Ahead is an augmented reality wayfinding app for San Francisco State University's resources. The goal of the app is to help students find accessible campus resources they need to succeed in their college careers.
The document summarizes a presentation on considerations for developing a policy framework on the ethical collection, analysis, and use of student data in South Africa. It explores factors that influence these practices and their ethical implications. A contextualized perspective is needed that acknowledges the lasting effects of colonialism and apartheid, and collects/uses data with the aim of addressing historical tensions while ensuring quality education.
PREFERENCES OF SAUDI USERS ON ARABIC WEBSITE USABILITY IJwest
The aim of this paper is to conduct a study on the Saudi culture to extract Saudi users’ preferences on
Arabic website usability. Its purpose is to determine the most important issues that should be considered
when designing for the Saudi culture. The data collection instrument consist of an online questionnaire for
Saudi Internet users’. The main outcome of this study is that Saudi users agree on the importance of
website usability issues such as adherence to local language, culture, and religious beliefs, in addition to
consistency in navigation scheme, messages, and text format. The results of this study highlight the need to
consider the cultural preferences of the target audience for successful local websites or applications.
n preparing content for a youth audience there are a few considerations to keep in mind. The youth target audience for eXtension is K-12 of which 4-H is a part. Integrating 4-H content with the eXtension public site is relatively straightforward. However, 4-H is not our only audience so content must be presented as a land-grant resource to a broader audience. As a land-grant resource, the knowledge base and learning environment for youth can be delivered under the eXtension banner as well as the traditional 4-H clover. Other considerations include presenting content in appropriate reading levels, accommodations for adult facilitators, safe learning environments, collaborative learning, interfacing with social media, virtual learning environments, and more. Interfacing with third party resources is critical as well in order to provide paths of learning for the individual. As the Youth SET for Life CoP transitions to the For Youth, For Life CoP, an expanded knowledge base provides a rich learning resource for all learners. The land-grant knowledge base as a starting point for youth audiences can be an excellent service to our audience. Learning forums initiated with eXtension content can expand to include other resources including new knowledge generated by the forum itself.
This document describes the development of an eLearning environment for youth led by Dr. Tony Cook at Auburn University. The project aims to develop and test a cloud-based platform to support online learning for youth through tools like eXtension. Key objectives are developing user management, security, usability, collaborative learning and content development features. A core team will work on the technical development with input from partner organizations focused on youth programming. The environment will be tested with youth and educators.
ISU-E Research Consultation Portal is a system that is capable of compiling researches both in graduate and graduate studies. It also offers a venue for consultation purposes using a portal intended for pool of research experts and researchers.
Moving beyond the assessment portfolio model of "Select, Collect, Connect Reflect, Project" to a maker mindset model, " Explore, Brainstorm, Experiment, Invent, Iterate" Using the portfolio to strengthen creative and critical thinking skills through the Design Thinking model.
The document summarizes a presentation on considerations for developing a policy framework on the ethical collection, analysis, and use of student data in South Africa. It explores factors that influence these practices and their ethical implications. A contextualized perspective is needed that acknowledges the lasting effects of colonialism and apartheid, and collects/uses data with the aim of addressing historical tensions while ensuring quality education.
PREFERENCES OF SAUDI USERS ON ARABIC WEBSITE USABILITY IJwest
The aim of this paper is to conduct a study on the Saudi culture to extract Saudi users’ preferences on
Arabic website usability. Its purpose is to determine the most important issues that should be considered
when designing for the Saudi culture. The data collection instrument consist of an online questionnaire for
Saudi Internet users’. The main outcome of this study is that Saudi users agree on the importance of
website usability issues such as adherence to local language, culture, and religious beliefs, in addition to
consistency in navigation scheme, messages, and text format. The results of this study highlight the need to
consider the cultural preferences of the target audience for successful local websites or applications.
