MEDIATE was a multi-sensory environment design for an interface between autistic and typical expr... more MEDIATE was a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digital world was under the child's control and sought a sensory dialogue. As such MEDIATE joined an increasing number of sensorily augmented environments where multimedia designers have demonstrated capacity for response to user presence. The MEDIATE design is currently being developed as a 24/7 accessible resource to support the development of meaningful interaction for those individuals with autism requiring continuous managed care. A conceptual framework and intended approaches to evaluation of this resource are put forward here along with consideration of the practicalities of continuous usage. A full description of the 5 th Framework European Funding programme which enabled MEDIATE to be developed is available at our websi...
Design Dialogues: one' was the first in an occasional series of discussion meetings on design the... more Design Dialogues: one' was the first in an occasional series of discussion meetings on design theory sponsored by the Design Research Society. The objective of the meeting was to explore the reasons for the apparent lack of progress in design research over the last decade and in particular whether the search for an atemporal, acultural, domain independent theory of design is a reasonable or realistic goal. The meeting was held on the 17th of May at the Department of Computer Science, University College London and attracted more than 40 participants from a wide variety of disciplines including the arts, architecture, computer science, engineering and business studies.In an attempt to continue the debate in the wider design research community, we have produced the following summary of the presentations and discussion period together with some concluding remarks. While we have made every effort ensure that summaries of the speakers presentations and the discussion are accurate, readers should be aware that they are based on notes taken during the meeting itself and consequently reflect a particular interpretation of the proceedings. However, for those who wish to follow up the ideas presented by the speakers in more detail, we have included a short list of references to relevant work at the end of this meeting summary.
Convergence: The International Journal of Research into New Media Technologies, 1999
In this paper I present a general outline of those parts of Gregory Bateson's work which appe... more In this paper I present a general outline of those parts of Gregory Bateson's work which appear relevant to building a questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set the stage and become familiar with his approach to perceiving the environments in which we find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson's theory I draw forth a set of heuristics appropriate for critical analysis of interface design. Finally I use these heuristics on a particular case study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
Our paper initially gives a brief overview of MEDIATE, a multi-sensory, interactive environment c... more Our paper initially gives a brief overview of MEDIATE, a multi-sensory, interactive environment created with the aim to encourage expressive engagement from children with autism. We then detail the particular innovations required to support such a context when incorporating ...
MEDIATE is a multi-sensory environment design for an interface between autistic and typical expre... more MEDIATE is a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions. MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially usercentred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.
MEDIATE was a multi-sensory environment design for an interface between autistic and typical expr... more MEDIATE was a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digital world was under the child's control and sought a sensory dialogue. As such MEDIATE joined an increasing number of sensorily augmented environments where multimedia designers have demonstrated capacity for response to user presence. The MEDIATE design is currently being developed as a 24/7 accessible resource to support the development of meaningful interaction for those individuals with autism requiring continuous managed care. A conceptual framework and intended approaches to evaluation of this resource are put forward here along with consideration of the practicalities of continuous usage. A full description of the 5 th Framework European Funding programme which enabled MEDIATE to be developed is available at our websi...
This paper explores the learning styles, perception and cultural biases exhibited by architectual... more This paper explores the learning styles, perception and cultural biases exhibited by architectual designers. Developing from a need for better information transfer, an awareness of designers' selective information requirement is elucidated. Based upon a series of linked empirical and theoretical studies, an attempt is made to define precisely how designers perceive and learn about their world. These studies indicate that a fourfold strategy for information transfer will lead to more fruitful communication with architectural designers.
This thesis explores the nature of architectural designers as users of information and their need... more This thesis explores the nature of architectural designers as users of information and their need for information to support their own personal self-informing strategies if such information is to be appropriate and useful to them. A preliminary discussion on the nature of design presents a context for understanding the relationship between information and designers. Then a series of empirical studies are reported which assess the preferences designers have for learning and interpersonal interaction. The preferences which are manifest in these two domains of engagement with the world are found to be fourfold in variety and individuals’ preferences in one domain correspond to their preferences in the other. For a given designer the combination of preferences chosen are shown to support and maintain the stability of one of four possible self- informing strategies. The nature of this fourfold of strategies adopted by designers is then developed with reference to thematic interviews undertaken with practising architects. The distinctive nature of each self-informing strategy is argued as necessitating the delivery of information for a given topic in a corresponding variety, in order to be appropriate and useful to designers who have adopted each self-informing strategy. In recognition of the theoretical and empirical conclusions a fourfold strategy supportive, prototype design information transfer system is created for the transference of information on the topic of energy conscious design. The interactive videodisc and control software which form the basis of this prototype system are submitted as an integral part of this thesis.
