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Euro IA Closing Plenary - What I'm Curious About…

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Euro IA Closing Plenary - What I'm Curious About…

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What are you curious about? What do you want to know more about by this time next year?

Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.

What are you curious about? What do you want to know more about by this time next year?

Here's my answer to that question (c. 2012) and why I believe Curiosity is core to everything we do as a profession.

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Euro IA Closing Plenary - What I'm Curious About…

  1. WHAT I’M CURIOUS ABOUT A PRESENTATION BY: Stephen P. Anderson EURO IA SUMMIT 2013 #euroia @stephenanderson
  2. WHAT I’M CURIOUS ABOUT A PRESENTATION BY: Stephen P. Anderson EURO IA SUMMIT 2013 #euroia @stephenanderson
  3. WHAT I’M CURIOUS ABOUT A PRESENTATION BY: Stephen P. Anderson EURO IA SUMMIT 2013 #euroia @stephenanderson
  4. Euro IA 2012 What are you curious about? What do you want to know more about by this time next year?
  5. Once the basic skills have been mastered, designers can use their imaginations to explore and create their own masterpieces.
  6. The more things designers know about, the more they can use them in creative thinking and play
  7. The fewer materials and choices available, the more imagination is needed by the designer.
  8. explore new ideas and skills... make lots of use worlds of different things based on activities fantasy to inspire and objects already familiar a vital part of the creative process is to ‘make’ something learn how things are made try out your own ideas learn from our failures experiment express creativity by drawing pictures, writing stories… play on their own... or with a group of real friends inspiration for creativity comes from many different sources look outside your own experience versions of everyday things allow children to create their own worlds
  9. NEVER STOP PLAYING AND LEARNING
  10. NEVER STOP PLAYING AND LEARNING
  11. NEVER STOP PLAYING AND LEARNING
  12. N CE! NEVER STOP IA EN AL ER IT EF R PLAYING AND LEARNING
  13. NEVER STOP PLAYING AND LEARNING
  14. “You might summarize all of the skills we've noted in one word: "inquisitiveness." I spent 20 years studying great global leaders, and that was the big common denominator.” http://blogs.hbr.org/hbr/hbreditors/2009/09/how_do_innovators_think.html
  15. “You might summarize all of the skills we've noted in one word: "inquisitiveness." I spent 20 years studying great global leaders, and that was the big common denominator.” http://blogs.hbr.org/hbr/hbreditors/2009/09/how_do_innovators_think.html
  16. “You might summarize all of the skills we've noted in one word: "inquisitiveness." I spent 20 years studying great global leaders, and that was the big common denominator.” http://blogs.hbr.org/hbr/hbreditors/2009/09/how_do_innovators_think.html
  17. http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/
  18. A number of the innovative entrepreneurs also went to Montessori schools, where they learned to follow their curiosity http://blogs.wsj.com/ideas-market/2011/04/05/the-montessori-mafia/
  19. Montessori taught me the joy of discovery… It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori… videogame pioneer Will Wright
  20. We both went to Montessori school, and I think it was part of that training of not following rules and orders, and being self-motivated, questioning what’s going on in the world, doing things a little bit differently. Google’s founders Larry Page and Sergei Brin
  21. …that discovery mentality is precisely the environment that Montessori seeks to create. Similarly, Amazon’s culture breathes experimentation and discovery. Mr. Bezos often compares Amazon’s strategy of developing ideas in new markets to “planting seeds” or “going down blind alleys.” Amazon’s executives learn and uncover opportunities as they go. Many efforts turn out to be dead ends, Mr. Amazon’s Jeff Bezos Bezos has said, “But every once in a while, you go down an alley and it opens up into this huge, broad avenue.”
  22. MONTESSORI?
  23. Mixed age classrooms Specialized educational materials Student choice of activity from within a prescribed range of options Uninterrupted blocks of work time A Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction MONTESSORI?
  24. Mixed age classrooms Specialized educational materials Student choice of activity from within a prescribed range of options Uninterrupted blocks of work time A Constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction MONTESSORI?
  25. Mixed age classrooms Specialized educational materials Student choice of activity from within a prescribed range of options Uninterrupted blocks of work time A Constructivist or "discovery" E! model, where students learn AN NC LI RE concepts from working with TA FE I E materials, rather than by direct R instruction MONTESSORI?