n preparing content for a youth audience there are a few considerations to keep in mind. The youth target audience for eXtension is K-12 of which 4-H is a part. Integrating 4-H content with the eXtension public site is relatively straightforward. However, 4-H is not our only audience so content must be presented as a land-grant resource to a broader audience. As a land-grant resource, the knowledge base and learning environment for youth can be delivered under the eXtension banner as well as the traditional 4-H clover. Other considerations include presenting content in appropriate reading levels, accommodations for adult facilitators, safe learning environments, collaborative learning, interfacing with social media, virtual learning environments, and more. Interfacing with third party resources is critical as well in order to provide paths of learning for the individual. As the Youth SET for Life CoP transitions to the For Youth, For Life CoP, an expanded knowledge base provides a rich learning resource for all learners. The land-grant knowledge base as a starting point for youth audiences can be an excellent service to our audience. Learning forums initiated with eXtension content can expand to include other resources including new knowledge generated by the forum itself.
This document describes the development of an eLearning environment for youth led by Dr. Tony Cook at Auburn University. The project aims to develop and test a cloud-based platform to support online learning for youth through tools like eXtension. Key objectives are developing user management, security, usability, collaborative learning and content development features. A core team will work on the technical development with input from partner organizations focused on youth programming. The environment will be tested with youth and educators.
ISU-E Research Consultation Portal is a system that is capable of compiling researches both in graduate and graduate studies. It also offers a venue for consultation purposes using a portal intended for pool of research experts and researchers.
Moving beyond the assessment portfolio model of "Select, Collect, Connect Reflect, Project" to a maker mindset model, " Explore, Brainstorm, Experiment, Invent, Iterate" Using the portfolio to strengthen creative and critical thinking skills through the Design Thinking model.
This document summarizes an ethnographic study conducted by Northwestern University researchers to understand how humanities scholars use audio and video collections in their research. The researchers observed scholars in context, had them keep diaries of their work, and interviewed them. They found that scholars use many different tools for accessing, analyzing, and annotating media and struggle with issues like locating files and a lack of training. The researchers plan to recruit more participants and use the findings to improve the Avalon media repository software.
Here are the top 10 prioritized good experiences from the example provided:
1. Inventing a Study Abroad Experience
2. Business Management Group Project
3. Annual Backpacking Trip
4. Helped Plan Friend's Wedding
5. SAE Formula Competition
6. Volunteered at Animal Shelter
7. Organized Fundraiser for Charity
8. Tutored Peers in Math Class
9. Planned High School Reunion
10. Learned to Sail and Raced in Regatta
The document outlines accomplishments of the IVP Office including:
1. Implementing the Circle of 6 mobile safety app at UCLA to provide an affordable emergency communication tool for students.
2. Convening a Campus Safety Alliance and hosting a Campus Safety Week to promote safety resources.
3. Working to address lighting issues in the nearby Westwood neighborhood.
4. Updating and distributing an IVP How To Guide to provide resources for student groups.
The class project aimed to determine the viability of an entrepreneurship center proposed by Northern State University (NSU) in Aberdeen, South Dakota. Students conducted research including surveys, focus groups, and interviews with community members and students. They found issues with NSU's identity and performance compared to other schools. Students felt advising support was limited and motivation lacking. The proposed center space would require renovations. However, respondents felt an entrepreneurship center could benefit the disconnected community and university. Moving forward, the university needs a visionary leader to address issues with morale, funding, and ties hindering the center's potential to engage both students and the wider community.
#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed O...Allegra Smith
This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
- The document provides summaries of design research projects conducted by Ariana Koblitz, a design researcher, for various clients.
- The research involved qualitative user research methods like interviews and journey mapping to understand student and family experiences.
- Insights from the research informed the design of prototypes for task management apps for students and family chore apps.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
The secondary research summarizes the following:
1) Public speaking has been an important skill taught at universities since their inception, as it was seen as a valuable life skill.
2) Similar programs like Toastmasters and military speaking workshops help people overcome their fear of public speaking through practice and feedback.
3) The GVSU Speech Lab was founded three years ago and has grown significantly, helping hundreds of students each semester with presentations.
4) Peer tutoring in speech labs is effective as students feel less apprehensive receiving help from near-peers.
