Building a Shared Cross-cultural Learning Community 
for Visual Communication Design Education

99de77666ff40dbf0988652899cc92ef?s=47 Takahito KAMIHIRA
July 13, 2011
15

Building a Shared Cross-cultural Learning Community 
for Visual Communication Design Education

10年前の研究ですが、オンラインならでは利点として「ダブルフィードバックモデル」を検討しました。

99de77666ff40dbf0988652899cc92ef?s=128

Takahito KAMIHIRA

July 13, 2011
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Transcript

  1. 1.

    B U I L D I N G A S

    H A R E D C R O S S - C U L T U R A L L E A R N I N G C O M M U N I T Y F O R V I S U A L C O M M U N I C A T I O N D E S I G N E D U C A T I O N Takahito KAMIHIRA(1 , Miho AOKI(2 , Tomoya NAKANO(1 1) Senshu University,School of Network and Information 2) University of Alaska, Fairbanks Art Department HCI International 2011 13,july Orlando, Florida,USA Building a Shared Cross-cultural Learning Community 
 for Visual Communication Design Education
  2. 2.

    overview 1) Background 2) purpose of research 3) Project Description

    4) Method 5) Current Results and Analysis 6) Conclusion
  3. 5.

    Background :1 Information Graphics (Infographics) *representation of information,knowledge
 *to share

    knowledge beyond language barriers. ▪Designer must consider users with various languages and cultural backgrounds. ▪Visual Communication Design Education 
 as a universal language
  4. 7.

    Online Social Learning case example [Lang-8] • Users can participate

    anywhere on the globe through the Internet • The reciprocal relationship among participants works as feedback system Background:2 reciprocal relationship share
  5. 12.

    ๏Cross-cultural education is necessary in visual design education. ๏Individuals’ communication

    skills develop through cyclic process of trial – feedback –improvement Rationale for the Project
  6. 13.

    ๏Cross-cultural education is necessary in visual design education. ๏Individuals’ communication

    skills develop through cyclic process of trial – feedback –improvement Rationale for the Project
  7. 14.

    ๏Cross-cultural education is necessary in visual design education. ๏Individuals’ communication

    skills develop through cyclic process of trial – feedback –improvement ๏Communicating with real people is more engaging than dealing with imaginary users. Rationale for the Project
  8. 15.

    ๏Cross-cultural education is necessary in visual design education. ๏Individuals’ communication

    skills develop through cyclic process of trial – feedback –improvement ๏Communicating with real people is more engaging than dealing with imaginary users. Rationale for the Project
  9. 16.

    ๏Cross-cultural education is necessary in visual design education. ๏Individuals’ communication

    skills develop through cyclic process of trial – feedback –improvement ๏Communicating with real people is more engaging than dealing with imaginary users. ๏Online social learning model can be applied for visual design education. Rationale for the Project
  10. 17.

    Purpose of Research ๏to build a shared cross-cultural learning community

    
 as a design education resource for globalizing world. ๏to verify the effectiveness of our model from an educational point of view
  11. 19.

    Two Components 1 2 3 4 5 The assignment asks

    the students to create an image explaining ideas with minimum use of text. Students share their images in their classes and discuss the designs. Students upload the images to the community website. Students review the works uploaded by their peers from abroad and post their interpretations and suggestions. The classroom component The online community component After receiving the initial reviews, students were able to reflect on their works and post revised works to the site.
  12. 20.

    Double Feedback Model Designed to facilitate groups of students and

    instructors beginning level graphic design courses in different countries, preferably countries that use different language. assignment thinking sharing given feedback CLASS ROOM assignment thinking sharing given feedback assignment thinking sharing given feedback assignment thinking sharing given feedback CLASS ROOM CLASS ROOM CLASS ROOM traditional model Double Feedback model
  13. 21.

    Double Feedback Model Designed to facilitate groups of students and

    instructors beginning level graphic design courses in different countries, preferably countries that use different language. assignment thinking sharing given feedback CLASS ROOM assignment thinking sharing given feedback assignment thinking sharing given feedback assignment thinking sharing given feedback CLASS ROOM CLASS ROOM CLASS ROOM traditional model Double Feedback model ONLINE COMMUNITY
  14. 22.

    The assignment has two design challenges for the students, 1:

    to convey information visually with a limited amount of text. 2: to select visual grammar and vocabulary that could be 
 understood by the users from different cultures. These challenges are an excellent opportunity to introduce the concept of Infographics and the internationalization issues in visual design. Assignment
  15. 24.

    Methods Two online pilot projects were conducted.
 We created a

    community website. System Development •Used a customized version of OpenPNE 3.6 β (OpenSourceSNS Kit), •Built in PHP on Apache. The system development and interface design incorporated agile and HCD process. Date •1st: April to May 2010 •2nd: November to December 2010 Participants •a private university in Japan •a state university in the US.
  16. 25.
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  18. 28.

    Current Results Participants Works Reviews Average (reviews & replies/image) 1st

    27 21 108 5.1 2nd 38 14 65 4.6 students=21 educators=3 observers=3 students=16 educators=2 observers=20
  19. 29.

