interactive multimedia:
a community participation tool
interactive multimedia:
a community participation tool
Undergraduate Landscape Architectural Thesis
Joseph E. Mayes
LA 404: Landscape Architecture Comprehensive Project
Professor: Dr. Ronald Spangler
Professor: Christopher Marlow
Advisor: Joseph Blalock
4.26.2006
Department of Landscape Architecture
Ball State University
Muncie, Indiana 47306
abstract
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Undergraduate Landscape Architectural Thesis
Interactive Multimedia: a community participation tool
Joseph E. Mayes
4.26.2006
Undergraduate Landscape Architectural Thesis
This
projectMultimedia:
focusedon
onadeveloping
developing
interactivemultimedia
multimedia
tool
a design
process
This project
focused
ananparticipation
interactive
tool
forfor
a design
process
involving
Interactive
community
tool
involving
community
members.
Through
the
course
of
this
project,
participants
had
the
community
members. Through the course of this project, participants had the opportunity to
Joseph
E. Mayes
opportunity
withanalysis,
the inventory,
analysis,
programming,
conceptual,
andwithin
the fianal
interact
with
theinteract
inventory,
programming,
conceptual,
and the
final design
web
4.26.2006 to
design
within
a
website.
This
interactive
multimedia
format
provided
a
non-confrontation
site.This interactive multimedia format provided a non-confrontation forum for the community
forum
for to
thefocused
community
members
to interactive
learn and
about
thetheir
design
process
voice
their
members
learn
about
the
design an
process
voice
opinions
This
project
on developing
multimedia
tool
foranonymously.
aand
design
process
opinions
involving anonymously.
community members. Through the course of this project, participants had the
Undergraduate
Landscape
Architectural
Thesis
opportunity
interact
with
the
inventory,
analysis,
programming,
conceptual,
andgraphics,
the finaland
The ability totouse
movies,
still
images,
models,
text, digital
walk-throughs,
motion
The
ability
to
use
movies,
still
images,
models,
text,
digital
walk-throughs,
motion
graphics,
Interactive
Multimedia:
a
community
participation
tool
design
withinwithin
a website.
Thiscommunication
interactive multimedia
format
provided a of
non-confrontation
interactivity
design
increased
the awareness
good design, design
and
interactivity
within design
communication
increased
the awareness
of good
design,
Joseph
E.
Mayes
forum
for
the
community
members
to
learn
about
the
design
process
and
voice
their also
process, and the importance of site responsive design. The use of interactive
multimedia
design
process,
and
the
importance
of
site
responsive
design.
The
use
of
interactive
4.26.2006
opinions
provided anonymously.
new techniques of communicating complicated design issues and concepts that was
multimedia also provided new techniques of communicating complicated design issues and
more
successful
then
traditional
means
oftraditional
design communication.
concepts
that
was
more
successful
then
meanswalk-throughs,
of design
This
project
on developing
anmodels,
interactive
tool forcommunication.
a design
process
The ability
tofocused
use
movies,
still images,
text,multimedia
digital
motion
graphics,
involving
community
members.
Through
the
course
of
this
project,
participants
had
the
and
interactivity
within design
communication
increased
the Community
awareness ofmembers
good design,
Community
participation
wasthe
vital
throughout
this project.
gave
their
opportunity
to
interact
with
inventory,
analysis,
programming,
conceptual,
and
the
final
design
process,
and
the
importance
of
site
responsive
design.
The
use
of
interactive
opinions
on what
they wanted
the spacemultimedia
to becomeformat
and then
help guide
the design process
design
within
a website.
This
interactive
provided
a non-confrontation
multimedia
also
provided
new
techniques
of communicating
complicated
design
issues
Undergraduate
Landscape
Architectural
Thesis
by
giving
feedback
on
design
concepts
developed
from
their
input.
The
fi
nal
design
is aand
show
forum
for
the
community
members
to
learn
about
the
design
process
and
voice
their
concepts
that
was
more
successful
then
traditional
means
of
design
communication.
Interactive
Multimedia:
a
community
participation
tool
case
of the
input of many Ball State University community member’s desires, dreams, and
opinions
anonymously.
Joseph
E.
Mayes
concerns.
Community
4.26.2006 participation was vital throughout this project. Community members gave their
The
ability
use they
movies,
still images,
models,
text, digital
walk-throughs,
graphics,
opinions
ontowhat
wanted
the space
to become
and then
help guide motion
the design
process
and
interactivity
within
design
communication
increased
the
awareness
of
good
design,
by
giving
feedback
onon
design
concepts
their input.
Thea fidesign
nal design
is a show
This
project
focused
developing
an developed
interactive from
multimedia
tool for
process
design
process,
and
the
importance
of
site
responsive
design.
The
use
of
interactive
case
of
the
input
of
many
Ball
State
University
community
member’s
desires,
dreams,
and
involving community members. Through the course of this project, participants had the
multimedia
also
provided
new
techniques
of
communicating
complicated
design
issues
concerns. to interact with the inventory, analysis, programming, conceptual, and the fiand
opportunity
nal
concepts
that
was
more
successful
then
traditional
means
of
design
communication.
design within a website. This interactive multimedia format provided a non-confrontation
forum for the community members to learn about the design process and voice their
Undergraduate
Landscapewas
Architectural
Thesis this project. Community members gave their
Community
participation
vital throughout
opinions anonymously.
