Archive for March, 2014

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29-03-2014 -  Jamie Groenestein

We are going to experiment with different ways of trying to destroy the information on digital storage devices and paper in order to find out; what is more perishable? We are documenting the outcomes, the strengths and weaknesses of the different digital storage devices and the paper. The amount of information that is still intact after the attempt to destruct it will be an indication of the reliability of the information carrier. The paper and digital storage devices will have the same information content.

Next steps…
We have been using physical methods of destruction so far and the paper seems to be the most robust. The next step will be to look at digital methods of destruction. We destroyed the physical digital data carriers but not the digital data itself. How does  immaterial digital data perish and how does this relate to paper? There are websites archiving ‘dead’ websites, a digital graveyard you could say. But a graveyard filled with zombies, the information is still there and readable.

In order to find out what it more perishable; digital or analog storage, we collected various digital storage devices such as usb sticks, floppy disks and CD’s. We put the same information (the first chapter of Post Digital Print) on every storage device and also printed it out on paper.

Then we decided on methods of destruction. We tried applying the exact same methods on all the storage devices to make a somewhat accurate measurement of the ‘readability’ (digital; can it be ‘read’ by the computer / print; is the typography still ‘readable’). Basically; to what extend is the data corrupted?

We set out to make these experiments happen, both working by ourselves on our own experiments and documented them through text and images.

The methods of destruction;
- the hammer;
- a fall from the second floor;
- local heat for we used a lighter;
- even heat for we used the oven;
- pouring cold water over the objects;
- pouring boiling water over the objects;
- the freezer;
- dipping into glue
- spraying ink over the objects

Information storage devices;
- paper;
- USB sticks;
- floppy disks;
- CD;

Hammer (10 blows)
Paper: readable with major data corruption
USB: unreadable.
CD: unreadable.
Floppy: readable but not easy to get in/out of the floppy drive

Remarks: when we tried reading the CD, the laptop started making really weird noises. Not something we want to try again.

Paper: minor data corruption
USB: readable
CD: readable
Floppy: readable

Remarks: the paper did get slightly scratched but it really does not affect the readability.

Local Heat (lighter for 5 minutes)
Paper: unreadable
USB: unreadable
CD: unreadable
Floppy: unreadable

Remarks: no surprises here.

Even Heat (100 degrees celcius for 5 minutes)
Paper: readable
USB: readable
CD: readable
Floppy: readable

Remarks: we really did expect something to happen!

Cold Water
Paper: readable
USB: readable
CD: readable
Floppy: readable

Remarks: this method did not really seem to affect anything, the paper did get wrinkly after it had dried which made it slightly less accessible.

Boiling Water
Paper: readable
USB: readable
CD: readable
Floppy: readable

Remarks: we expected some form of data corruption on the digital devices.

Paper: readable
USB: readable
CD: readable
Floppy: readable

Remarks: here too we expected at least some form of data corruption.

Paper: unreadable
USB: unreadable

Remarks: USB not readable at all becuase it is clogged with glue. The paper is nearly unreadable because the pages stick together, you still can recover some of the information but only in parts.

Paper: readable with minor data corruption
USB: readable
CD: unknown

Remarks: Spraying ink over the USB did not cause any data corruption, whereas the paper suffered some minor data corruption. We do not dare to put another damaged CD in our laptops.

After presenting these results, we got the suggestion of looking into digital destruction methods. In our experiments we have been using physical methods of destruction on both digital and paper information carriers. It would be really interesting to find digital ways of destruction and relating these methods to the analog world of paper. Next to this, we still have the task to find a way to present the research as a whole.

26-03-2014 -  Sarah Baehler

Overall Question:

- What impression does the schools website give?
- website, identity (first impression)
- What kind of work do the students do? Digital,  analogue?
- What is the prefered work methode?
- How did the school websites develop over time until now?

Analyze and compare Dutch schools:
St. Jost

- What do the regular students say about the digital/analogue menthality of their school?
- How do exchange students experience their exchange school in comparison to their homeschool?
- On a daily basis, what way of working is more common among the students?

- Sean, Shirin, Sarah, Marielle -

26-03-2014 -  wuasa

26-03-2014 -  Jasper Laven

‘Do you remember written text better or do you remember digital text better?’

- How exactly does the technology we use to read change the way we read?
- How do our brains respond differently to onscreen text than to words on paper?
- Do specific typefaces help you to remember texts more easily?

‘Reading Paper Screens’
- How exactly does the technology we use to read change the way we read?
- Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper, however studies publishes winces then have produced more inconsistent results.

- The brain essentially regards letters as physical objects because it does not really have another way of understanding them.
- We learn to recognise each letter by its particular arrangement of lines, curves and hollow spaces.
- The brain literally goes through the motions of writing when reading, even if the hands are empty.
- The human brain may also perceive text in its entreaty as a kind of physical language. When we read, we construct a mental representation of the text in which meaning is anchored to structure.