  26. I sort of know the subject [graphic design]. I knew nothing about film, so that that seemed challenging and worthwhile. STEFAN SAGMEISTER
  27. At the end of the day, the reason I do it is that I learn, that I keep learning... MARIA POPOVA, EDITOR OF BRAINPICKINGS.ORG
  28. PLAYING AND LEARNING
  29. CURIOSITY PLAYING AND LEARNING
  30. CHALLENGING & WORTHWHILE CURIOSITY PLAYING AND LEARNING EXPERIMENTATION & DISCOVERY INQUISITIVENESS SELF-MOTIVATED, QUESTIONING WHAT’S GOING ON IN THE WORLD
  31. CHALLENGING & WORTHWHILE CURIOSITY PLAYING AND LEARNING YES! THIS IS WHAT IT’S ABOUT. EXPERIMENTATION & DISCOVERY INQUISITIVENESS SELF-MOTIVATED, QUESTIONING WHAT’S GOING ON IN THE WORLD
  32. Euro IA 2012 What are you curious about? What do you want to know more about by this time next year?
  33. Euro IA 2012 Good UX is fundamentally about being curious
  34. Euro IA 2012 Good UX is fundamentally about being curious “HOW?” “WHY?” “WHY NOT?” “WHAT IF?”
  35. Euro IA 2012 Good UX is fundamentally about being curious “HOW?” “WHY?” “WHY NOT?” “WHAT IF?”
  36. Styles tend to not only separate men — because they have their own doctrines and then the doctrine became the gospel truth that you cannot change. But if you do not have a style, if you just say: Well, here I am as a human being, how can I express myself totally and completely? Now, that way you won't create a style, because style is a crystallization. That way, it's a process of continuing growth.
  37. STYLE. FORM. = METHODS? TITLES? TOOLS?
  38. It’s five years in the future… Your Big Idea failed. TM Write the obituary for your Big Idea.
  39. It’s 2017. “User Experience” is dead. What happened? Write the obituary for User Experience
  40. WHAT DO YOU DO? HOW DO YOU DO IT? WHY IS IT VALUABLE?
  41. VISUAL DESIGNER INFORMATION ARCHITECT CONTENT STRATEGIST USABILITY ENGINEER INTERACTION DESIGNER COPYWRITER DIRECTOR OF MARKETING CTO PRODUCT MANAGER PROJECT MANAGER FRONT-END ENGINEER SOFTWARE ENGINEER PROGRAMMER PRODUCT STRATEGIST BACK-END DEVELOPER SYSTEMS ARCHITECT DIGITAL ARTISTS DATA SCIENTIST UX DESIGNER DESIGN RESEARCHER BUSINESS ANALYSTS QA ENGINEER GAME DESIGNER SALES ACCOUNTING ACCOUNT EXECUTIVE ETC. WHO CARES!?
  42. VISUAL DESIGNER INFORMATION ARCHITECT Are you… CONTENT STRATEGIST a curious, passionate USABILITY ENGINEER INTERACTION DESIGNER learner (and maker!) who COPYWRITER DIRECTOR OF MARKETING CTO can see possibilities? PRODUCT MANAGER PROJECT MANAGER FRONT-END ENGINEER SOFTWARE ENGINEER Or, PROGRAMMER something else? PRODUCT STRATEGIST BACK-END DEVELOPER SYSTEMS ARCHITECT DIGITAL ARTISTS DATA SCIENTIST UX DESIGNER DESIGN RESEARCHER BUSINESS ANALYSTS QA ENGINEER GAME DESIGNER SALES ACCOUNTING ACCOUNT EXECUTIVE ETC. WHO CARES!?
  43. Tamed problems Wicked problems
  44. Tamed problems Wicked problems can be solved with require design patterns curious minds which are a which are a commodity service premium skill and and offer little/no value create value for people, organizations, and the World! for people, organizations, and the World!
  45. Tamed problems Wicked problems can be solved with require design patterns curious minds which are a which are a commodity service premium skill and and offer little/no value create value for people, organizations, and the World! for people, organizations, and the World! WHERE ARE YOUR SPENDING YOUR TIME?
  46. PRACTICAL TIP!
  47. That is the magic of our business–going from not knowing to knowing… Modalities change all the time. Richard Saul Wurman at the IA Summit 2010
  48. WHAT I’M CURIOUS ABOUT
  49. WHAT I’M CURIOUS ABOUTInteractive Visualizations
  50. E! AN NC LI RE TA FE I E R
  51. Visualizing research papers referenced in a selection of books
  52. Visualizing research papers referenced in a selection of books
  53. Visualizing research papers referenced in a selection of books (sort by date released)
  54. Visualizing research papers referenced in a selection of books (sort by date released)
  55. Visualizing research papers referenced in a selection of books (sort by date released)
  56. Visualizing research papers referenced in a selection of books (sort by date released)
  57. http://vimeo.com/36579366
  58. Watch this! http://vimeo.com/36579366
  59. VISUALIZATIONS TO 1. HELP PEOPLE UNDERSTAND WHAT IS ALREADY KNOWN, BUT HASN’T BEEN SHOWN. BUT ALSO, 2. TO EXPLORE THE UNKNOWN!
  60. Today we know that cholera is spread through water, but in the early 1800s people weren’t sure. John Snow’s cholera map helped to show that contaminated wells were at the center of outbreaks. His research helped save countless lives and set the foundation for the field of epidemiology.
  61. A single DNA sequencer can now generate in a day what it took 10 years to collect for the Human Genome Project.