Interactive
Multimedia:
a
community
participation
tool
opinions on what they wanted the space to become
and then help guide the design process
Joseph
E. feedback
Mayes on design concepts developed from their input. The final design is a show
by
giving
The ability to use movies, still images, models, text, digital walk-throughs, motion graphics,
4.26.2006
case
of the input within
of many
Ball State
University increased
communitythe
member’s
desires,
dreams,
and
and interactivity
design
communication
awareness
of good
design,
concerns.
design process, and the importance of site responsive design. The use of interactive
This project focused on developing an interactive multimedia tool for a design process
multimedia also provided new techniques of communicating complicated design issues and
involving community members. Through the course of this project, participants had the
concepts that was more successful then traditional means of design communication.
opportunity to interact with the inventory, analysis, programming, conceptual, and the final
design within a website. This interactive multimedia format provided a non-confrontation
Community participation was vital throughout this project. Community members gave their
forum for the community members to learn about the design process and voice their
acknowledgements
acknowledgements
acknowledgements
acknowledgements
] ] acknowledgements
acknowledgements
]
acknowledgemen
a
acknowle
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There are many
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2006: became.
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Advisor
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Professor Chris Marlow: you were a great source of encouragement and excitement through
scope that it became. Thank you for giving your time and your brain power to inspire and
this entire semester.
Your
ability
to critically
and thoroughly
support
my process
was
invaluClass of
2006:
all through
this semester
it was great
to spend
the late
nights
with such a highly
encourage
me
thisto
semester.
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wife
Katie
who
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torture
and
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to
read
least
my
wife
Katie
who
was
put
through
literary
torture
this
semester.
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able. and
Thank
you
for
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ear
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it
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nights
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aI
ing
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you
for
all
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love,
support,
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and
humor
when
Advisor
Joseph
Blalock:
your
creativeness
and
ability
to
question
everything
I
did
even
though
Your wiliness to sacrifice and help me throughout this semester and hear me vent about
highly
dynamic
and
entertaining
crowd.
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all
nighters
in
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me put
throughout
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semester
and
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not least
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made.
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for
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the stressful
times light
hearted!!
hear
me
vent
about
frustrations
was
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needed
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andThis
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and patients. Thank you for all your love, support, encouragement, and humor when I didn’t
Last and not least to my wife Katie who was put through literary torture and had to read
feel like laughing. Your wiliness to sacrifice and help me throughout this semester and hear
page upon page as my editor. This book is only tolerable to read due to her talents in writClass of 2006: all
this semester
it was
toright
spendwhen
the late
nightsitwith
methrough
vent about
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always
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most.a highly
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ing and patients. Thank you for all your love, support, encouragement, and humor when I
dynamic and entertaining
crowd. The all nighters in studio will only be missed for the enteryou!
didn’t feel like laughing. Your wiliness to sacrifice and help me throughout this semester and
table
table
table
of
oftable
of
contents
contents
contents
table
of contents
]]]]of] table
contents
]table
of contents
] of
table
contents
table
]of co]o
abstract.....................................................................................................
acknowledgments..................................................................................
table of contents...........................................
introduction.......................................................
literature review............................................
project significance......................................
problem statement........................................
goals and objectives
project requirements..................................
software
operating languages
use of phases
site setting........................................................
design process................................................
web site design
phase design
conclusion...........................................................
references...............................................................................................
appendix a: definitions.......................................................................
appendix b: software.........................................................................
introduction
introduction
introduction
introduction
]]
] introduction
introductionintroduction
] introduction
introductionintrodu
introduction
]
introdu
]
]
Design professionals
professionals are
areincreasingly
increasinglyfaced
facedwith
withthe
thechallenge
challenge
to to
design
design
spaces
spaces
andand
places
places
that
will
best
theincreasingly
community’s
social,
psychological,
environmental,
contextual,
will
bestaddress
address
the
community’s
social,
environmental,
Design
professionals
are
faced
with
thepsychological,
challenge
to design
spaces
andcontextual,
places
cultural,
economic,
and
political
needs
and
desires
(Wulz,
1986).
In
the
past
60
of
economic,
needssocial,
and desires
(Wulz,environmental,
1986). In the contextual,
pastyears
60 years
of
that will best
addressand
thepolitical
community’s
psychological,
design
development,
community
participation
has
been
effectively
used
as
a
tool
to
include
community
participation
has
been
effectively
used
as
a
tool
to
include
cultural, economic, and political needs and desires (Wulz, 1986). In the past 60 years of
community
memberscommunity
in the
the design
design
process(Sanoff
(Sanoff
2000,effectively
Riddick,1971).
1971).
These
processes
process
2000,
Riddick,
These
processes
have
design development,
participation
has been
used as
a tool
to include
have
helped
elevate
the
importance
and
success
of
design
with
the
use
of
community
helped elevate
the importance
and success
design2000,
with Riddick,
the use 1971).
of community
participatory
community
members
in the design
process of
(Sanoff
These processes
participatory
design
techniques
(Sanoff
1988,
1990,
2000).
To
eliminate
division
between
designhelped
techniques
1988, 1990,
division
between
designers and
have
elevate(Sanoff
the importance
and2000).
successToofeliminate
design with
the use
of community
designers
community
members
and1988,
to encourage
greater
participation,
is a need
participatory
design
techniques
(Sanoff
1990,
2000).
To there
eliminate
communityand
members
and to
encourage
greater
participation,
is a division
needthere
forbetween
visualization,
for
visualization,
design
education,
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Community Participatory Design
1. How does a landscape architect receive input from community members?
Community participatory design, according to Sanoff (Sanoff, 1988) is simply the user is involved
with all design decisions and major design processes. This concept is deeply integrated with
democratic ideals and utilizes people of every social level and treats their opinions and views
as equal (Sanoff, 1988). There is a plethora of participatory tools at a designer’s reach and
many have been utilized over the years in a diversity of design projects. Sanoff includes eight
different techniques used by designers to incorporate community members’ input and specific
methods used to implement these techniques. Sanoff also includes several case studies that
employed different forms of participation. Sanoff then analyzes the success of the design and
how the participatory design process helped in the success of the design. His findings support
that involving the community within the process increases the success rate of the project.
