Archive for February, 2014

26-02-2014 -  wuasa

Print vs. electrons

“The traditional role of print is unmistakably being threatened by the new digital world; but it is also, paradoxically, being revitalized. Both media share a certain number of characteristics, and yet they are fundamentally different – and they also fulfill different needs (for example, digital is built for speed, while print ensures stability)” – Post digital printing, by Alessandro Ludovico.

In the Design Research class, you will conduct functional, historical and critical research on post-digital publishing. We will be inquiring into general questions such as; What are the similarities and the relationships, how has one changed the another? Is it useful to say that one replaces the other or redefines the other? How is knowledge and access affected by digitalization?, to more specific experience related questions like; What is a first impression of a online book versus a offline book? do we read more or less? What is screen based reading behaviour? Do we read linear or non-linear?

Assignment
From the preliminary research phase, which will consists of a series of lectures and independent learning, each student will develop a few research questions that is of interest to them. From this basis, groups will be formed accordingly. As a collective of 3-4 students, you will further develop a coherent set of research question(s) and each group will develop and experiment with various methods based on the questions. The final design should encapsulate and embody the research meaningfully, logically or self-reflectively.

Format
Whether you decide paper or pixel or hybrid, it should appropriately reflect the chosen research question and method.

Learning goals
- students learn contextual/historical background on discourse.
- students develop own research question(s) and sub question(s).
- students experiments and develops design methods.

Assessment criteria
The assignment will come to you in fragments, but overall the criteria are:
- the student is able to formulate interesting research questions.
- the student is able to answer these questions with appropriate research methods.
- the student comes up with new acquired knowledge by means of thorough testing and
experimenting.

Lesson format
Lectures, in class experiments, tutorials.

A vision of the book reader of the future (from Everyday Science and Mechanics magazine, 1935)