The document discusses mobile design for handheld devices. It emphasizes understanding the user context, including who the users are, what they are doing, when and where they will be using the app, why they need it, and how they are holding their mobile device. The document also stresses focusing on the message or purpose of the app rather than branding. It provides examples of different visual styles like clean and minimal versus busy and cluttered. Finally, it outlines an agenda for an upcoming class that will cover visual design and layouts.
This document outlines the course structure and topics for a mobile media design course held in the spring semester of 2011. The course covers the history of handheld media, mobile ecosystem, user experience, application development, and mobile strategy. Key assignments include discussing design issues, defining personal/group projects, and conducting design research. Mobile design process is also discussed, involving stages from inspiration to implementation. User research techniques are presented, emphasizing understanding user needs, contexts, and segmentation to enhance experience.
The document discusses information design and the design process for information graphics. It provides examples of different types of information graphics, including static graphics, motion graphics, and interactive graphics. The design process involves organizing data into a mental model and visual form using techniques like metaphor, diagrams, and maps. The graphics can be produced as prints, computer/digital images, films, or environmental installations.
This document outlines the schedule and assignments for an Information Design course. The course covers topics such as data structure, analysis and visualization strategies, information visualization elements like maps, charts, diagrams and graphics, information design strategies and case studies. Students will complete assignments applying these concepts and take a midterm and final exam to assess projects in printed and interactive media. The goal is to teach students how to effectively structure, analyze and visualize information through design.
This document outlines the schedule and assignments for an Information Design course. It includes 15 classes covering topics like data structure, visualization elements, design strategy, and case studies. Students will complete weekly assignments applying these concepts and a midterm and final exam involving design projects. The first class focuses on typography elements for information visualization like typeface, weight, size, style, color, and kerning.
This document outlines the course structure and topics for a mobile media design course held in the spring semester of 2011. The course covers the history of handheld media, mobile ecosystem, user experience, application development, and mobile strategy. Key assignments include discussing design issues, defining personal/group projects, and conducting design research. Mobile design process is also discussed, involving stages from inspiration to implementation. User research techniques are presented, emphasizing understanding user needs, contexts, and segmentation to enhance experience.
The document discusses information design and the design process for information graphics. It provides examples of different types of information graphics, including static graphics, motion graphics, and interactive graphics. The design process involves organizing data into a mental model and visual form using techniques like metaphor, diagrams, and maps. The graphics can be produced as prints, computer/digital images, films, or environmental installations.
This document outlines the schedule and assignments for an Information Design course. The course covers topics such as data structure, analysis and visualization strategies, information visualization elements like maps, charts, diagrams and graphics, information design strategies and case studies. Students will complete assignments applying these concepts and take a midterm and final exam to assess projects in printed and interactive media. The goal is to teach students how to effectively structure, analyze and visualize information through design.
This document outlines the schedule and assignments for an Information Design course. It includes 15 classes covering topics like data structure, visualization elements, design strategy, and case studies. Students will complete weekly assignments applying these concepts and a midterm and final exam involving design projects. The first class focuses on typography elements for information visualization like typeface, weight, size, style, color, and kerning.
This document contains an outline for a 15-week service design course. It includes topics like introducing service design, examining case studies and methodologies, conducting user research through observation and field work, ideation exercises like brainstorming and prototyping, and culminating in a final presentation. Sessions involve lectures, workshops, simulations and prototyping activities to help students understand and apply service design processes and techniques.
This document outlines the schedule and process for an interactive service design class in 2011. The class is divided into four parts: observation, define, develop, and deliver. In the observation part, students will learn about user observation techniques like desk research, field work, and workshops. They will also attend a service design conference. In the define part, students will create project frameworks using tools like SWOT analysis, stakeholder maps, and customer journeys. The develop section will cover prototyping and rapid prototyping techniques. Finally, the deliver part focuses on modeling, interface design, and the final presentation. The document also introduces various brainstorming and idea generation tools that will be used like mind mapping, scenarios, and story
The document describes the process of developing a video prototype, including user research, defining personas and scenarios, paper prototyping, and iterative design. User research such as studying people's everyday lives and identifying goals and needs is performed. Personas and scenarios are created to outline contexts and situations. Paper prototyping and video production are used to create prototypes, which are evaluated and improved through iterative design.
This document discusses user scenarios for designing handheld media. It defines what a scenario is, provides examples of scenarios, and explains why scenarios are important for design. Scenario elements like people, activities, context and technology are identified. Guidelines are provided for creating good design scenarios, such as describing what users do rather than how, being specific, including user goals and motivations. The document stresses that scenarios should help think about use in context and expose problems and opportunities to evaluate designs. It concludes by instructing the reader to write scenarios for their own project next week.