W.L. Riddick II addresses the charrette, one form of community participation in his book,
“Charrette Processes: A Tool in Urban Planning.” Riddick’s approach to community
participation is implementing a charrette that follows a structured schedule and leadership to
gather community input. This process is not necessarily the best fit for every design process,
project, or community, but Riddick’s overall theory on the potential of utilizing community
to a design process cannot be ignored. Wulz is very insightful into the process of community
participation. Wulz takes an in-depth look at how participation evolved and gives a detail
breakdown of participation techniques into seven categories. These seven categories are an
excellent supplement to Sanoff’s eight techniques for community participation.
A landscape architect has multiple tools and techniques that have been tested and implemented
in a diversity of projects. These techniques streamline the community input process and make
the community participation process beneficial to designers and community members.
2. Can community participation be successfully integrated into a design process?
According to German Cruz, a professor of landscape architect at Ball State University,
community design is an essential part of designing for the community and it creates more
successful projects. Cruz worked for one year with East Meadow Housing Authority in a
community participation program that changed his perceptions of community design and his
expectations of community member’s insightful comments and input.
Crewe investigated the community participation process to see if the design produced
through community input was considered successful by community members and the design
literature review]
professionals. This landmark study concluded that a overall results of community participatory
design were successful by community member and design professional criteria. The study
polled area residents, participatory design participants, and design professionals on the
categories of marketability, aesthetics, and the quality of design. Community interviews and all
polls found that community participatory design was successful. This study also included a poll
to see where community participation was the most successful which included playgrounds,
theme gardens, station art, and historic themes. The least suitable for community input was
the overall image of corridor, appearance of station buildings, and signs (Crewe, 2001).
David Schirmer also address community participation in his article, “Interactive Multimedia,
Public Participation and Environmental Assessment.” He concludes that community
participation is a highly effective means to get cultural and geographical feedback within a
design process. The implementation of community participatory design has been successful
from the designers’ and the community members’ point of views and supports the claim that
community participatory design is an highly effective method of design. This design process
can create vital spaces within community neighborhoods that are more effective and successful
in their design.
3. What is valuable about the community participation? “Participation reduces the
feeling of anonymity and communicates to the users a greater degree of concern on the part of
the management of administration. With it, residents are actively involved in the development
process, there will be a better maintained physical environment, great public spirit, more
user satisfaction and significant financial changes” (Sanoff 1988). Community participation also
gives the community as sense of ownership when included into the design process. It is not
necessarily that every desire and wish was granted for the community members but that they
were listened to and they influenced the process (Sanoff 2000). Community participatory
design forces designers to participate in the community. The process also helps community
members understand the complicated problems and maximize learning (Sanoff 1990).
The community design process is beneficial for both community members and design
professionals. Community member take ownership and pride in their community and the
project they influence. Design professional become submersed within the community and
can see the problems that face their clients (Cruz). Design professionals are also able to draw
from their community participation experiences to create contextually sensitive designs.
literature review]
Interactive Multimedia Communication
1.What is the difference between non-linear and linear communication? Hock-Hai
Teo found in his study, “An Empirical Study of the Effects of Interactivity on the Web User
Attitude,” that when interactive communication was compared to traditional models, there
were significant differences. This study showed users proved that interactive communication
is more effective because it was more satisfying, credible, and built trust between the user
and the computer (Teo, 2003). Mayer also concluded in his research that these results, like
Teo’s, found that static text fell short compared to interactive communication. Students had
better knowledge absorption, retention, and attention (Mayer 2004). Non-linear or interactive
communication was by far more successful at communicating the content, holding the users
attention, and creating a pleasant experience for the users (Teo, 2003, Burgoon 2000, Maki
2002, Mayer 2004). Interactive web sites proved to be more influential when compared to
person to person interaction and person to computer interaction (Burgoon, 2000). These
comparison found that human to computer interaction resulted in feelings of more credibility,
richness, competence, and trust (Burgoon, 2000). Interestingly, the same study found that
within text only web sites, users felt they were more dominated by the computer and scored
the least in emotions of trust (Burgoon, 2000). Glynda Hull’s study, “Locating the Semiotic
Power of Multimodality,” concludes that written text is over powered by the effectiveness of
multimedia applications and can produced striking different meanings than static text. This is
due to the ability to associate with the information (Hull, 2005). Information transfer is also
increased within a non-linear format when compared to linear communication (Mayer, 2004).
The difference is undeniable. Linear communication is limited when it comes to effectively
communicate, capture user’s attention, and establish creditability (Burgoon, 2000, Teo 2003,
Mayer 2004). These finding suggest that interactive communication is far superior to linear
communication because of these increased communication effectiveness and emotional
responses.
2.What is the potential of digital communication? There is an endless potential of digital
communication. The technology is growing so fast that the application of the technology is
slowly implemented. Center for Media Design’s Middle Town Media Study 2006 shows the ever
increasing use of media and how it overrides all other aspect of our lives. Within this study,
there is significant potential to use interactive multimedia communication to interact with the
community and gather input, views, and opinions. Schirmer’s article found that a multimedia
communication model was very effective in communicating and simplifying complicated
environmental data and receiving community input for designing environment protection
guidelines (Schirmer, 1994). Digital models can also supplement the community participatory
design process by adding visualization tools for community members and design professionals
(Al-Kodmany, 2001). Interactive multimedia can also appeal to the community members
that would not normally speak up or show at regular community meetings. The interactive
literature review]
multimedia format gives the user an autonomous and non-confrontational atmosphere in
which they can share their opinions (Sanoff, 1990, 2000, Riddick, 1971, Sipes 2002) Town hall
meetings are also beginning to be held online and gather community participation and input
(Sipes, 2002).