  62. http://datavisualization.ch/tools/pathline-connecting-designers-with-scientists/
  63. Present C.R.U.D. TOOLS * CREATE READ UNDO DELETE (ALSO BROWSE, SEARCH, & FILTER)
  64. Present Future C.R.U.D. TOOLS * CREATE TOOLS FOR UNDERSTANDING READ COMPARE UNDO COMPREHEND DELETE EXPLORE (ALSO BROWSE, SEARCH, & FILTER) ANALYZE EVALUATE SYNTHESIZE
  65. WHAT I’M CURIOUS ABOUT Perception & Cognition Learning and Thinking with the Whole Body (tie back to Montessori)
  66. Thinking, then doing.
  67. “By rearranging the board, the player acquired information that was otherwise difficult to perceive. Although she could have acquired this information by mentally simulating the move, it was simpler and faster to physically carry out the move and then reverse it. More importantly, the problem space is now partly in the head and partly in the world, with interaction linking and blending these two spaces together. Interacting with the environment—in this example, rearranging it to address an immediate epistemic need—can generate insight into a problem by treating the environment as a resource for reducing cognitive complexity. Instead of relying exclusively on an internal representation, the player creates, and operates on, an external representation of the problem space. Thus, interaction creates both physical and informational changes in the environment. The player can then leverage these informational changes to simplify cognitively complex tasks.” — KARL FAST, “Interaction and the epistemic potential of digital libraries”
  68. “By rearranging the board, the player acquired information that was otherwise difficult to perceive. Although she could have acquired this information by mentally simulating the move, it was simpler and faster to physically carry out the move and then reverse it. More importantly, the problem space is now partly in the head and partly in the world, with interaction linking and blending these two spaces together. Interacting with the environment—in this example, rearranging it to address an immediate epistemic need—can generate insight into a problem by treating the environment as a resource for reducing cognitive complexity. Instead of relying exclusively on an internal representation, the player creates, and operates on, an external representation of the problem space. Thus, interaction creates both physical and informational changes in the environment. The player can then leverage these informational changes to simplify cognitively complex tasks.” — KARL FAST, “Interaction and the epistemic potential of digital libraries” Read this! http://www.springerlink.com/content/4755373gw24g00l8/?MUD=MP
  69. Thinking, then doing.
  70. Thinking, then doing. Thinking through doing.
  71. PRAGMATIC (Actions performed to bring one physically closer to a goal) VS EPISTEMIC ACTIONS (Actions that use the world to improve cognition) Thinking, then doing. Thinking through doing.
  72. WHAT I’M CURIOUS ABOUT Smart Objects / The Internet of Things
  73. http://pinterest.com/stephenpa/smart-objects/
  74. http://pinterest.com/stephenpa/smart-objects/
  75. Your Future Robotic Hand Will Be Able To Detect Everything From Abnormal Breast Lumps To Enlarged Lymph Nodes http://www.fastcoexist.com/1680406/your-future-robotic-hand-will-be-able-to-detect-everything-from-abnormal-breast-lumps-to-enl#6
  76. http://pinterest.com/stephenpa/smart-objects/
  77. WHAT I’M CURIOUS ABOUT New Forms of Interaction
  78. Fascinating research on developing a new sense: http://feelspace.cogsci.uni-osnabrueck.de/
  79. http://www.core77.com/blog/technology/canon_announces_mixed_reality_system_for_industrial_design_teams_22722.asp
  80. WHAT I’M CURIOUS ABOUT (3D Printing)
  81. WHAT I’M CURIOUS ABOUT Education Reform, Online Learning, & EdTech
  82. Perception & WHAT I’M Cognition Learning and Thinking Interactive with the Whole Body Visualizations (tie back to Montessori) CURIOUS ABOUT Education Reform, New Forms of Interaction Online Learning, & EdTech Smart Objects / (3D Printing) The Internet of Things
  83. Perception & WHAT I’M Interactive Visualizations Cognition Learning and Thinking with the Whole Body (tie back to Montessori) CURIOUS ABOUT New Forms of Interaction Education Reform, Online Learning, & EdTech Smart Objects / (3D Printing) The Internet of Things
  84. Perception & WHAT I’M Interactive Visualizations Cognition Learning and Thinking with the Whole Body (tie back to Montessori) CURIOUS SENSE ABOUT MAKING! Education Reform, New Forms of Interaction Online Learning, & EdTech Smart Objects / (3D Printing) The Internet of Things
  85. SENSE MAKING! Wurman recognized decades before the "information age" that people were becoming "inundated with data but starved for the tools and patterns that give them meaning." As a result, Wurman defined the Information Architect as "someone who enables data to be transformed into understandable information."