The document outlines the course structure for a mobile media class over 6 weeks, including topics such as the history of mobile media, the mobile ecosystem, mobile user experience, mobile applications, and mobile strategy. Assignments are given throughout the course related to issues, projects, research, and design. The mobile design process is also explained, involving stages from inspiration to implementation.
The document discusses design strategy and design thinking. It provides quotes from experts emphasizing that design is about problem solving rather than decoration. It also notes that defining the problem is more important than designing a solution. The document outlines elements of design strategy and explains that design strategists act at the intersection of design, research insights, and business strategy to generate strategies and tactics. It introduces design thinking as a process for transforming insights into products and experiences that create value.
This document contains an outline for a 15-week service design course. It includes topics like introducing service design, examining case studies and methodologies, conducting user research through observation and field work, ideation exercises like brainstorming and prototyping, and culminating in a final presentation. Sessions involve lectures, workshops, simulations and prototyping activities to help students understand and apply service design processes and techniques.
This document outlines the schedule and process for an interactive service design class in 2011. The class is divided into four parts: observation, define, develop, and deliver. In the observation part, students will learn about user observation techniques like desk research, field work, and workshops. They will also attend a service design conference. In the define part, students will create project frameworks using tools like SWOT analysis, stakeholder maps, and customer journeys. The develop section will cover prototyping and rapid prototyping techniques. Finally, the deliver part focuses on modeling, interface design, and the final presentation. The document also introduces various brainstorming and idea generation tools that will be used like mind mapping, scenarios, and story
The document describes the process of developing a video prototype, including user research, defining personas and scenarios, paper prototyping, and iterative design. User research such as studying people's everyday lives and identifying goals and needs is performed. Personas and scenarios are created to outline contexts and situations. Paper prototyping and video production are used to create prototypes, which are evaluated and improved through iterative design.
This document discusses user scenarios for designing handheld media. It defines what a scenario is, provides examples of scenarios, and explains why scenarios are important for design. Scenario elements like people, activities, context and technology are identified. Guidelines are provided for creating good design scenarios, such as describing what users do rather than how, being specific, including user goals and motivations. The document stresses that scenarios should help think about use in context and expose problems and opportunities to evaluate designs. It concludes by instructing the reader to write scenarios for their own project next week.
The document outlines the course structure for a mobile media class over 6 weeks, including topics such as the history of mobile media, the mobile ecosystem, mobile user experience, mobile applications, and mobile strategy. Assignments are given throughout the course related to issues, projects, research, and design. The mobile design process is also explained, involving stages from inspiration to implementation.
The document discusses design strategy and design thinking. It provides quotes from experts emphasizing that design is about problem solving rather than decoration. It also notes that defining the problem is more important than designing a solution. The document outlines elements of design strategy and explains that design strategists act at the intersection of design, research insights, and business strategy to generate strategies and tactics. It introduces design thinking as a process for transforming insights into products and experiences that create value.
1. HaNd Held Media 12
@ Mobile Design | KGIT 2011 Spring Semester | JYLEE
2. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Mobile Design
“모바일 컨텍스트에 맞게
사용자 경험을 창조하는 일.”
3. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Mobile Design Competence
4. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Mobile Design Structure
Context(User + Device) + Message +
Look&Feel + Layout + Color + Typo
5. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Context?
누구
무슨일
언제
어디에
왜
어떻게
6. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Context?
Who are the users?
What is happening?
When will they interact?
Where are the users?
Why will they use your app?
How are they using their mobile device?
How are they holding it?
7. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
“Small Screen” Context?
(Miniature) ,
(Mobilizing)
1. . . Pull Down/
2. / .
3. . / Panning/Leafing
8. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Message | not Branding
“ 나한테 이게 무엇을 해주지? 나한테 이게 왜 중요하지?”
9. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Message | not Branding
“ 나한테 이게 무엇을 해주지? 나한테 이게 왜 중요하지?”
10. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
“ 산뜻. 깔끔. 선명”
11. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
“ 어수서한, 컨텎츠가 많은”
12. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
“ 뚜렷.요란.산만”
13. HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
“깨끗. 최소화. 텍스트”
15. For Nextweek. Look&Feel. Layout . Font HaNd Held Media
KGIT 2011 Spring Semester | JYLEE
Let’s Design!!
[이번주] 0521
권혁범 _ Smart Sole
최준열 _ 드라마 공유
정준영 _ Smart Mouse
0604 0611
Visual Design Final
[다음주] 0528
김하나 _ 치매예방 카메라
소장호 _ 제스처를 통한 파일공유
이지은 _ 저시력 안내 Media(신호등)