Universal design principles aim to create online courses that are usable by all learners to the greatest extent possible. These principles include considering the diversity of learners, who may have different abilities, backgrounds or learning styles. Courses should follow usability guidelines to ensure intuitive navigation, logical organization of content, and multi-modal delivery of materials to engage learners. Applying universal design and learner-centered practices in instructional design leads to online learning experiences that accommodate all students.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Going beyond the Mobile Mania and into Mobile Might!Beth Sockman
This was a presentation from - Mobile Summit 2014
APP Engagement Checklist - http://tinyurl.com/engageapps
TAKE AWAYS
* Explain learner-centered and learning centered with value to education
* Describe ways that you can increase engagement
* Identify evaluation tools for Apps (to begin to look) for potential engagement & learning centeredness
* Recognize strategies for engagement
* 4 apps and use in a learner - centered way
* Pinpoint key management tactics for the mobile devices for those apps or Web 2.0 tools.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
How students search for and decide for a university has grown more complex: the search process and the consulted channels have multiplied.
UNIspotter conducted a study among 86 students (business; interested in pursuing a Master) to observe how they search, where they search and what they search for when deciding for a study program.
We discovered that the search process follows a pattern (4 stages):
- Browse universities (50+ programs)
- Narrow down the option (15-25 programs)
- Detailed Research: Compare (10 programs)
- (Pre-)Decision: Apply (on average 5 programs)
However, not all the touch points are considered equally relevant for the final decision.
The university of the future needs to attract top-talent in a rapidly changing market and needs to manage the information that impacts the future students' decision.
But: most of the time you are not even aware that potential students make decisions about you. Google calls this "The Zero Moment of Truth" - customers researching about you on the internet before they decide to buy a service.
How do students consider university rankings, accreditations, search engines, online portals and the direct contact with universities?
We want to provide you an insight into what we found out.
And input on how you can identify the customer journey your students have had as well as a check-list on how to find room for improvement.
We would be very happy to have your feedback about it!
This document summarizes a presentation about providing blended student and academic support from orientation to graduation. It discusses how the presenters created an Angel course management system group site to enhance support for students both on campus and online. Research showed students want both online and face-to-face interactions and are more engaged with online learning. The presenters' institution supports self-directed learners through individualized programs and prior learning assessments. They created academic resources and discussion forums in Angel to support students throughout their education. Both benefits and challenges of the blended support model are discussed.
Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge and skills regardless of their abilities. It is based on the principles of providing multiple means of representation, expression, and engagement. UDL aims to reduce barriers in learning by utilizing flexible tools and technologies that appeal to diverse learners. When implemented effectively through creative teaching methods, UDL has the potential to change learning outcomes and ensure success for all students.
So Many App Reviews, So Little Time: Guiding Principles for Analyzing and Sel...Cen Campbell
This document provides guidance for selecting apps appropriate for young children. It discusses concerns around excessive mobile media use and offers approaches for evaluating apps. These include reviewing individual apps, using rubrics to measure app quality, and considering app articles and presentations. The document compares various app review resources and outlines Lisa Guernsey's "3 C's" for evaluating app content, context, and fit for the child. Selecting high-quality apps requires considering factors like educational value, limitations on in-app purchases, and joint engagement between children and caregivers.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
This document summarizes an ethnographic study conducted by Northwestern University researchers to understand how humanities scholars use audio and video collections in their research. The researchers observed scholars in context, had them keep diaries of their work, and interviewed them. They found that scholars use many different tools for accessing, analyzing, and annotating media and struggle with issues like locating files and a lack of training. The researchers plan to recruit more participants and use the findings to improve the Avalon media repository software.
Here are the top 10 prioritized good experiences from the example provided:
1. Inventing a Study Abroad Experience
2. Business Management Group Project
3. Annual Backpacking Trip
4. Helped Plan Friend's Wedding
5. SAE Formula Competition
6. Volunteered at Animal Shelter
7. Organized Fundraiser for Charity
8. Tutored Peers in Math Class
9. Planned High School Reunion
10. Learned to Sail and Raced in Regatta
The document outlines accomplishments of the IVP Office including:
1. Implementing the Circle of 6 mobile safety app at UCLA to provide an affordable emergency communication tool for students.