  86. Euro IA 2012 What are you curious about? What do you want to know more about by this time next year?
  87. “WHAT SHOULD I BE CURIOUS ABOUT?” (It doesn’t matter, and as much as you can…)
  88. Just as our eyes need light in order to see, our minds need ideas in order to conceive. NAPOLEON HILL
  89. When you step into an intersection of fields, disciplines, or cultures, you can combine existing concepts into a large number of extraordinary new ideas.
  90. E! When you step into an AN NC LI RE intersection of fields, ITA FE disciplines, or cultures,RE you can combine existing concepts into a large number of extraordinary new ideas.
  91. E! When you step into an AN NC LI RE intersection of fields, ITA FE disciplines, or cultures,RE you can combine existing concepts into a large number of extraordinary new ideas.
  92. SOME EXAMPLES…
  93. Biomimic Infographic by Pete Denman The rings on a tree, the strata on earths crust, the pedals of a flower, the depth of clutter on your desk, even the lines on your face all tell a story. These details when viewed in the organisms whole give the viewer a history as well as an indication of well being. As members of society and mother nature, we all inherently understand how the fresh new green buds on a plant indicate growth and the older weathered look of a tree trunk gives indication of a harsh winter. These are things built into understanding of the world. We as designers can take advantage of this natural “visual affordance” and develop a user experience that is can convey large amounts of information that is easily understandable. http://www.slideshare.net/mprove/ixd12denman
  94. …applied to UX design
  95. Alton Brown
  96. COOKING (and a loathing of bad TV cooking shows)
  97. “ Believe me, a grain is a terrible thing to waste.” So on one hand, honey is an amazingly “sophisticated and efficient food source. On the other hand, it's bee backwash.”
  98. George Melies
  99. George Melies
  100. Euro IA 2012 What are you curious about? What do you want to know more about by this time next year?
  101. 1919 - 1920 1919 - Temporary apprenticeship as a commercial artist (doing ads for newspapers & magazines) Jan 1920 - Briefly attempts creating agency with friend Ub Iwerks (Iwerks-Disney Commercial Artists) Employed by Kansas City Film Ad Company to create theatrical animations
  102. 1920-1923 …While employed at Kansas City Film Ad Company Borrows stop motion camera from boss, to experiment w/ hand drawn (cel) animation - creates series of “Laugh-O-Grams” Launches studio: Laugh-O-Gram Films While the films are successful, the studio becomes loaded with debt and goes bankrupt. Edwin G. Lutz book Animated Cartoons: How They Are Made, Their Origin and August 1923 - Moves to Hollywood Development “The day I got on that Sante Fe, California, LTD. I was just free and happy. But I’d failed. I think it’s important to have a good hard failure when you’re young.”
  103. 1923-1927 Disney is very successful with the “Alice Comedies,” which bring live action into a cartoon.
  104. 1927 - 1928 Oswald the Lucky Rabbit is an instant hit. FEB 1928 - Goes to NY to negotiate higher fee per short with distributor, only to have Oswald an nearly entire animation team taken from him
  105. Earliest sketch of Mickey Mouse from 1928
  106. 1928 E N'T T HINK THIRTY FIV LOAN AS POSSIBLE. DO RST “ GET AS LARGE A FUTUR E DEPENDS ON FI DRED ENOUGH TR Y FOR MORE OUR SE” WALT DISNEY . HUN XPEN RE A M NOT SPARING E PICTURE THEREFO
  107. 1929 - 1939 More than 75 “Silly Symphonies” are created as a way to explore different advances sound, color, and animation
  108. PAINT JARS The Walt Disney Studios was the first to experiment with technicolor, which was first done in 1932 for "Flowers and Trees".
  109. "The Old Mill" was the first cartoon on which Walt used the multiplane camera. This concept art was done by Gustaf Tenggren, ca. 1937. This camera is one of the three original cameras used to achieve depth in animated films.
  110. 1934-1938 in 1934 Disney began planning a full-length feature Snow White and the Seven Dwarfs
  111. UNDER WATER CAMERA The first film to use an underwater camera was Walt's third live action film-20,000 Leagues Under the Sea.
  112. GRIFFITH PARK BENCH Walt watched his daughters on a carousel in Griffith Park from this bench, which is where he thought up the idea of a family-friendly park... (Disneyland)!
  113. Around here, we don't look backwards for very long. We keep moving forward, opening up new doors and doing new things, because we're curious... and curiosity keeps leading us down new paths.
  114. Euro IA 2012 What are you curious about? What do you want to know more about by this time next year?
  115. Thank you! slideshare.net/stephenpa getmentalnotes.com Stephen P Anderson . @stephenanderson www.poetpainter.com

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