- In most cases, paper books have more obvious topography than onscreen text. You can feel the thickness of the pages, there is a rhythm to it and a visible record of how far one has traveled.
- People consistently say that when they really want to dive into a text, they read it on paper.

First test: reading a text on paper and answering questions relating to that text vs reading the same text on screen and answering questions
Small test with less than 10 people
Outcome: Both test groups had equal answers right (52,6%)

Second test: Same as above but with longer text and more questions
Bigger test with 30 people
Outcome: On text 51,5% right vs 46% right onscreen

Third test: Reading in a ’spritz’ way vs. reading on screen
Outcome: not yet done

24-03-2014 -  Jeroen Pronk

Dear everybody,

Lately I’ve been doing some research into different programs to work with for not only Crosslab, but also Design Research. I’ll put my thoughts and ideas in the comments with the programs, but if you have any questions about specific matters, then please approach me in class :) .

Adobe Edge Reflow (+Edge Inspect)
This program is a basic program to help you set up a responsive web-page so that for example the layout of the whole page changes as soon as the size of the screen gets smaller than let’s say 600px wide. It is very basic and easy to use, you don’t need to know coding to be able to use this program, and on top of this, when you save the project you’re working on, it also saves it as an html and css file so you can add or modify stuff in Dreamweaver of Coda 2 for if you do know something about code. Edge Inspect is a little app you can download so that if you see the changes you make on your computerscreen, live on your iPhone or tablet!

Coda 2 (Comparable with Dreamweaver)
Coda 2 is like Dreamweaver but more basic. Before I continue I must say that in order to use this program you do need to know a little bit about html and css, but if you don’t then this program has the perfect solution for it! It offers digital books within the program about all kinds of coding methods and if you need to know something, you just open a book, type the code or word you’re looking for and the program gives you a description about how to use the code.
Sketch 2 (Adobe Illustrator and Photoshop combined)
The program sketch 2 is a minimal and basic combination of the two Adobe programs, and is optimized for sketching websites or applications. Build in the program are all the templates you need for any device or screen size. Maybe not the best program for the assignments we have running atm, but defiantly something to look into.
Adobe Muse (making websites)
I have not fully tested this program yet, but it’s a sort of InDesign for creating websites. For this you don’t need the knowledge of code, but I can not tell you what it’s limits are and possibilities.
This is a website I can strongly suggest if you’re not that familiar with code. In my opinion coding is becoming quite necessary in the near future, and this website offers an easy and playful way to learn code. I’ve been having some fun with it and learned html and css in no-time. (also html5, sass, jQuery, JavaScript, etc.)

This program is specialized for e-books and epub files, to make your own e-books or decode them. Lot’s of possibilities that you’re all familiar with since we had that workshop last Friday. This is just a reminder.

-  (interesting blogs about digital publishing and web-type-rules)
- (Interesting approach to readability of e-mail and reduction of items on the screen)
- (for references to coding, or if you need to do/learn specific things with code for web, et. responsive stuff)

Ok doei!  xoxo

Jeroen Pronk,

21-03-2014 -  Mariëlle van 't Zand

How to explain Internet-era reading to someone from the analog past?
Put lots of little books in a much bigger book.

“Explain something modern/Internet based to someone who lived and died before 1900.” When faced with that prompt for a design class, Rachel Walsh, a student at Cardiff School of Art and Design, elected to describe the Amazon Kindle e-reader to Charles Dickens. “I chose to explain the Kindle to Charles Dickens because I thought it could’ve been a helpful piece of technology to have,” Walsh explained to me in an email. “He must’ve lugged a lot of heavy books around with him in his day!”

Since a 19th-century author wouldn’t have had any concept of downloads, e-readers, or the Internet, Walsh had to create a metaphor for the device that would resonate with Dickens. Realizing that a Kindle is just a lot of books inside a big book, she created an old-school version consisting of literal little books inside a larger book. She put together 40 tiny versions of classics—a mixture of her childhood favorites and books Dickens supposedly enjoyed—such as Don Quixote and The Catcher in the Rye. Then, she placed them inside a normal-sized hardcover book, and voila: a very portable reader.


19-03-2014 -  Sarena van Dijk

My local bookstores has a sense of humor

19-03-2014 -  Jeroen Pronk

During the execution of the method,

there were some problems:

Getting the material needed

The object came out of the wrapped paper

The written words came out with the paint


I throw the paper balls several type on the paper.

I rolled the big paper sheet to spread the paint, several times.


You can see where the papers landed by the darker spots.

It’s possible to see the layers.

And for me, the objective is understanding the behavior of an object when submitted to actions.

some research questions:

How can I control the paint? / How can I control the direction of the object?

How would it be interesting to control de paint or the direction?

What are the behaviors of the wrapped object to different kinds of paint?

the wrapping paper, the objects, and the paint (coffee)

~ Clara ~

19-03-2014 -  Niermala B. Timmers

Book covers vs. eBook covers (all images from Pinterest).

19-03-2014 -  Jim Jansen