All The World's A Stage

Blog # 14: The End Is Near

2006-04-25T18:24:00.000-07:00

So I see the light at the end of the tunnel, but it's still a way's away. I have just about completed everything but the actual website, something which I hope to accomplish by the end of this week or (absolute latest) beginning of next (I'M GRADUATION--THAT MEANS NOOOO IP).

I appreciated the last class we had, where we went through the entire process together, however I am still waiting on Jim for some questions I emailed him at the end of class last week. I am also concerned about whatever Java Script that needs to be on the site because I missed that class due to Passover.

Anyway, I would like to share that this class has made me see design in everything I do and create, not just digital media. I just put together a culminating portfolio of my graduate work (in hard copy format) and found myself following many of the same design principles I learned in this class; for instance, I was about to group all my pictures together but then I remembered that part of the recipe of good design is to spice things up by adding flavorful extras weaved throughout the document, not just grouped together in one section.

Blog # 13: Attractive Things Work Better

2006-04-16T10:24:00.000-07:00

I find this reading to strengthen what Shedroff mentions in his two readings, about how sensorial design is in fact important because there is a link between fuction and aesthetic. Norman's article simply provides the research to back up Shedroff's points. And as I mentioned in a previous blog, I am most interested in this relationship between emotion and aesthetic/function, because I am a dancer and strive to tap into people's emotions through the aesthetic of the body form.

I found the article to be super dry, though. Talk about trying to appeal to a reader's emotions! Ugh!

Blog # 12: Practice in Self-Promotion

2006-04-16T09:38:00.000-07:00

I just wanted to get the word out that I am a member of Emancia Dance Company, which focuses on modern and jazz dance, and our Spring series is this weekend!

Fri April 21st @ 9pm, Sat April 22nd @ 8pm and Sun April 23rd @ 7:30pm.

Tickets are $25, or $15 with student id or professional dance card. they can be purchased at the door or you can call 917.507.5972 for reservations.

Location:
Merce Cunninghan Studio
Westbeth Building
55 Bethune Street, 11th Floor
NYC 10014

Hope to see some familiar faces there, and Tawn, it'd be awesome if you or someone for you wanted to write up a review on the show!

Blog # 11: Recipe for a Successful Website

2006-04-16T08:26:00.000-07:00

To start, I appreciate the whole metaphor--made this reading easy to read and relate to, once again making me view web design in a more tangiable light than before. I guess one can make a case for the metaphor to reach to the readings we've been doing. The six ingredients mentioned can be applied to writing, which is apparent in many of our reactions to the readings. Did the author ask rhetorical questions of the reader, making it interactive? Did it have visual models like the last reading, which showed venn diagrams, appealing to visual learners?

It seems the times we as a class respond positively to a reading, it's because it's contained these same elements Shedroff discusses in this article. The ones that are dryer for us have been the ones that leave out a few of the "ingredients." The use of this metaphor is helping me see the value of good design on the web and in everything else we create.

One minor point that speaks volumes to me is the point about having a voice and some subjectivity. Without it, the site has no personality and well, I'm not one to have no personality.

Shedroff lost me a little at the performance and compatability aspects, only because they don't really apply to me for the purposes of this class. I understand what he was saying but really didn't care much (although I am just curious to know how one can adapt his/her website to work optimally on different browsers that display content and visuals differently).

I greatly appreciate the lists of sites at the bottom of each page, especially those on the visual design page. They give me a deeper understanding of what Shedroff is saying by showing actual examples of good and bad design, as well as the kinds of good and bad that exist--do I want my site to be "cool" or "quiet"? Like, who ever knew this existed? I think it's a valuable tool that he supplies us with.

I don't know how to feel about the interaction design part of the reading. I want my site to be interactive but really don't see how promoting myself lends itself to that. I was picturing my site as a virual portfolio of my work. I want to present my work to various audiences within my dance and education fields, but how can one make that interactive? Any ideas?

