Mea and Staff Faculty Larry Bach Faculty Council Anna Beresin Mary Martin Amy Feinberg Peter Rose Jack DeWitt Staff Council Sara Olsen

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