Again there is endless potential to utilize digital communication and apply it to community
participation. It can be used to gather community input, communicate complicated subject
matter, and hold city hall meetings. These finding support the potential usage of interactive
multimedia within the participatory design process because of its communication abilities and
accessibility.
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There is a continuous struggle between architects, planners, and landscape architects against
the client or community that their designs will impact (Walz, 1986). The struggle seems to
always boil down to the same problem: the designer feels that they ultimately know what is
best for the community and feel that any interference from the community will jeopardize the
integrity of design (Sanoff, 1988, 1990, 2000, Habraken 1986). The community members repel
the designer’s egotistical views and fight for input to have their needs and views accommodated
within the design (Habraken, 1986). This struggle has resulted in many grand and personally
cherished designs from architects, planners, and landscape architects getting as far as public
meetings before community petitions and uproar that have halted the implementation (Sanoff
2000). What can be done to implement good design that will effectively meet the community’s
expectations?
All of these conditions can be satisfied within a community participatory design process.
However, even as magnificent as this participatory design can seem, it still has its limitations.
Two limitations of the process are:
1. Only community members that come to scheduled times are able to give input and all other
members are excluded and their concerns, ideas, and views are unheard (Sanoff 2000, Riddick
II, 1971, Wulz 1986).
2. Community members and even design professionals are limited by not being able to
communicate clearly and effectively (Al-Kodmany 2001, Sanoff 2000).
Digital communication alleviates these participation problems by allowing continual community
design input twenty-four hours a day, seven days a week and incorporate written text, 3-D
models, video, images, diagrams, and sketches (Al-Kodmany 2001, Sipes 2002). A need for
an interactive multimedia model that allows community participation design is welcomed
because of the powerful addition of tools for communication and gathering input from the
community.
This project molds community participation into an interactive multimedia web site that can
be easily accessed by community members and other professionals not only to give their
input but learn more about the design process through the eyes of a landscape architect. In
doing so, this product creates community pride and support for the project, as educate the
community of what good design can do for their community.
The following graphs are from the Ball State University Center for Media Design’s Middle
Town Media Study 2005. This study shows and compares the use of media to everyday
activities. These graphs show that our society is focused on media and further supports the
need for using a multimedia format within landscape architecture.
project significance]
[figure
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This project utilized an interactive multimedia interface within an Internet web site to collect
and encourage community participation within the design process. This web site also educated
the user of the design process and multiple variables that designers take into account when
designing.
Goals and Objectives
To accomplish the project the following goals and objectives were defined for the focus of
this project:
Goal 1: To create an interactive multimedia Internet web site
Objective 1: Create an interactive interface that will respond to the input by
the user’s stimuli, such as mouse movement.
Objective 2: Integrate two to three different media forms into one seamless
interface.
Objective 3: Create a web site accessible to anyone with a computer and
Internet access
Goal 2: To promote community participatory design
Objective 1: Utilizing multiple community participatory design techniques
defined by Sanoff (2000) and Wulz (1986).
Objective 2: Market and promote this project to the multiple educational
departments housed within the adjacent buildings by fliers, word
of mouth, and e-mails to students, faculty, and staff.
Objective 3: Create a non-confrontational anonymous atmosphere to
promote and encourage the free expression of opinions, beliefs,
views, ideas, and criticism.
Goal 3: To utilize community participation within a design process
Objective 1: Use the data gathered from the Internet to analyze the needs,
desires, and opinions to program the site.
Objective 2: Develop two different design concepts based on community
input.
Objective 3: Use feedback on proposed concepts to develop a final concept.
problem statement]
Goal 4: To educate the community of the design process
Objective 1: Use the process of community participation to be an informative
site analysis to showcase the factors that will impact the designs.
Objective 2: Use the site programming process as a educational experience
to what this site can become and break out of the box of
traditional thinking.
Objective 3: Use the conceptual design process to educate of design
reasoning and theory used to develop the design.
project
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Due to the nature of this project a reliance on digital media technology was needed. To
complete this project the use of animation, web design, and operating languages was needed
to seamlessly construct the web site. The amount of content and community participation
was broken down into web site phases to replicate the progression of a project through a
landscape architectural office. Phases also helped to present the content in digestible portions
in order to avoid the overloading the user with new information.
Software
The majority of this project was constructed within Macromedia Flash MX 2004. This software
is an industry standard for the creation of web animation and interactivity. Flash has a high
learning curve but provides amazing tools to display content on the web never seen before. A
full list of software used within this project is located within the appendix.