Blog # 10: Information Interaction Design

2006-04-15T17:44:00.000-07:00

I love the fact that this author speaks my language; he doesn't make everything into a complicated science or artform, and plainly admits that a lot of this stuff is common sense, which is what I've been thinking much of the time. Respectfully, however, he states that while a lot of design is indeed common sense, it is important to understand why-- that humans respond to particular forms of design for specific reasons.

Shedroff mentions three main types of design: information, interaction and sensorial. Pretty much self-explanatory, the sensorial design is what held my attention the most, since I am of that blood (meaning I'm a dancer and intrigued by appealing to an audience through different senses, emotions and mediums. I do think the information design will probably wind up being more useful to me in terms of the final project, since my site is very content-based.

I like that Shedroff articulates design as creating an experience versus simply spitting our information in a coherent manner. If that's the case, why not just forget the aesthetics and focus solely on content? It's a good point that he brings up and certainly puts design into perspective. (I probably will not be using him as a theoretical underpinning for my final project because my site is really data-based.)

Shedroff's paper is one of the more well-rounded all-encompassing readings I think we've had in this class. It focuses on design (duh) but covers so much--types of design, organizational issues, and even theoretical opinions, yet does so in a down-to-earth and non-snooty way. Me likey!

Blog # 9: Information Architecture

2006-04-10T18:30:00.000-07:00

Wow I am a huge fan of Squishy! At first I was lke, wtf--this is retarded that I am about to take advice from some idiot who actually named himself "Sqishy" (note: this was before I read the fine print atop). Once I opened up my myopic mind and read on, through the lessons about the details of information architecture (I generally knew what it was), I felt the article clarified a lot of little things that would have tripped me up along the way.

I always think in terms of metaphors and in this case, I see information architecture and blueprinting (aka storboarding) the same as lesson plans. Make your goals, objectives (and outcomes if you're ambitious) and then decide your audience, and everything else follows in a commonsensical order. While it certainly seems like it will take a while to plan this out, it's the same as outlining a paper, which only organizes one's thoughts more effectively than attempting to write an entire paper at once. And in the end, all the mistakes that would be prevented from this is certainly worth the planning time.

This tutorial will be my best friend when doing the design document for this class! It literally takes me step by step through exactly what Jim wants! And I already feel like I have a foot forward since Jim had us write a design prospectus.

One thing that baffles me about Jesse James Garrett's site is how all over the place it seems. For someone giving me advice on how to plan out and design my site most effectively, he can sure use some tips I have on cognitive loading! Not only that, but it just doesn't seem too organized in general. All those links and the poor contrast between white and light blue was distracting and tacky. To be honest, I didn't really read what he wrote because of all of it.

Blog #8: Anchored Instruction

2006-04-03T14:45:00.000-07:00

While I felt a bit like I was being hit over the head with a hammer over and over and over again in this article, I found Bransford's points to be strong and accurate and supported by extensive and persuasive research, along with common sense. I really appreciated how he was able to use common non-technological metaphors and examples to relate his points to the reader, thereby allowing for the reader's transference of knowledge and internalization of his ideas. I understood what he meant by anchored instruction when he mentioned the riddles about the priest and psychic as well as the example of logorhythms.

I agree with what Bransford discusses in this article, about anchored instruction; that it's not enough just to obtain knowledge but we need to know when it is appropriate to use it and how. Context is key. I was a little skeptical at first when he was suggesting that technology was the best way to get to this place but once he explained the benefits of video instruction, etc. it became very clear. While there will always be points that the devil's advocate can play upon, I ultimately think Bransford made it clear that technology is the best way to instill achored instruction within our students, evoking feelings and appealing to senses that the printed word often cannot.

Blog # 7: Draft Prospectus

2006-03-22T12:48:00.000-08:00

Background-What are your learning objectives for this site?
I would like this website to show the culmination of my completed work here at NYU (like an online portfolio) as well as any other information that promotes my work to further my career in dance and dance education.