In this paper I present a general outline of those parts of Gregory Bateson’s work which appear r... more In this paper I present a general outline of those parts of Gregory Bateson’s work which appear relevant to building a questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set the stage and become familiar with his approach to perceiving the environments in which w e find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson’s theoryI draw forth a set of heuristics appropriate for critical analysis of interface design. FinallyI use these heuristics on a particular c a s e study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
Is it possible to educate a fire officer to deal intelligently with the command and control of a ... more Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the develop- ment of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point: 1. Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it. 2. A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incor- porate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system- prompts as possible. 3. There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Addi- tionally, such a record of command and control will be an ideal initiator of tutorial discussion. 4. The simulation should be realisable on a hardware/software platform of £10 000. 5. The overriding importance is that the simulation should ‘emulate as nearly as pos- sible the feelings and stresses of the command role’.
MEDIATE is a multi-sensory environment design for an interface between autistic and typical expre... more MEDIATE is a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions.
MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially user- centred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.
MEDIATE was a multi-sensory environment design for an interface between autistic and typical expr... more MEDIATE was a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digital world was under the child's control and sought a sensory dialogue. As such MEDIATE joined an increasing number of sensorily augmented environments where multimedia designers have demonstrated capacity for response to user presence. The MEDIATE design is currently being developed as a 24/7 accessible resource to support the development of meaningful interaction for those individuals with autism requiring continuous managed care. A conceptual framework and intended approaches to evaluation of this resource are put forward here along with consideration of the practicalities of continuous usage. A full description of the 5 th Framework European Funding programme which enabled MEDIATE to be developed is available at our websi...
Design Dialogues: one' was the first in an occasional series of discussion meetings on design the... more Design Dialogues: one' was the first in an occasional series of discussion meetings on design theory sponsored by the Design Research Society. The objective of the meeting was to explore the reasons for the apparent lack of progress in design research over the last decade and in particular whether the search for an atemporal, acultural, domain independent theory of design is a reasonable or realistic goal. The meeting was held on the 17th of May at the Department of Computer Science, University College London and attracted more than 40 participants from a wide variety of disciplines including the arts, architecture, computer science, engineering and business studies.In an attempt to continue the debate in the wider design research community, we have produced the following summary of the presentations and discussion period together with some concluding remarks. While we have made every effort ensure that summaries of the speakers presentations and the discussion are accurate, readers should be aware that they are based on notes taken during the meeting itself and consequently reflect a particular interpretation of the proceedings. However, for those who wish to follow up the ideas presented by the speakers in more detail, we have included a short list of references to relevant work at the end of this meeting summary.
Convergence: The International Journal of Research into New Media Technologies, 1999
In this paper I present a general outline of those parts of Gregory Bateson's work which appe... more In this paper I present a general outline of those parts of Gregory Bateson's work which appear relevant to building a questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set the stage and become familiar with his approach to perceiving the environments in which we find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson's theory I draw forth a set of heuristics appropriate for critical analysis of interface design. Finally I use these heuristics on a particular case study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
Our paper initially gives a brief overview of MEDIATE, a multi-sensory, interactive environment c... more Our paper initially gives a brief overview of MEDIATE, a multi-sensory, interactive environment created with the aim to encourage expressive engagement from children with autism. We then detail the particular innovations required to support such a context when incorporating ...
MEDIATE is a multi-sensory environment design for an interface between autistic and typical expre... more MEDIATE is a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions. MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially usercentred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.
MEDIATE was a multi-sensory environment design for an interface between autistic and typical expr... more MEDIATE was a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digital world was under the child's control and sought a sensory dialogue. As such MEDIATE joined an increasing number of sensorily augmented environments where multimedia designers have demonstrated capacity for response to user presence. The MEDIATE design is currently being developed as a 24/7 accessible resource to support the development of meaningful interaction for those individuals with autism requiring continuous managed care. A conceptual framework and intended approaches to evaluation of this resource are put forward here along with consideration of the practicalities of continuous usage. A full description of the 5 th Framework European Funding programme which enabled MEDIATE to be developed is available at our websi...
This paper explores the learning styles, perception and cultural biases exhibited by architectual... more This paper explores the learning styles, perception and cultural biases exhibited by architectual designers. Developing from a need for better information transfer, an awareness of designers' selective information requirement is elucidated. Based upon a series of linked empirical and theoretical studies, an attempt is made to define precisely how designers perceive and learn about their world. These studies indicate that a fourfold strategy for information transfer will lead to more fruitful communication with architectural designers.
