ANDREAS SCHNIDER
Interactive Design Workshop
25-29 July 2011 Graphic Design | UG 09 National Institute of Design, Ahmedabad
Index
Introduction How Did We Start What Is The Issue The Data Collection Making sense out of the Data Our Design Ideas Our Final Proposal Learning What we browsed and found People
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Introduction
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Using available databases to we have to create visualizations addressing current problems. A systematic approach of analyzing and filteration of datas is followed for a speedy and productive outcome. A need to provide cognitive design solutions linking information, interface and interaction with a user-centric approach, while considering the context and constraints, was recognized. For this purpose we worked with systems within our campus to offer solutions.
GDG
Growth of a student of graphic design at NID
How did we start? initial ideating In our initial brainstorming sessions we mainly discussed about socially mapping particular areas in NID. We wanted to create a an informative yet interactive map. A map that informs you about where and what are the latest events taking place on campus daily. We also discussed the possibility to provide information on the courses taking place for every dicipline. It is this idea that we further developed and worked on over the next week. 5 - 140
Concept Growth of a student of graphic design We decided to work upon the visualisation of the growth of a student of graphic design at NID. Creating a visual that would give an idea of the curriculam spaning over eight semesters. We focused on the order, category, time and credits of individual courses. This put together on a timeline helps us deduce the patterns within the structure. Also providing space for critically analysing the current curriculam and help improve it for the furture. 6 - 140
Growth of the idea
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How did we collect the data? collection and analysis We collected the schedules of all the eight semesters for every year from the year 2006 to 2010. The information was in a digital format (excel files) therefore easy to deduce form. Our sources: Records from the academic office. Records from the ex co-ordinator of Graphic Design.
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Making sense of the data analysing, deducing and categorising After collecting we arranged and recategorised the data on excel. We started with naming the files and re-arranging them in folders for each year. Next we listed the parameters that were already present in the current timetable and further improvised them. Then we made a list of the further possible classifications like merging related information. Finally moving on to our own excel tables based own our classifications. 9 - 140
manually analyised data Next we listed the parameters that were already present in the current timetable and further improvised them. Then we made a list of the further possible classifications like merging related information. Finally moving on to our own excel tables based own our classifications.
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comparing order of courses
comparing the week units and credits
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Our design ideas sketches.visualisations. Since we were creating a timeline we decided that our visualisation had to have a linear flow to aid direction. Started with an organic vertical spiral timeline, but it lacked context so we moved on to creating a a time line out of a hexagon tesselation. The problem there was that no two courses are held at the same time therefore we had to follow a more linear structure. We finalised on creating a timeline using blocks. 13 - 140
hexagon tesseslation
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building block that would provide different contour for each year.
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16 - 140 History of Art SLA Semiotics
Communication Studies
Typography 1
Photography
Illustration
Colour and Form
Construction Drawing
Convocation
Visual Language
Open electives
Colour and Form ll
Typography ll
Basic Graphic Design
Printing Technology
History of Design
different variations for the timeline
visualising the final timeline using building blocks
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visuals on the timeline
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the timeline on a spread format
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What became our final proposal the timeline In our final proposal we presented statistical data visually on a timeline that shows the growth and the learning process of a student of Graphic Desgin at NID. This digitised timeline made on indesign and attempted through scripting using apple script and indesign.
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front
back
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What we learned overview
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During this one week from the amount of work done and executed we have not only been made aware about the importance of interactive design but also its benefits. Starting with the collection of data, where we had to keep incheck that our sources are most reliable. The most challenging and exciting part was what we can deduce from the data. When we tried to analyse the data we came with so many interesting apects that we hadn't noticed in the data before.
Moving on to the visualisation aspect we learned how to smartly use visual cues and colour coding to reduce data on the visual. We also tried to generate the visuals by using scripting which is very useful when you repetitive data. Using the same logic for a script, there is also a possibility to generate different patterns using dynamic data and further making it comparable.
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Overall we feel that this workshop taught us about how we can effectively communicate chunks of data by classifying, categorising and giving it a visual treatment. From where we started to where we reached, it is the process that was most crucial because we criticaly anaylisesd each step which was taught us somthing new.
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About us Asmina Shaikh Aurangabad | Maharashtra Semester 5 | Graphic Design
Kautuk Trivedi Nagpur | Maharashtra Semester 5 | Graphic Design
Latika Nehra Gurgaon | Haryana Semester 5 | Graphic Design 27 - 140