I want to inform my audience of who I am, what I do and how I can be of service to them, whether it be as a dance educator for a NYC public school, private studio, institution of higher education, a private dance tutor for specialized performing arts programs (and even weddings) or as a performer. I envision my site as being of a hierarchical layout, so that employers can find the information that most pertains to their specialty in the dance or education field.

Who is you target audience?
Originally I was only going to target principals of NYC public schools looking for dance educators, but I was recently asked for my web address by a student at a private studio I was teaching at. I was excited that she wanted to know more about me and where else I teach and perform in the city and therefore decided to expand my website to address these inquiries as well. I am therefore targeting principals, current and future students looking for a dance tutor or instructor with my background, private studio owners and camp directors looking for instructors, professors in institutes of higher education who are looking to hire a dance educator, etc. Basically, employers in the performance and dance education field.

What do you know of their background knowledge in this area?
Their background knowledge in this area is strong. If they are employers seeking employees, they know what they are looking for. I do not need to teach them anything about dance education per se, but should make them aware of my personal belief system in conjunction with dance and dance education, as well as my professional background, etc. They know nothing about me and I must show my versatility.

What is the level of their technological proficiency?
This varies. Older, more seasoned principals in the NYC public educational system are probably not very effeicient when it comes to technology and feel more comfortable with hard copies of this information. Younger and more progressive principals (like those found in charter schools and private schools) probably have a higher level of technological efficiency, or at least appreciate it versus being afraid of it. Employees of insitutes of higher education have a high proficiency in technology and expect professionalism such as this. Therefore, the short answer is varied.

Blog #6: CSS Questions

2006-03-08T10:43:00.000-08:00

The main problem I had with this past exercise was that the static positioning div tag did not do what you said it would when I added it to the h1 tag. It stayed exactly the same.

My problem with computer design and technology in general is that it just takes an exceedlingly long time for me to get it right. I literally follow your cheatsheats to the exact word and instruction and even then I am soooo careful with what I am doing, so as not to make a careless mistake and screw everything up, forcing confusion and frustration within me (been there, done that).

That being said, it takes a long time for me to do everything and I haven't quite yet internalized each concept from the previous week to the next so when we get to class and are asked to make a CSS or a table or div tag, I find it nerve-wracking and significantly more difficult for me to do because I'm not working on my own time. I do not believe there is a solution to this, as it is just a pacing problem, having nothing to do with your teaching but with my internalizing the material. I wouldn't ask you to change the pace you teach at to meet this need because you would then be teaching at a snail's pace. It's just a personal thing I need to deal with and judging by the comments from other classmates during the past few classes, it may be a theme, so I thought it would be helpful to share this, although I am only speaking for myself.

And just a sidenote, your cheatsheets are extremely helpful but are a bit different from working on a PC, which causes more confusion for a novice like myself. And because I then figure it out on a pc and then come to class to work on a Mac, it's once again comfusing.

Ok, done venting.

Blog #5: 9 Ways To Reduce Cognitive Load

2006-02-23T09:25:00.000-08:00

Once again Mayer is publishing the theories and ideas of every person with the slightest bit of common sense. However, I will give him the meat of the article, which is the 9 ways to reduce cognitive load. While some of us may have thought about these solutions, such as using sound with pictures instead of words in order to avoid the attention split, he actually contextualizes this and has a cool name for it.

See that's the thing with all these researchers and theorists. They are saying nothing new but have the complex terminology and images to reinvent these ideas. My one problem with this particular idea (using sound instead of words) is that I know many visual learners who would not be happy about that. Yes the pictures are still there which would appeal to their learning style but the information in complicated enough to require two forms of media and for a visual learner, audio doesn't cut it, no matter how bare bones it is. Some people need to see the words, with the grammatical pauses, etc. to really internalize and retain information. I do not think Mayer resolved this problem and I think he needs to have a disucussion with Howard Gardner. Maybe their two great minds can come up with the true, ultimate solution to cognitive loading, although I will say that this article was smooth and friendly with a lot of enriching information. I just think there are still some kinks to iron out.