[figure
caption: Macromedia Flash MX 2004 interface
project requirements]
Operating languages
This refers to the languages used to communicate within a computer. There was a vast use of
Macromedia Flash MX 2004’s operating langage ActionScript through out the project. Other
languages used were PHP and HTML. PHP was in order for the poll to work and gave the web
site the ability to send a e-mail within the web site. HTML was used to position the web site
within the page. Here are examples of code used:
ActionScript
stop();
var LV_out:LoadVars = new LoadVars();
var LV_in:LoadVars = new LoadVars();
LV_in.onLoad = function(success) {
if (success) {
gotoAndPlay(“quest5”);
} else {
trace(“Error loading data into flash”);
gotoAndPlay(“Error”);
}
};
//---------submit_mc1.onRelease = function() {
LV_out.box1 = 1;
PHP:
<?php
$user=”joemayes_admin”;
$password=”nimda”;
$database=”joemayes_sitedb”;
$table = “poll”;
//--------------connenct to database
mysql_connect(localhost,$user,$password) or die(“Could not connect”);
mysql_select_db($database) or die (“Could not select the database”);
//--------------------Query Database
$data = array();
foreach (range(1,20) as $qst) {
$data[$qst] = array(1=>0,2=>0,3=>0,4=>0);
$myquery = mysql_query(“SELECT * FROM poll WHERE question=$qst”) or die(mysql_
error());
//--------------------Put results into an array
while ($myRecord = mysql_fetch_array($myquery)) {
project requirements]
$data[$qst][(int) $myRecord[‘answer’]] = $data[$qst][(int)
HTML:
<!DOCTYPE html PUBLIC “-//W3C//DTD HTML 4.01 Transitional//EN”>
<html>
<head>
<meta http-equiv=”content-type” content=”www.designBSUonline.com/
html;charset=ISO-8859-1”>
<title>www.designBSUonline.com</title>
<meta name=”description” content=”test”>
<style type=”text/css”>
<script language=”JavaScript”>
function openNewWindow(URLtoOpen, windowName, windowFeatures) {
newWindow=window.open(URLtoOpen, windowName, windowFeatures); }
</script>
html {
height:100%; /* fix height to 100% for IE */
max-height: 99%; /* fix height for other browsers */
padding: 0; /*remove padding */
margin: 0; /* remove margins */
border: 0; /* remove borders */
background: #0000000 /*color background - only works in IE */
Use of Phases
The use of phases was vital to the communication of the design process and gave the
project the ability to communicate without overburdening the user. There were three
phases to this project.
Phase 1: focused on the importance of inventory, analysis, and then gave the community
members the ability to help program the site.
Phase 2: took the community input from the first phase and created two concepts. The
concepts were displayed in an interactive format and then the users were able to give
feedback on the design and help choose the final design.
Phase 3: was the display of the final design chosen by the community members in an
interactive format.
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site
]
s
site
]setting
ite setting
site
] setting
]site
This community participation design process focused efforts on the space between the Fine
Arts Building and Copper Science Building on the Ball State University Campus. This site
was chosen due to three factors:
1. Due to the proposed use of the Internet to involve community participatory design,
the site had to be within a community that has a high percentage of Internet users. The
Ball State University community, which is comprised of students, faculty member, and staff,
use the Internet daily for communication, educational, and entertainment purposes. Ball
State University was also recently named the nation’s number one wireless campus by Intel
Corporation and US News and World Report in October 2005.
2. Conversations with Deane Rundell, principal of Rundell Ernstberger Associates (REA)
and project manager for the Ball State University Master Plan. REA is the official landscape
architects for the campus and master plan endeavors. Rundell listed this space as one of
three spaces on campus that needed renovation and redesign. Campus Architect Kevin
Kenyon also confirmed Rundell’s recommendation.
3. The dynamics of the site and potential to connecting to science departments and the Ball
State Musuem of Art within an outside space. This site also serves at a gateway into the
Quad, a large park space with many mature trees and large open lawns. The Quad is home
to the Ball State University icon, Beneficence, and graduation commencement ceremonies
are held in each May as the Fine Art Building becomes the main backdrop for the ceremony.
The current site can be classified primarily as a passage space for pedestrian use coming and
going from the Cooper Science Building. The site is approximately 250’x170’ and is defined
by Riverside Avenue to the north, Quad sidewalk to the south, Cooper Science Building to
the west, and the Fine Arts Building to the east. The Fine Arts Building is a large four story
Neo-Classical architectural style brick building with limestone coping. The Cooper Science
Building is a large four story Modern Architectural brick building that has limestone bands
running vertically along the sides. The current site has small patches of lawn in the center
of the space that is fenced off to keep foot traffic from wearing the turf down. There is a
small grass berm on the north side that is planted with a row of arborvitaes under a large
white oak. On the south side of the space is a slightly sloping landscaped bed with plantings.
Since the both buildings are four stories high and set on the east and west borders of the
site, shade could be a factor in the design of seating spaces. The space is primarily a clean
slate with the exception of some established plantings along the north side of the Fine Arts
Building around the maintenance access.
design
design
design
process
process
process
design
] ] ]process
designdesign
] process
process
design
]
desig
proc
]
The goals and objects of this project required
that majority of the design process be spent
within the development and the design
of the web site and the assets of design
communication for the web site. This section
will cover the steps of the process and how
the end product was achieved.
The design process of the website began
comparing traditional and interactive
communication models. The literature review
findings showed a difference of effectiveness
and efficiency of communication that the
interactive model had over the linear
model. The major differences were that
interactivity model showed that participants
learned quicker, retained the knowledge,
and had better recall of information at
a later date. There were also notable
psychological differences that showed that
participants trusted and were persuaded by
the information communicated within an
interactive format. This was profound to this
process due to the highly potential volatile
situation that can occur within community
participation design processes and town
meetings. The two graphic diagrams on
the side of the page diagram the different
communication models.
The traditional model of communication
is often like presenting to a crowd or
giving a speech. This technique is used the
majority of the time by landscape architects
to communicate the design process and
designs.
[figure
caption: Traditional communication model, similiar
to a presention or a speech
[figure
caption: Interactive communication model, similar
to a discussion or conversation
design process: web site design]
The interactive model of communication is
often similar to a discussion or conversation.