2. Convening a Campus Safety Alliance and hosting a Campus Safety Week to promote safety resources.
3. Working to address lighting issues in the nearby Westwood neighborhood.
4. Updating and distributing an IVP How To Guide to provide resources for student groups.
The class project aimed to determine the viability of an entrepreneurship center proposed by Northern State University (NSU) in Aberdeen, South Dakota. Students conducted research including surveys, focus groups, and interviews with community members and students. They found issues with NSU's identity and performance compared to other schools. Students felt advising support was limited and motivation lacking. The proposed center space would require renovations. However, respondents felt an entrepreneurship center could benefit the disconnected community and university. Moving forward, the university needs a visionary leader to address issues with morale, funding, and ties hindering the center's potential to engage both students and the wider community.
#cwcon #f4: "Compose, Design, Educate: Designing a Digital Rhetorics Themed O...Allegra Smith
This presentation traces the design and implementation of an online first-year composition course at a Research I institution during the 2017-18 academic year. The speaker will share lessons learned from designing and teaching the course, as well as training and mentoring graduate instructors to teach online for the first time (Bourelle, 2016). Topics covered will include positioning a digital rhetorics themed distance learning course within a STEM-based university, teaching multimodal assignments in an online course, and integrating information design concepts such as user-centeredness (Blythe, 2001) and wicked problems (Rittel & Webber, 1973) into online first-year writing curricula.
- The document provides summaries of design research projects conducted by Ariana Koblitz, a design researcher, for various clients.
- The research involved qualitative user research methods like interviews and journey mapping to understand student and family experiences.
- Insights from the research informed the design of prototypes for task management apps for students and family chore apps.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
The secondary research summarizes the following:
1) Public speaking has been an important skill taught at universities since their inception, as it was seen as a valuable life skill.
2) Similar programs like Toastmasters and military speaking workshops help people overcome their fear of public speaking through practice and feedback.
3) The GVSU Speech Lab was founded three years ago and has grown significantly, helping hundreds of students each semester with presentations.
4) Peer tutoring in speech labs is effective as students feel less apprehensive receiving help from near-peers.
Universal design principles aim to create online courses that are usable by all learners to the greatest extent possible. These principles include considering the diversity of learners, who may have different abilities, backgrounds or learning styles. Courses should follow usability guidelines to ensure intuitive navigation, logical organization of content, and multi-modal delivery of materials to engage learners. Applying universal design and learner-centered practices in instructional design leads to online learning experiences that accommodate all students.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Going beyond the Mobile Mania and into Mobile Might!Beth Sockman
This was a presentation from - Mobile Summit 2014
APP Engagement Checklist - http://tinyurl.com/engageapps
TAKE AWAYS
* Explain learner-centered and learning centered with value to education
* Describe ways that you can increase engagement
* Identify evaluation tools for Apps (to begin to look) for potential engagement & learning centeredness
* Recognize strategies for engagement
* 4 apps and use in a learner - centered way
* Pinpoint key management tactics for the mobile devices for those apps or Web 2.0 tools.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
How students search for and decide for a university has grown more complex: the search process and the consulted channels have multiplied.
UNIspotter conducted a study among 86 students (business; interested in pursuing a Master) to observe how they search, where they search and what they search for when deciding for a study program.
We discovered that the search process follows a pattern (4 stages):
- Browse universities (50+ programs)
- Narrow down the option (15-25 programs)
- Detailed Research: Compare (10 programs)
- (Pre-)Decision: Apply (on average 5 programs)
However, not all the touch points are considered equally relevant for the final decision.
The university of the future needs to attract top-talent in a rapidly changing market and needs to manage the information that impacts the future students' decision.
But: most of the time you are not even aware that potential students make decisions about you. Google calls this "The Zero Moment of Truth" - customers researching about you on the internet before they decide to buy a service.
How do students consider university rankings, accreditations, search engines, online portals and the direct contact with universities?
We want to provide you an insight into what we found out.
And input on how you can identify the customer journey your students have had as well as a check-list on how to find room for improvement.
We would be very happy to have your feedback about it!