Blog #4: How People Learn Ch 6,9

2006-02-16T10:02:00.000-08:00

I hate to sound cynical, as I know that's probably how this will come out, but I read this text before and am now reading it again with fresh eyes but still coming to the same conclusion--this is common sense! I read this text during one of my first classes and it was nice to see all of my ideas on paper in a cohesive manner. The text makes sense, especially when discussing the different types of learning environments we can and should create. But I knew this already. I knew it a year ago when I knew nothing about teaching or teaching philosophies and it hasn't changed now that I'm older and (presumably) wiser. The only difference I feel when reading this is that I can contextualize or pinpoint where some of the ideas come from.

What I mean to say is that it is no surprise to anyone that we should tap into prior knowledge or take cultural similarities and differences into consideration or use assessment to see if we attain our teaching or personal goals. What has changed for me over the course of the year between when I first read the text and now is that I can brilliantly say, "oooh, Lev Vygotsky's zone of proximal development" and feel like my $60,000 in tuition has gotten me somewhere. Now there's one for the books....

Blog #3: Design Issues for Learning Environments

2006-02-08T12:09:00.000-08:00

This article beautifully sums up everything I already know about educational environments. They can be varied to appeal to different types of learners as well as different types of educators (and educational approaches). Collins covers the importance of goals, learning style, sequence and method. I am, however, interested to see how this is supposed to be reflected in proper web design. Do I include pictures, text, audio bites and video feeds to accomodate all interests? Or is the sensory overload too much and I am supposed to make the decision about what educational approach I want to take (breadth or depth) and design from there? What comes first--my users or my goal?

Blog #2: The Design of Everyday Things

2006-02-01T15:43:00.000-08:00

I found this reading to be user friendly, a breath of fresh air, especially from what it could have been; it was a light read on some heavy material. The history of some of the technology and witty discussions were fascinating for me and helpful when trying to put the vast world of technology and virtual learning into some kind of context for me. Norman helped me see that technology (the strange untamed beast) can be flawed and that I actually may be able to tame it after all! I appreciate his laisez-faire attitude towards attempting to learn and use technology/design and I feel slightly less threatened or intimidated.

Norman's design principles were clear and concise and actually made sense to me, and made me realize that I can make sense out of all this techi/design mumbo jumbo. I don't suddenly see web design through rose colored glasses but I feel a little more comfortable about the simplicity of design--it should be simple to learn, simple to remember and simple to use.

Blog #1: Technology Applications in Education

2006-01-25T07:10:00.000-08:00

I will be thoroughly impressed if what I write here actually gets posted, as I have little to no luck with computers and technology in general. Gulp....

Mayer's article was affirming to my teaching and learning beliefs, and of course synonymous with everything I have learned and managed to absorb here at New York University, which is why I found it to be quite redundant with ever other article or reading I have done over the past two years earning my MA. Had this been my first instead of one of my last classes for obtaining my graduate degree, I may have been more impressed. Unfortunately for Mayer, the latter situation is the reality and I no longer see these theoretical ideas as being as progressive as I once did.

Rote learning is for cavemen (or our dear friend President Bush). Technology is not only cutting edge but is the way we can reach out to all our students equally and most effectively. Dewey is a gd amongst educators for giving us the so simple yet so complicated notion of child-centered learning.

I remember first reading Dewey and Gardner and Mayher with my brown eyes opening as wide as a desert. I remember being so excited by these theories of progressive education and thinking how I was going to change the world, one student at a time. Yes I even shed a tear when reading Freedom Writers in my Inquiries III class. But once I stepped into that classroom (did I mention I am a dance educator), all these theories remained just that--my own versions of Jimney Cricket on my shoulder as these opinionated uninterested faces stared up at me already hating me simply because I stood before them. At that moment I knew that those theories would haunt me more than they would help me. They would serve as constant reminders of what I should be doing, how I should be teaching, how my students should be learning. None of these theorists, however, ever worked in a New York City public school.

I've heard it all before and imagine I will continue to for the rest of my educational career, for either it will be fed to me through higher education or I will be screaming it from the rooftops to the New York City educational administration.