Once again this model is more effective
and efficient in communicating. This means
of communicating is more socially natural
within the context of a social environment.
Also this model is typically more socially
comfortable for all parties involved
compared to the presenter that might be
nervous or intimidated or the audience that
might be board or nervous themselves in the
traditional communication model.
Web site design applies the same theory of the
communication models. However, the terms
“traditional” and “interactive” are typically
referred to as “linear” and “non-linear”
organization within the web environment.
The theory behind the linear and the nonlinear organized web site is the same as
traditional and interactive communication.
Linear web sites typically are a guided
process or given steps. These sites are use to
communicate in a methodically way and used
for research, story telling, how to sites, and
web sites with an abundance of information.
Non-linear web sites are often user oriented
and user controlled. The user decides what
they want to see, do, learn, or hear. A
majority of the web sites today use nonlinear organization on different levels. These
sites are typically used for news, games,
entertainment, and adventure.
For this project both non-linear and linear
organization were used in the design. This
made the site more adapt to the community
member’s preface. A web site page concept
is located on the next page.
fifteen
home
one
two
fourteen
thirteen
three
twelve
four
five
eleven
six
ten
seven
nine
eight
[figure
caption: Non-linear or an interactive web site,
used for entertainment and adventure]
home
one
two
three
four
[figure
caption: Non-linear or an interactive web site,
used for entertainment and adventure]
design process: web site design]
title bar
navigational bar
content and navigation area content and navigation area
content and navigation area
navigational bar
[figure
caption: web site concept showing the basic layout and placement
[figure
caption: final web site design showing the placement of features
design process: web site design]
splash
home
page
link
link
page
page
page
sub-page
sub-page
link
link
link
[figure
page
page
page
sub-page
sub-page
link
link
link
sub-page
sub-page
link
link
sub-page
sub-page
link
sub-page
sub-page
link
sub-page
sub-page
sub-page
sub-page
link
link
page
link
link
caption: web site tree showing the complexity of the site]
design process: phase one design]
The first phase of the web site set the
precedence in design and layout of the other
phases to follow. The overall theory within
the design of the web site was to give multiple
links and connections within each page of
the web site. This allows the users to have
a higher potential of visiting each site and
follow the process. A tour was also offered
for the users that want to take the step by
step linear approach to the web site.
[figure
caption: splash page
[figure
caption: phase one home page
The home page is starting point for the
whole web site, giving a brief representation
of what the user will find within the site. This
page also connects to all the pages within the
site and provides a tutorial for users that feel
overwhelmed.
design process: phase one design]
[figure
caption: charlie cardinal helper giving a tutorial on how to use the site
Charlie Cardinal Helper
The web site used typical layout and navigational
features that most Flash web sites incorporate
in their design. The student population typically
have experienced these design in browsing the
Internet. This design was catered towards
the college student with the skills, experience,
and comfort level of browsing the Internet.
However, for the user out of the college age
population or browsing skills the Charlie
Cardinal Helper can provide helpful hints on
how to navigate through the web site.
design process: phase one design]
caption: more information page with relevant research and links to find more information
[figure
[figure
00:14
caption: site images page
design process: phase one design]
[figure
caption: main inventory page giving a brief overview and help to access information
[figure
caption: beginning the circulation inventory and the need for inventory
design process: phase one design]
[figure
caption: the full circulation inventory with plan and 3d views and information
Site Inventory
The inventory part of the web site focuses on
context, circulation, topography, vegetation,
shadows and views. These were some of
the most important feature that would
effect the design of the space and that
community members could easily grasp. This
page give explanation of what the inventory
does for designers and show plan and 3D
graphics displaying the inventory. These
graphics are also interactive and increase the
understanding of location and placement.
design process: phase one design]
[figure
caption: main analysis page giving a brief overview and help to access information
[figure
caption: beginning the circulation analysis and the reason for use
design process: phase one design]
[figure
00:20
caption: the full circulation inventory with plan and 3d views and information
Site Analysis
The analysis part of the web site focuses
on taking the inventory and asking why
that information is important to the design
process. Conclusions are drawn from the
inventory data and display graphically in an
interactive 3D and plan view format. These
graphics show how the analysis directly affects
the design process and why it is import for
designer to follow an analysis.
design process: phase one design]
[figure
caption: poll to gather information about the desires of the community members
[figure
caption: poll to gather information about the desires of the community members
design process: phase one design]
[figure
caption: poll results displayed in real time
Help design
Phase one Help Design page give a basic
explanation why the community member’s
voice is important and how it will be used to
program the space according to their needs.
The user was asked twenty questions ranging
from background information, personal desires,
and what they have learned. The user is then
able to see real time poll results that put their
desires and taste in the comparison to the
entire community. The phase one poll showed
the designer that the community wanted the
space to be art inspired, art themed, have public
art, have a water feature, and various other
ideas on materials and colors.
design process: phase one design]
[figure
caption: the links page and the list of relevant links
[figure
caption: contact page that an e-mail can be sent, join the mailing list, or connect to the online
discussion of this design and process
design process: phase one design]
[figure
caption: online discussion page hosted by Blogger.com
Contact Page and Blog
The last two pages of the site consisted of links
for the user to learn more about multimedia,
landscape architecture, interactivity, community
participation among other topics. Contact page
also offered the user to send a e-mail directly
from the web site if they had questions and
comments. There was also opportunity to join
a mailing list to be notified of new phases. A
discussion board was also offered for community
members to say their praise, frustrations, and
contribute ideas.