This document summarizes a presentation about providing blended student and academic support from orientation to graduation. It discusses how the presenters created an Angel course management system group site to enhance support for students both on campus and online. Research showed students want both online and face-to-face interactions and are more engaged with online learning. The presenters' institution supports self-directed learners through individualized programs and prior learning assessments. They created academic resources and discussion forums in Angel to support students throughout their education. Both benefits and challenges of the blended support model are discussed.
Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge and skills regardless of their abilities. It is based on the principles of providing multiple means of representation, expression, and engagement. UDL aims to reduce barriers in learning by utilizing flexible tools and technologies that appeal to diverse learners. When implemented effectively through creative teaching methods, UDL has the potential to change learning outcomes and ensure success for all students.
So Many App Reviews, So Little Time: Guiding Principles for Analyzing and Sel...Cen Campbell
This document provides guidance for selecting apps appropriate for young children. It discusses concerns around excessive mobile media use and offers approaches for evaluating apps. These include reviewing individual apps, using rubrics to measure app quality, and considering app articles and presentations. The document compares various app review resources and outlines Lisa Guernsey's "3 C's" for evaluating app content, context, and fit for the child. Selecting high-quality apps requires considering factors like educational value, limitations on in-app purchases, and joint engagement between children and caregivers.
Reflective Learning with E-Portfolios Mini-Institutedcambrid
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
2. ProjectGenesis ar sfsu campus resource wayfinding
The genesis of my idea was when I realized many of the societal problems we
face can be assisted right here on our very own campus with the range of viable
resources available to students. I was focused on the topic of sexual assault and
how as a woman, I can create a resource that is useful to help keep women safe.
After research, I found there is a center on campus called “The SAFE Place” that
not only offers support counseling and support for sexual assault and harassment
victims, but also offers programs to educate men. That was my aha moment
because we, as students, pay for such centers and resources, yet have no idea they
exist because of poor marketing, lack of research, busy schedules, etc. That is when
I realized there needs to be a contemporary platform that leads students to the
places they need to know about.
1
DES 505 ELMASHNI
3. ProblemStatement ar sfsu campus resource wayfinding DES 505 ELMASHNI
How can college students find
accessible campus resources
they need to succeed?
2
4. Strategy ar sfsu campus resource wayfinding
3
My strategy to solve the problem of the success of college students through
accessible campus resources is to conduct surveys to the student body and heads
of resources, research other existing ar wayfinding platforms, and personally scope
the landscape of SFSU campus.
DES 505 ELMASHNI
5. Strategycont. ar sfsu campus resource wayfinding
4
Steps to accomplish strategy:
1. Research augmented reality through different uses
2. Research what works and what doesn’t in wayfinding implementations
3. Research university navigation apps
4. Interview heads of top 10 resources on SFSU campus
5. Interview students to see what they know/ don’t know
6. Find design inspiration
7. Research great app interfaces (can be nonnavigation related)
8. Develop aesthetic
DES 505 ELMASHNI
6. LiteratureReview design methodsar sfsu campus resource wayfinding
Within two weeks, I read 25 articles and watched five short videos researching
augmented reality wayfinding and campus navigation. Within my research, I found
immersive projects done by other students in which they test augmented reality
wayfinding to solve issues of accessibility, strategy, and cognitive skill building. The
short videos acted as glimpses of augmented reality implemented into everyday
life but within different scenarios and social contexts. Generally, all of my research
consisted of the same themes of intertwining the physical and augmented realities
in ways that interact with one another without clashing one another. Tasks taking
place within 3D settings build on recognizable cues such as sound, shapes, signs,
and symbols. Such cues could design greater contexts for users in how they
understand concepts, navigate spaces, and build on their own experiences.
5
DES 505
7. LiteratureReviewFindings design methodsar sfsu campus resource wayfinding
Within my research, I was able to analyze the relationships between users, their
environments, and how as a designer, I can use augmented reality to improve way-
finding experiences for college students. In a few related studies, I found users who
travel via a horizontal wayfinding system are more likely to be successful in time,
speed, and travel range.
