1. SCOM 5056 Design Theory in Science Communication week 1: the design process Dave Goforth FA377 (Fraser) 705-675-1151 ext 2316 dgoforth@cs. laurentian.ca dgoforth@cs. laurentian.ca

2. SCOM 5056 week 1, D. Goforth2 Course Objective process for designing science communication “artifacts*” 1.define context: audience and goals 2.capture the scientific content 3.plan user experience with the artifact 4.employ good practice in artifact development * or artefacts

3. SCOM 5056 week 1, D. Goforth3 Weekly Outline 1.Design and science communication 2.Knowledge Structuring 3.Narrative and static artifacts 4.Fun and motivation 5.Interaction and dynamic artifacts 6.Implementation

4. SCOM 5056 week 1, D. Goforth4 Weekly Activities Readings Lectures Group activities Individual or pair assignments Individual project Reflections

5. SCOM 5056 week 1, D. Goforth5 Evaluation five weekly assignments @5%25% course project - scientific content analysis20% - immutable artifact25% - interactive artifact30%75%

6. SCOM 5056 week 1, D. Goforth6 My biases Games Design of knowledge Importance of deep learning Instruction Information Technology

7. 7 Gregory and Miller, Science in Public Means of communication of science to the public 1.Written description circa 430 BC - geology 2.Poetic description circa 25 BC - atomism 3.Book 1543 - astronomy 4.Lobbying 1660 - science 5.Article in periodical - 1690 - medicine 6.Public lectures - 1700’s 7.Lectures with demonstrations 8.Scientific apparatus for home entertainment

8. 8 9.Collections of “exotica” 10.Public laboratories circa 1800 agricultural 11.Professional development and training 12.Policy on public understanding of science 13.Popular magazines - 1828 14.Mechanics Institutes - technology 15.Hobby science, natural history 16.Science societies 17.Public observatories 18.Associations for advancement of science - 1831 19.Public science jamboree 20.Lecture tours

9. 9 21.Public debates – evolution, geology 22.Satire, cartoons and critiques 23.Science fiction 24.Reprints and transcriptions 25.Self-help magazines 26.Public awareness campaign - health 27.News bureau – 1910 - medicine 28.Science journalism 29.Writing contest – Scientific American 30.Radio drama 31.Cinema news reels 32.Radio campaigns

10. 10 33.Culture of science in arts, literature – 1920s 34.Comic books 35.Movies 36.Television programs 37.Television live broadcasts 38.Book series 39.Encyclopedia 40.Consumer literacy 41.Science writers’ associations 42.Science documentaries 43.TV channels 44.Children’s TV

11. SCOM 5056 week 1, D. Goforth11 45.Investigative journalism 46.Watchdog groups From other sources: 47.Dictionaries 48.Tutortexts 49.Calendars 50.Videos 51.CDs 52.Websites 53.Toys 54.Museums 55.Science centres 56.Ecotourism 57.Art 58.Games 59.Simulations

12. SCOM 5056 week 1, D. Goforth12 Design and Science Communication 1.An example: Saving the Armadillo 2.Theories of design from other fields 3.Science communication design model

13. SCOM 5056 week 1, D. Goforth13 Armadillo Run Demo: –http://www.armadillorun.com/demo/http://www.armadillorun.com/demo/ Artifact of science communication –Experiencing learning sci/tech by game as the game user –Experiencing the game mechanic as design process

14. SCOM 5056 week 1, D. Goforth14 Definition of Design Engineering reading Engineering vs. science Aspects of design Goal and objectives Constraints Evaluation and optimization Iterated process

15. SCOM 5056 week 1, D. Goforth15 Science Communication Design Model Sources –Education –Ludology (gaming) –Entertainment –Journalism What is common, distinct from these? Aspects of design Goal and objectives Constraints Evaluation, optimization Iterated process Aspects of design Goal and objectives Constraints Evaluation, optimization Iterated process

16. SCOM 5056 week 1, D. Goforth16 Science Communication Design Process 1.Goals, objectives, constraints 2.Audience, context 3.Knowledge 4.Experience 5.Artifact e.g., Museum of Science, Boston: http://www.mos.org/exhibitdevelopment/index.html

17. SCOM 5056 week 1, D. Goforth17 Boston Museum of Science iterated development: formative evaluation prototyping in “the test tube” 1.rough table-top version “The activity is facilitated by exhibit developers. This stage of prototyping occurs both in the Test Tube and on the exhibit halls. Developers observe and interview visitors while assisting them with the activity.”

18. SCOM 5056 week 1, D. Goforth18 Boston Museum of Science iterated development: formative evaluation prototyping in “the test tube” 2."stand alone" version “During this second stage of prototyping a variety of evaluation techniques are utilized. Evaluators primarily observe and interview visitors. Based on their interaction with a component, modifications are made. Changes can include new instructions or additional labeling. The layout of the interactive elements as well as the mechanical, electrical or computer software may also change to enhance the experience. Design elements are also incorporated into this stage of prototyping. It is important to determine a final look and feel for each component.”

19. SCOM 5056 week 1, D. Goforth19 Boston Museum of Science iterated development: formative evaluation prototyping (in “the test tube” or on floor) 3.nearly complete” version “ Final changes to label copy are implemented. The housing is often the finished piece of cabinetry. This shake down period allows the developers to put any final touches on the component. During the final development of an exhibit, many of the components in this stage are prototyped in situ.”

20. SCOM 5056 week 1, D. Goforth20 Science Communication Iterated Design Process Goals, objectives, constraints Audience, context Knowledge Experience Artifact

21. SCOM 5056 week 1, D. Goforth21 Science Communication as Design problem Conceptual challenge Core or frontier; understanding or justification Free choice or not Values Role of designer (you) relative to –User, Expert, Sponsor, Implementer, Critic

22. SCOM 5056 week 1, D. Goforth22 Exercise - multiplying goal - learn to multiply 2 digit number by 2 digit number assume learner knows multiplication table up to 9 x 9 write instructions Iterated design process Goals, objectives, constraints Audience, context Knowledge Experience Artifact Iterated design process Goals, objectives, constraints Audience, context Knowledge Experience Artifact

23. SCOM 5056 week 1, D. Goforth23 Exercise - multiplying What kind of notes did you make in the “pilot”? How different were the designs in your group?