design process: phase two design]
[figure
00:27
caption: phase two main page
Phase Two
Phase two of the web site include all pages
of the phase one and added a new area
showcasing the two concepts developed
from the community response. The phase
two home page included a slideshow of
images of the concepts and short cut link to
the concepts page. The phase one poll was
altered to incorporated visual preference
surveys to help the design take the next step
in the design process.
design process: phase two design]
[figure
caption: explaination of concepts and design intent
[figure
caption: slideshow of images that inspired the concepts
design process: phase two design]
[figure
caption: conceptual design process
[figure
caption: interactive virtual tour, the red circles are information hot spots
design process: phase two design]
[figure
caption: interactive virtual tour, the red circles are information hot spots
[figure
caption: interactive virtual tour, the red circles are information hot spots
design process: phase two design]
[figure
caption: interactive virtual tour, the red circles are information hot spots
[figure
caption: visual preference survey
design process: phase two design]
Design Concepts
The concepts page area shows how phase
one poll results were directly applied to the
development of two concepts. The first concept
approached the space as art gallery and the
second used the space as an art piece. The
user was allowed to see the design reasoning
and process from analysis to inspiration to
the displayed concept. A virtual tour was also
provided to allow the user to interact with the
designs and learn more about the concepts.
The user was then asked to give their opinions
on the concepts and which ones they liked the
best and why. Again these results were displayed
to them real time so they could compare their
opinions to the community’s popular vote.
[figure
caption: Survey results
design process: phase three design]
[figure
caption: phase three home page
[figure
caption: final design page with slideshow, virtual tour and drawings
design process: phase three design]
[figure
caption: interactive final design drawings
Final Design
Phase three of the web site focused on the
communication of the selected concept. The
concept was chosen due the other welling
support it received from the poll and visual
preference survey. The home page displayed
a slideshow of the final design in the context
on campus and different views.
The final design page had a virtual tour of
the selected design as well a before and
after images of the space showing what the
community members wanted. On the right
side of the page was an interactive portion
for the community members to explore the
design but also be educated of popular design
communication terminology and reasons
why designers used these drawings.
conclusion
conclusion
conclusion
conclusion
]]]]
conclusion
]
conclusion
]
c]onclusion
conclusion
] conclusion
] conclu
]
Design professionals are increasingly faced with the challenge to design spaces and places
that will best address the community’s social, psychological, environmental, contextual,
cultural, economic, and political needs and desires (Wulz, 1986). In the past 60 years of design
development, community participation has been used as effective tools to include community
members in the design process (Sanoff 2000, Riddick, 1971). These processes have proven
to elevate the importance and success of design with the use of community participatory
design techniques (Sanoff 1988, 1990, 2000). To eliminate division between designer and
community member and to encourage greater participation, there is a need for visualization,
design education, and flexible community participatory techniques that will not limit the input
to community members that come to scheduled meetings(Al-Kodmany 2001, Sanoff, 1990,
Sipes 2002, Schirmer, 2001).
Digital communication can help with these needs. Interactive multimedia can effectively
communicate and education complicated design processes to the common layman (Schirmer,
2001, Al-Kodmany, 2001). Additionally, interactive multimedia communication can gather a
broader audience of community members that can voice their opinions of the design within
the comforts of their home or place of work 24 hours a day, 7 days a week (Sipes 2002). This
is crucial because it is proven that involving community members within the design process
results in the community taking more pride, appreciation, and ownership of the project
(Sanoff 1988, 2000, Wulz, 1986). This also helps the design professional because the more the
community feels they have taken part of the process, the more likely the project will be funded
and implemented (Wulz, 1986). Digital communication can also begin to establish a trustworthy
relationship between the community members and design professionals by providing a nonconfrontational place where personal views can be expressed autonomously without fear of
rejection or correction by other community members and the design professional (Sanoff
1988, Wulz 1986, Habraken, 1986). Digital communication is under-utilized within the design
profession and digital community participation is one feasible tool to elevate the effectiveness
of design.
references
references
references
references
references
r
] ]eferences
] references
]
references
]
] references
] referenc
referen
]
Participatory Design
Cruz, German, Personal Interview: November 11, 2005
Environmental Protection Agency. 2005. EPA Public Involvement, Oct 11, 2005. < http://www.
epa.gov/publicinvolvement/>
Habraken, N. John. “Toward a new professional role,” Design Studies.Vol 7 No 3 (July
1986):15-20IAP2, Public Participation Toolbox: techniques to share information, IAP2, 2005, <http://www.
iap2.org/associations/4748/files/toolbox.pdf>
International Association for Public Participation. 2005 International Association for Public
Participation. Oct 29, 2005 <http://www.iap2.org>
Jones, Steve. Encyclopedia of new media: essential reference to communication and technology. Thousand Oaks: Sage Publications, 2003.
King, S, Conley, Latimer, B, Ferrari, D. Co-Design: a process of design participation. New York:
Van Nostrand Reinhold, 1989
The National Charrette Institute. 2005. National Charrette Institute. Oct 14, 2005 <http://
www.charretteinstitute.org>
Pearce, Celia. The Interactive Book: a guide to the interactive revolution. Indianapolis: Macmillan Technical Publishing, 1997
Riddick II, W.L. Charrette Processes: a tool in urban planning.York: George Shumway Publisher, 1971.
Sanoff, Henry. “The application of participatory methods in design and evaluation,” Design
Studies.Vol 6 No 4 (October 1985):45-48
Sanoff, Henry. Designing with Community Participation. New York: McGraw-Hill Book Company, 1978
references]
Sanoff, Henry. Community Participation Methods in Design and Planning. New York: Wiley,
2000.