Also, the importance of cognitive skills in user wayfinding plays one of the most
critical roles in how efficient AR navigation can be. Users tend to remember land-
marks and other visual cues in their environments when traveling point A to point
B versus street names and other informational directions. Augmented reality helps
build abilities that develop into “self-determination skills,” both in wayfinding and in
personal assets. This analysis is a crucial problem/solution to be used in my proj-
ect as confidence in direction, especially for college students, could enhance their
college experience, reduce stress, and prevent harmful situations.
6
DES 505
8. CompetitiveAudit design methodsar sfsu campus resource wayfinding
7
ARKit American Airlines
Local Scope
HotStepper Lowe’s Vision
Wikitude
Navion Vectorform
Sygic
Compass 360 VanillaNav
AR City NAVallUMD
Best Foot Forward
UofC Roomfinder
DES 505
9. CompetitiveAuditFindings design methodsar sfsu campus resource wayfinding
After conducting a competitive audit on AR wayfinding applications, I found
a variety of interface aesthetics, usability features, and effective/ineffective
navigation methods. Many apps were more technical than intuitive, making it
difficult for the user to use the app to its full potential (ex: UofC Roomfinder). In
contrast, other apps were overly simplified, not offering enough information to the
user (ex: HotStepper). I also learned about the visual clash between physical and
virtual reality and how it could be distracting for the users to navigate the intended
environment. I enjoyed the apps that were cleaner, modern, and used simple
navigation keys to guide the user (such as soft arrows and colored paths).
8
DES 505
10. LandscapeAnalysis design methodsar sfsu campus resource wayfinding
form
function
Best Foot Forward
Compass 360
Vectorform
Navigation
Wikitude
UofC RoomfinderSygic
NAVallUMD
AR city
Local Scope
Navion
ARKit American Airlines
OPPORTUNITY
AREA
9
DES 505
11. OpportunitySpace
My opportunity space lies in designing an AR navigation app for campus resources.
As of now, throughout my research, there are very limited campus navigation apps
that use augmented reality to highlight university resources. I have the opportunity
to design a beautiful interface, intuitive wayfinding system, and a campus resource
directory. The research projects that have university navigation apps are overly
complicated, contain clunky designs, and don’t have the potential for functional
and recreational use.
ar sfsu campus resource wayfinding design methods
10
DES 505
12. ar sfsu campus resource wayfinding DES 505 ELMASHNI
Audience
My audience contains incoming freshman college students, campus visitors,
and the overall student body. Incoming freshman who does or doesn’t attend
orientation can use this app to find primary resources on campus, helping them
become more insightful of what is available to them as students. Although this app
is intended for freshman, this could also be helpful to the entire student body as
a majority of students do not know about the resources and how it contributes to
their success and experiences.
11
14. Personas ar sfsu campus resource wayfinding
13
Allen
20-25
SFSU Student
- Commuter Student
- Works 2 jobs
- Doesn’t have time to take the extra steps
- Self sufficient
- Independent
Eric
32-50
SFSU Professor
- Cares about student success
- Works more hours than required
- Active with marketing campus information
in class
- Has close relationships to students
- Everyone’s friend
Manuela
30-60
SFSU ARC Advisor
- Wants more students to come in
- Cares about helping students
- Friendly and helpful
- Feels resources are being under utilized
- Advocates for students to higher ups
DES 505 ELMASHNI
15. PersonaFindings ar sfsu campus resource wayfinding
14
Within my persona reasearch, I found that there are multitudes to the
personalities, experiences, and success of each student I want to reach out to.
Understanding how commuter versus residential students get around on campus
is crucial information as it may correlate with other aspects of their campus life.
