Tracing Ideas with Digital Sketching - University of Oregon Ideas with Digital Sketching ......

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Transcript of Tracing Ideas with Digital Sketching - University of Oregon Ideas with Digital Sketching ......

  • Tracing Ideas with Digital SketchingNancy Yen-wen Cheng, University of Oregon Architecture

  • I want to see therefore I draw. -- Carlo Scarpa

    M.C. Escher

  • Project Goals Reveal hidden aspects of design drawing Create dialogue on alternative methods Understand whats difficult for students Develop lessons for live / remote access

    I want to see therefore I draw. -- Carlo Scarpa

    M.C. Escher

  • PhasesEXPERIMENTAL Collect examples of standard tasks Try teaching with examples

    ANALYTICAL Compare student performance after seeing different examples Analyze student performance to understand difficulties

    CREATIVE Make alternative lesson formats Looking at expressive possibilities

  • Logitech Io Pen Draw with a special pen and paper Download drawings to a computer Review animation in Logitech

    IoReader software

  • Anoto Digital Pen on Paper System

  • Lesson Scenario

    1. Try drawing task BEFORE studying examples

    2. Study examples & own drawings

    3. Try similar task AFTER studying examples

    4. Analyze & discuss results

    PRE-TEST

    POST-TEST

    INTERVENTION

  • Example FormatsINTERACTIVE:IoReader

  • Example Formats Q & A:Image slideshow

    Developed by Ri Len Lukens

  • Example Formats http://sketching.uoregon.eduAUTOPLAY: Scaleable Vector Graphics

    shows thinking pauses

    Developed w/ Stephen Lamb, Will Henderson & Brian Lockyear

  • Example FormatsINTERPRETED:Narrated Video

    Developed with Nargas Oskui

  • Example FormatsACTIVITY: Video with Exercises

    Developed with Nargas Oskui

  • Example Formats

    ? Problems very basic

    + engagingACTIVITYVideo with Exercises

    > Needs variety of voices

    + explains graphics+ audio or text option

    INTERPRETEDNarrated video

    - no active drawing

    + involves student with questions

    Q & AImage slideshow

    - static> requires interpretation

    + clarifies important steps

    PRINTOUTImage storyboard

    - could use interpretation

    + Reveals actual timing

    AUTOPLAY Scaleable Vector Graphics

    - Final results always showing

    + Self-guided pace + Engaging

    INTERACTIVE IoReader

  • Analysis Process: Comparison

    PRE-TEST

    POST-TEST

    INTERVENTION A

    PRE-TEST

    POST-TEST

    INTERVENTION B

  • Learning from Animations vs. StoryboardsHypothesis Interactive animated sketches are better

    teaching tools than a still storyboard.

    Can students viewing an animated sketch copy its process better than students viewing a storyboard of the same sketch?

    Animation Paper Storyboard

    OR

  • How to measure learning?To compare understanding of animation & storyboards, we looked

    at abilities to:

    1. COPY the order of drawing operations: animation slightly better

    2. DESIGN to fulfil the problem requirements

  • How to measure learning? RESULTSTo compare understanding of animation & storyboards, we looked at abilities

    to:

    1. COPY the order of drawing operations: animation slightly better

    2. DESIGN to fulfil the problem requirements: animation slightly better

  • Analysis 1: Ability to copy stepsA. Categorizing design stepsB. Use color coding in parsing steps in original and copies

    Developed with Andrew McKelvey

  • Analysis 2: Ability to design RESULTS Jury says groups are

    equal, criteria shows Animation group better

    INTERPRETATION Students could follow

    compelling animation more closely

  • Findings: Design ChallengesRESULTS Difficult tasks revealed:

    widest skill variation

    INTERPRETATION Beginners may see but

    lack skills to copy

  • Findings: Drawing efficiencyRESULTS Beginner, Intermediate

    and Advanced students used approximately the same number of strokes

    INTERPRETATION Experts use strokes

    efficiently; setting up context to explore new aspects

  • Space Planning Scoring - Mar 9, 2007Uses plan conventions:

    1. Labels more than 50% of rooms2. Labels all rooms3. Draws symbols (doors, windows, stairs, north arrow, sun4. Draws wall thickness through double lines or poche 5. Adds furniture (shelves, desks, chair indications, floor pa6. Creates explanatory diagrams

    3D visualization: 1. Includes a mezzanine (draws both first floor and mezzan2. Floor plan and mezzanine plan show spatial consistently 3. Floor plan and mezzanine plan show that stairs align4. Draws a different 2D view: section or elevation5. Draws a 3D view: perspective or axon

    Site context interpretation 1. Draws rectangular footprint

    Analysis: Construct MappingFrom Kathleen Scalise, UO Education and Mark Wilson of UC Berkeley, A construct: the cognitive characteristic to be measured Define developmental performance criteria from beliefs about how students represent knowledge

    PRE-TEST

    PRE-TEST

    PRE-TEST

    PRE-TEST

    PRE-TEST

    PRE-TEST

    PRE-TEST

  • Analysis: Construct MappingFrom Kathleen Scalise, UO Education and Mark Wilson of UC Berkeley, Assessment distinguishes expert vs. beginner performance;

    shapes an accurate description of the developmental process Provokes re-definition of developmental constructs

    Most rarely achieved: 1) Drawing all areas to size within 15%

    2) Drawing in 3D

    4XX

    3 XX X

    XX XXX X D5 3D Perspective

    2 X XXXX B7 Areas sized correctly XXX

    XXXXXX XXXXXXXXX A10 Context 2+ ways X B8 Transforms XXXX

    1 XXX XXXX XXXXXXXX XXXXX XXXXXXX C6 Explanatory Diagrams

    XXXXX XXXXXXXXXXX XXXXXXXX XXXXXXXXXXXX B4 Zones/Mods, B5 Thum XXXXXXXXXX C5 Furniture D3 Stairs align

    0 XXXXXX A1 Rectangle XXXXXXXXXXX B2 Bubble diagram XXXXXX D4 another 2D viewXXXXXX XXXXXXXXXXXX B3 Program Areas, B6 Al XXXXXXX D2 consistent floor plans

    XXXX A6 Struct/Meas Grid XXXXXXXXXX XXXXXXXXXX XXXXXX B10 Circulation Efficient XXXXXXXXXX XXXXX XXXXX

    - 1 XXX A9 Context 2 ways XXX XXX C2 Labels all roomsXX X XXX D1 Includes a mezzanine

    XXX X XXX X X

    - 2 X A7 Columns well spaced X B9 Room Proportion okay XXX XXX XXX

    XX- 3 X A2 Columns XX C3 Symbols

    X A3 Columns on Centerline, A4 # ColumnsXX A5 Footprint proportion XX A8 Context 1 way C1 labels 1/2+ rooms

    - 4X B1 Some Program Areas

    Context Programming & Planning Graphics: 2D & 3D

  • Analysis: Construct MappingCORRELATIONS show developmental path i.e. Those who sized areas correctly:- Document the site accurately- Use a grid- Create consistent space without alternate views- Draw diagrams less frequently

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    # strong planners 10 2 2 8 2 8 8 2 3 9 1 9 10 10% strong planners 100% 20% 20% 80% 20% 80% 80% 20% 30% 90% 10% 90% 100% 100%

    #others 0 27.5 33 41 18 38 40 23 30 50 10 25 30 47%others 0% 39% 46% 58% 25% 54% 56% 32% 42% 70% 14% 35% 42% 66%

    %difference 100% -19% -26% 22% -5% 26% 24% -12% -12% 20% -4% 55% 58% 34%

  • Creative examples

  • Creative examples

  • Creative examples

  • Next StepINTEGRATE paused color drawing with

    commentary

    INTEGRATE paused color

    Developed with Brian Lockyear

  • Conclusion Opening eyes, creating dialog through technology

    CREATE ANALYZE

    REFLECT

    Cyclical Development Process

  • Nancy Yen-wen Cheng sketching.uoregon.edu nywc@uoregon.eduThanks to:Assistants Nargas Oskui, Brian Lockyear, Ri Len Lukens, Stephen LambProf. Kathleen Scalise, UO School of EducationUO Educational Technology fundingNorthwest Academic Computing ConsortiumLogitech Corporation