Sanoff, Henry. “Participatory Design”, Design Studies,Vol 9 No 1 (January 1988): 28-29
Sanoff, Henry. Participatory Design: theory & techniques. Raleigh: H Sanoff, 1990.
Sanoff, Henry.Visual Research Methods in Design, New York:Van Nostrand Reinhold, 1990
Walsh, M. Building Citizen Involvement: Strategies for local government., Washington
Wulz, Fredrik. “The concept of participation”. Design Studies,Vol 7 No 3 (July 1986):53-62
Interactive Multimedia Media
Burgoon, J.K., Bonito, J.A., Bengtsson, B., Cederberg, C., Lundeberg, M., Allspach,
L.”Interactivity in human-computer interaction: a study of credibility, understanding, and influence.” Computers in Human Behavior Vol 16 (2000): 553-574
Center for Digital Storytelling. 2005. Center for Digital Storytelling. Oct 11, 2005 <http://
www.storycenter.org>
Cortada, James W. Making the Information Society: Experience, Consequences, and Possibilities. Upper Saddle River: Prentice-Hall Inc., 2001.
Crewe, Katherine “The quality of participatory design: the effects of citizen input on the
design of the Boston Southwest Corridor.” Journal of the American Planning Association Vol
74 No. 4 (Autumn 2001): 437-455
Fogg, B.J. Persuasive Technology: using computers to change what we think and do. San Francisco: Morgan Kaufmann Publishers, 2003.
Foster, Kelleann, Johnson, Timothy P. “Creating Multimedia Reports with Impact.” Landscape
Architecture Vol. 92 No.11 (Nov 2002): 54-60
Hull Glynda A. “Locating the Semiotic Power of Multimodality.” Written Communication Vol.
22 No.2 (April 2005): 224-261.
Johnson, Timothy P. “Myriad options in multimedia.” Landscape Architecture Vol. 85 No. 9
(Sept 1995): 26-31
references]
Jones, Steve. Encyclopedia of new media: an essential reference to communication and
technology. Thousand Oaks: Sage Publications, 2003Liestrol, Gunnar, Morrison, Andrew, Rasmussan, Terje. Digital Media Revisted: theoretical and
conceptual innovation in digital domains. Cambridge: MIT Press, 2003
Maki, William S., Maki, Ruth H. “Multimedia Comprehension Skills Predicts Differential Outcomes of Web-based and Lecture Courses.” Journal of Experimental Psychology: Applied,Vol
8 No 2 (2002): 85-98
Mayer, Richard, Fennel, Sherry, Farmer, Lindsay, Campbell, Julie. “A Personalization Effect in
Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather
Than Formal Style” Journal of Educational Psychology.Vol 96 No 2 (2004): 389-395
Miller, Carolyn Handler. Digital Storytelling: a creator’s guide to interactive entertainment.
Burlington: Focal Press, 2004.
Teo, Hock-Hai, Oh Lih-Bin, Liu, Chunhui, Wei, Kwok-Kee. “An empirical study of the effects of
interactivity on web user attitude.” Human-Computer Studies Vol 58 (2003): 281-305
Interactive Multimedia Participatory Design
Al-Kodmany, Kheir “Bridging the gap between technical and local knowledge: tools for promoting community based planning and design.” Journal of Architectural and Planning Research Vol. 18 No. 2 (Summer 2001): 110-130
Cohen, Jonathan “Participatory design with the Internet” Architectural Record Vol 191 No. 8
(Aug 2003): 157-158
Schirmer, David. “Interactive multimedia, public participation and environmental assessment.”
Town Planning Review Vol. 65 No. 4 (Oct 1994): 399-314
Sipes, James L. “Digital town halls” Landscape Architecture Vol. 92 No. 8 (Aug 2002): 52
Other References
Designing Environments for Everyone. Dir. Micheal Lerner. Perf.Lawrence Halprin. Landscape
Architecture Foundation, 1984.
Kenyon, Kevin, E-mail Interview; November 14, 2005
Rundell, Deane, E-mail Interview; September 18, 2005
appendix
appendix
appendix
a:
a:appendix
defi
defi
a: defi
nitions
nitions
appendix
nitions
a:]] defi
] appendix
a:
nitions
defi
appendix
nitions
] a: defi
] appe
a:
nitd
Community Participation - empowering community members in the decision and
design processes that will impact their lives and their community (Sanoff, 1990, King, 1989).
Combination of creative, intense work sessions with public workshops and design meetings;
the collaborative planning process that harnesses the talents and energies of all interested
parties to create and support a feasible plan that represents community change (The National
Charrette Institute, 2005).
Interactivity - relating to a program that responds to user activity; the extent to which
something is interactive; the extent to which a computer program and human being may
have a dialog and/or the multidirectional communication between senders and receivers, and
participating individuals have control over the communication experience (Jones 2004).
Multimedia – The combination of media can be the integration of text, music, video, images,
graphics, and spoken words incorporated into one means to communicate and/or relating to
an application that can combine text, graphics, full-motion video, and sound into an integrated
package (Jones 2004, Miller 2004).
Digital Divide - the gap between those who have computers with Internet access and those
who do not, as well as the gap between those who are computer literate and those who are
not (Cortada 2002).
appendix
appendix
b:appendix
software
b: software
appendix
b:]appendix
software
]b: software
appendix
b:
] software
]appen
b: so
]
List of software used for this project:
Adobe AfterEffects 6.5
Adobe Illustrator CS
Adobe Indesign CS
Adobe Photoshop CS
@Last Software Sketchup 3-D 1.0
AutoDesk AutoCad 2005
Macromedia Dreamweaver MX 2004
Macromedia Flash MX 2004
Microsoft Word
Microsoft Excell