DES 505 ELMASHNI
16. Interviews ar sfsu campus resource wayfinding
15
TOP 10 CAMPUS RESOURCEs FOCUSED IN RESEARCH:
ARC - Advising Resource Center (College of Liberal Arts, Humanities 112)
UAC - Undergraduate Advising Center (Undergraduate Education and Academic Planning, Administration 211)
The SAFE Place (Prevention Education Programs, SSB 208)
Dream Resource Center (Division of Equity and Community Inclusion, SSB 206)
Career Services (College of Business, BUS 137)
Disability Programs and Resource Center (SSB, 110)
Student Health Services (Student Health Services Bldg)
University Archives and Research Center (J. Paul Leonard Library, 4th floor | 460)
Ethnic Studies Student Resource & Empowerment Center (College of Ethnic Studies & Psychology, 110B)
Control + P - Cesar Chavez Student Center
DES 505 ELMASHNI
17. Interviews ar sfsu campus resource wayfinding
16
DES 505 ELMASHNI
I conducted a survey designed to gather information on student knowledge and
experiences of accessible campus resources. This survey consisted of 7 questions
and was completely anonymous. A total of 20 SFSU students varying from different
colleges and grade levels participated in the survey. The point of this survey was to
understand which of the selected campus resources were students familiar with, if
orientation played a role in retaining that information, and if not, where else were
they retreving it. The follow questions were asked:
1. What undergraduate year are currently in?
2. What college is your area of study in?
3. Did you go to the SFSU orientation?
4. If you answered no, what were some of your reasons to not attending?
5. Which resources are you aware of on campus?
6. Which resources have you USED before on campus?
7.How did you hear about these resources?
19. ResearchSummarized ar sfsu campus resource wayfinding
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DES 505 ELMASHNI
The results were:
All participants were aware of either one or several of the resources.
However, 60% of the participants did not learn about it from attending
orientation, but from self discovery. It also was discovered that most
of the participants used either the health services and the printing
services and very rarely has anyone used the other 8 listed resources. It
was interesting to notice that 7 out of the 20 participants or (35%) were
identifying as “super seniors” meaning they have surpassed the ideal 4
year college career path.
20. Vehicle ar sfsu campus resource wayfinding
My vehicle is an IOS application that can
stand alone or be integrated into the
existing SFSU application.
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DES 505 ELMASHNI
21. Scope+Limitations ar sfsu campus resource wayfinding
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DES 505 ELMASHNI
My project will function as a demo that includes 10 different resources on campus
that users can navigate to using augmented reality still images. This will not be a
working or programmed app, but rather as an example for my research. My project
will include a short clip that demonstrates the potential UX of the app.
22. Sketches|concept1 ar sfsu campus resource wayfinding
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DES 505 ELMASHNI
LOGO
LOGIN LOADING PAGE NAV BEGINS NAV CONTINUES INSIDE
23. Sketches|concept2 ar sfsu campus resource wayfinding
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DES 505 ELMASHNI
GRADIENT/ GRAPHIC
RESOURCE INFO MAKING AN APPT
PATH
LOGO PLACES LISTED (ICONS) building
LOGIN
24. Sketches|concept3
23 USER PROFILE LOGIN INFO
go HIGHLIGHTED PATH ARRIVAL NOTIFICATION
BUILDING PHOTO
GRAPHIC GRADIENT PATTERN LOGO LOCATION NAME
SHARE + RATE BUTTONS
ar sfsu campus resource wayfinding DES 505 ELMASHNI
29. FinalBranding
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ar sfsu campus resource wayfinding DES 505 ELMASHNI
the logo represents an
arrow pointing forward
on a straight path
literally and figuritavely
as I wanted a logo that
embodied “the path to
success”
31. login and sign up allows
for frequent users and new
users to access the app
the logo is an A on its side
to represent “ahead” and
an internal arrow to signify
wayfinding & success
checkbox allows first time
users to automatically
import their class schedule
to their profile account
32. an automatic
schedule import
allows the user to
be reminded of
time and purpose
during navigation
as the user is choosing
their destination, a
hover function explains
to users what the
resource is
user profile to
customize schedule,
recent locations, and
recent ratings of sfsu
resources
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33. icons suggest what
points of interest to
the user is available in
nearby buildings
when the user taps on
the waypoint, more
information appears
showing the hours of
the location, ratings,
and busy level
messages are
frequently posted to
present support for
the user and motivate
them to reach their
destination
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35. Conclusion DES 505 ELMASHNIAHEAD
In conclusion, Ahead is the app that will help students succeed and get
them on the right track to graduating in a timely and healthy manner.
It is important students are aware of the resources that are available
at their fingertips. Ahead makes it intuitive and helpful in assisting the
everyday SFSU student to stay “in the know”.
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