This thesis explores the nature of architectural designers as users of information and their need... more This thesis explores the nature of architectural designers as users of information and their need for information to support their own personal self-informing strategies if such information is to be appropriate and useful to them. A preliminary discussion on the nature of design presents a context for understanding the relationship between information and designers. Then a series of empirical studies are reported which assess the preferences designers have for learning and interpersonal interaction. The preferences which are manifest in these two domains of engagement with the world are found to be fourfold in variety and individuals’ preferences in one domain correspond to their preferences in the other. For a given designer the combination of preferences chosen are shown to support and maintain the stability of one of four possible self- informing strategies. The nature of this fourfold of strategies adopted by designers is then developed with reference to thematic interviews undertaken with practising architects. The distinctive nature of each self-informing strategy is argued as necessitating the delivery of information for a given topic in a corresponding variety, in order to be appropriate and useful to designers who have adopted each self-informing strategy. In recognition of the theoretical and empirical conclusions a fourfold strategy supportive, prototype design information transfer system is created for the transference of information on the topic of energy conscious design. The interactive videodisc and control software which form the basis of this prototype system are submitted as an integral part of this thesis.
In this paper I present a general outline of those parts of Gregory Bateson’s work which appear r... more In this paper I present a general outline of those parts of Gregory Bateson’s work which appear relevant to building a questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set the stage and become familiar with his approach to perceiving the environments in which w e find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson’s theoryI draw forth a set of heuristics appropriate for critical analysis of interface design. FinallyI use these heuristics on a particular c a s e study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
Is it possible to educate a fire officer to deal intelligently with the command and control of a ... more Is it possible to educate a fire officer to deal intelligently with the command and control of a major fire event he will never have experienced? The authors of this paper believe there is, and present here just one solution to this training challenge. It involves the develop- ment of an intelligent simulation based upon computer managed interactive media. The expertise and content underpinning this educational development was provided by the West Midlands Fire Service. Their brief for this training programme was unambiguous and to the point: 1. Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it. 2. A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incor- porate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system- prompts as possible. 3. There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Addi- tionally, such a record of command and control will be an ideal initiator of tutorial discussion. 4. The simulation should be realisable on a hardware/software platform of £10 000. 5. The overriding importance is that the simulation should ‘emulate as nearly as pos- sible the feelings and stresses of the command role’.
MEDIATE is a multi-sensory environment design for an interface between autistic and typical expre... more MEDIATE is a multi-sensory environment design for an interface between autistic and typical expression. It was designed as a space for creative expression and exploration via three sensory interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions.
MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially user- centred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.
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Papers by Paul M Newland
questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set
the stage and become familiar with his approach to perceiving the environments in which w e find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson’s theoryI draw forth a set of heuristics appropriate for critical analysis of interface design. FinallyI use these heuristics on a particular c a s e study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
1. Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
2. A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incor- porate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system- prompts as possible.
3. There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Addi- tionally, such a record of command and control will be an ideal initiator of tutorial discussion.
4. The simulation should be realisable on a hardware/software platform of £10 000.
5. The overriding importance is that the simulation should ‘emulate as nearly as pos-
sible the feelings and stresses of the command role’.
interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions.
MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially user-
centred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.
questioning framework for appropriate analysis of interface design. A grounding in his fundamental philosophy is given first as a means to set
the stage and become familiar with his approach to perceiving the environments in which w e find ourselves. This is followed by a review of his theory of types of learning which shows how individuals gain knowledge through various levels of corrective strategies. From this body of Bateson’s theoryI draw forth a set of heuristics appropriate for critical analysis of interface design. FinallyI use these heuristics on a particular c a s e study to illicit both the strengths and weaknesses of the interface involved and those of the heuristics themselves.
1. Do not present the trainee with a model answer, because there are no generic fires. Each incident is novel, complex, and often ‘wicked’ in that it changes obstructively as it progresses. Thus firefighting demands that Commanders impose their individual intelligence on each problem to solve it.
2. A suitable Educational Simulator should stand alone; operate in real time; emulate as nearly as possible the ‘feel’ of the fireground; present realistic fire progress; incor- porate the vast majority of those resources normally present at a real incident; bombard the trainee with information from those sources; provide as few system- prompts as possible.
3. There should also be an interrogable visual debrief which can be used after the exercise to give the trainees a firm understanding of the effects of their actions. This allows them to draw their own conclusions of their command effectiveness. Addi- tionally, such a record of command and control will be an ideal initiator of tutorial discussion.
4. The simulation should be realisable on a hardware/software platform of £10 000.
5. The overriding importance is that the simulation should ‘emulate as nearly as pos-
sible the feelings and stresses of the command role’.
interfaces: visual, aural and tactile. The interaction with this digitally augmented world is under the child's control allowing them a sensory dialogue. It is as much a space for the user with autism to enjoy as an interface for relatives and carers to observe interactions and expressions.
MEDIATE is the outcome of a collaboration between Designers, Programmers and Psychologists from Spain, the Netherlands and the UK and was funded by the European Community. The expert psychology team on child development and autism informed the design process, which was essentially user-
centred. The resulting outcome is successful for other user groups, but has benefited, in usability and innovation, from being constrained to a specific and challenging user group.