    Example from the US Assignment. “How cold is -40°F” Create

    a graphic temperature scale and explain of the phenomenon
  20. 30.

    Comments from Japanese Students – I don't understand "-30℃ to

    -40℃. – (Panel) 4, does this lower "•" mean(visualize) the tire of the ... car? Perhaps is it the water of the tire is frozen, and not to be able to run (rotate) well? – (I think the panel 4 means that) it is not possible to stop at all – (I think the panel 4 means that) brakes do(es) not work.
  21. 31.

    Example from Japanese Assignment “How to xx in Japan”. Students

    designed images to explain how to do something very common in Japan but unique for foreign visitors.
  22. 32.
  23. 33.

    Internationalization and Localization of Design ๏ units /date/time formats ๏

    text direction ๏ interpretation of symbols ๏ using images vs text “I’ve never seen it, so seeing the picture doesn’t make me 
 understand what it is.” (From American student interview, about Japanese food ingredients)
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  25. 35.

    Effect of the Project on Students’ Initial Motivation More then

    a half of students answered that they were curious or eager to communicate with students abroad (Japanese student survey).
  26. 36.

    •Many students commented that they were not able to see

    the assignment project from users’ point of view first, but they later thought that they gained valuable experiences. Effect of Peer Feedback on Students’ Views on Their Works – I thought, “it’s just a class assignment” first. But, I found it actually communicated ideas to others. It was a nice experience… it made me more motivated… – Someone asked me where to put a pickled plum in a rice ball. It’s a commonsense in Japan, but if you never made it, you don’t know that. I realized that there are important things we are not aware of, because we take them granted. I couldn’t imagine that when I was creating the image. (December 28, 2010, Japanese student interview)
  27. 37.

    Effect of Peer Feedback on Students’ Views on Their Works

    (continued) •Similar to a problem professionals encounter in usability tests, when there are no obvious problems, many users become unable to suggest a good direction for improvement. •The project needs a scheme for encouraging students to write more productive reviews for works that were already well designed. – Most of the comments I received were like, “everything is nice!”, so it was hard to write replies. If they pointed out shortcomings of my design, I could have used the comments to improve my work. But I can say only say “thank you” to comments like “nice!” (December 28, 2010, Japanese student interview)
  28. 38.

    Effect of Feedback on Student Motivation for Revising Their Works

    – I didn’t want my work to end when I finished creating it. I want to receive more comments. That motivated me to revise my work. It wasn’t just about the grade. I just wanted to feel better. – If it’s an assignment, I try to figure out how much I have to do (to pass). But if I see it as something useful for my study, not an assignment, I would revise it even if it takes time. I would pursue it till it satisfies me. (December 28, 2010, Japanese student interview) We confirmed that this project encouraged students to reflect on their initial designs and revise the images.
  29. 41.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other Project Content and Logistics:
  30. 42.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other •A reviewing system that relies less on writing needs to be added 
 to increase studentsʼ participations Project Content and Logistics:
  31. 43.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other •A reviewing system that relies less on writing needs to be added 
 to increase studentsʼ participations •Differences in school semester systems and holiday schedule 
 need to be considered Project Content and Logistics:
  32. 44.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other •A reviewing system that relies less on writing needs to be added 
 to increase studentsʼ participations •Differences in school semester systems and holiday schedule 
 need to be considered Project Content and Logistics:
  33. 45.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other •A reviewing system that relies less on writing needs to be added 
 to increase studentsʼ participations •Differences in school semester systems and holiday schedule 
 need to be considered Necessity for Place for Community Building: •Users need a place for informal exchange that is visible and accessible to all participants Project Content and Logistics:
  34. 46.

    Current Issues •Educational projects should be monitored closely by instructors

    
 who keep tight communication with each other •A reviewing system that relies less on writing needs to be added 
 to increase studentsʼ participations •Differences in school semester systems and holiday schedule 
 need to be considered Interface Design Issues: •The project needs a new UI design that can direct users to the images with fewer reviews Necessity for Place for Community Building: •Users need a place for informal exchange that is visible and accessible to all participants Project Content and Logistics:
  35. 48.

    Conclusion 1. An online community can be successfully used as

    educational forum for visual communication design in conjunction with traditional classroom activities. 2. Students were able to learn important issues in today’s design field, such as internationalization and localization, communicating visually and cultural awareness. 3. The facilitators have to keep in mind the issues such as the language barrier and scheduling of the assignment. 4. For future development, we hope to develop this project into  a platform which can host multiple institutions.
  36. 50.

    Takahito KAMIHIRA(1, Miho AOKI(2, Tomoya NAKANO(1 1) Senshu University,School of

    Network and Information 2) University of Alaska, Fairbanks Art Department HCI International 2011 13,july Orlando, Florida,USA Building a Shared Cross-cultural Learning Community 
 for Visual Communication Design Education Thank you for your attention. Contact: kamihira@isc.senshu-u.ac.jp