January 28, 2009
If you haven’t seen this already, it’s a brilliant parody of Microsoft’s graphic design style.
Amazingly, it was produced *by Microsoft itself* to “to humorously highlight the challenges we have faced RE: packaging and to educate marketers here about the pitfalls of packaging/branding” (words of Microsoft spokesman Tom Pilla, cited by iPodObserver ).
There is hope yet for the big guy.
January 25, 2009
The above = product packaging?
Yes and no.
One of the things that good brand promoters get is that a product must speak with one voice, of which physical packaging is just one part.
However, the voice of many businesses is often so split that it risks drowning itself out with inconsistency and contradiction. It takes just one look at the standard divisions (funny how they are called that) of many large businesses to see how this might happen, with siloed sales, R&D, support, marketing, advertising, distribution and other functions on the standard organisational chart.
The answer to this problem is relatively simple to describe, but of course incredibly difficult to implement.
1) The product (or service) comes first.
Learn everything about your customers and design something exceptional and highly focused on their needs so that they simply cannot live without. I opened with Apple as it is the obvious example, but others abound.
One often cited example is 37 Signals’ Backpack, Basecamp and their other applications, which are intentionally very limited in what they can do, which allows them to do it rather well. The team itself make a very good case for their ways in their book, Getting Real, which is free to read online. It’s good.
Examples abound aroung the home too. For example, some people tired of vacuuming now swear by their Roombas. When it came out in the 80s, women with hair that wouldn’t stay ‘done’ started loving a simple, $20 plastic device called TopsyTail. In 1993, men ditched their bulky foam for King of Shaves Oil (a “few drops!?”) and never looked back. I swear by BlogJet for writing.
Useful applications are not the only area where this matters. A recent example of exceptionally well designed products were EA’s new IPs, Dead Space and Mirror’s Edge, which both absolutely nail two very different and new game mechanics (if you must know, gruesome dismemberment for the former and first person free running for the latter). Both have been critical and commercial successes.
More examples to come.
2) Everything (*everything!*) else should guide your users to your product
After all, the only reason they’re not using and loving it is that they don’t know about it, are too busy to try it, tried it but didn’t have long enough to be sold by it, are scared of switching (the endowment effect), tried to buy it but were distracted by something else, etc… If only the knew what it could do for them!
There are a million and one reasons why someone would choose not to use something that would help, entertain, or otherwise positively impact them.
And so, you try to package your product well. The fundamental change, however, is to view the packaging not just as the box at the end, as nice as it may be, but as the layer upon layer of experiences which help the customer to understand why he should use, no, love your product.
Of course, each person is different. A tech savvy gamer may breeze through the advertising layer around Dead Space and immediately grok the gameplay. Another may come not be a gamer, but be convinced by the comic book. Some may come to a blog first, then shop online. Others may see a billboard and drive by their local Walmart. Everyone sees a different set of layers.
What matters is consistency.
And for god’s sake be authentic. Don’t lie, and where possible build honest relationships with the people who can help spread the word. Never start a press release to a techie blogger like this idiot (emphasis mine):
Hi <<First Name>>,
With You Tube and MySpace all the rage – there’s a new breakthrough in advertising that takes advantage of these online videos in a brand new way. Viral marketing has gone high-tech!
I thought you might have interest in a story.
All of this is the packaging of your product, and should be treated as such in the way your business is organised.
Here’s some homework.
The path of least resistance
If you can design something genuinely good, everything else you do should be focused on helping potential customers understand why it will help them.
The path of change is frightening.
Your job is to make the experience as inviting as possible. You can’t force people to take what you offer, but you can try to make it as easy as possible.
All you can do is make the the way to your offering the path of least resistance – and hope that people choose to walk it.
January 22, 2009
For those of you who were interested in the game I mentioned in my last post, here is some more information from a couple of the developers who worked on it: Steven Robbins and Marc Gravell, which it turns out is called Finguistics. Guys, I really enjoyed the app you created and hope you get a chance to keep making more great stuff for the Surface.
Here’s an interesting quote from Marc about the genesis of this game:
“The aim was to demonstrate how RM could use Microsoft’s product to deliver a solution “of defensible pedagogic value” (direct quote), as part of the next generation of collaborative learning systems. Now I should stress that this was a prototype (not a product) – we were mainly trying to get people thinking about such tools in the education context, so we built an education game for spelling, languages and maths.”
More thoughts on BETT coming soon.
January 18, 2009
I managed to make it down to BETT on Saturday, and found that yet again, the golden rule of conferences continued to apply: the bigger your stand, the less likely you are to be cutting edge. Here are a few of the things that caught my attention:
Okay, so I’ve just broken my golden rule, but getting to finally play on the Surface was genuinely cool (I promise not to break it again). The technology has been covered absolutely everywhere so I won’t go over it again (not seen it? this is cheesy but gives a good idea); what was interesting was to see some examples of it helping kids get more engaged with learning.
The kids above are playing a spelling game. Each of those little round tokens scattered on the table has a letter on it, and the aim is to press them in the right order to spell the word in the picture. The trick is that you have to press and *hold* them, so to do it before the time runs out you need a few more pairs of hands than just your own.
Why this matters? It was really fun, and quickly got everyone talking to each other. In this particular example, you have the engagement of a well designed game with the quality control that a computer system can bring, highlighting just how useful these table sized displays may become.
Apart from that, there was 3D virtual heart which you could fly around in, a drawing program where you could smear virtual paste around, and of course the usual table sized google maps (the kids absolutely loved that one, see picture)
This makes me really look forward to the rise of tabletop computing (and bartop, of course…).
Guardian news tools
Also interesting were a pair of projects by the Guardian, a major UK national newspaper, to get pre-teen children engaged in the news whilst at the same time teaching them valuable critical reading and writing skills.
The first project, LearnNewsDesk, was a large database of simplified news articles arranged into easily digestible chunks under each school subject area, with exercises and a glossary attached to each story. Kids can also upload podcasts and articles with their own takes on the news. New articles are added daily so the site is a good approximation of the real news.
Why this matters? It’s a good reminder that to be useful and remembered, information must be aware of its context. If you know that context you can add all kinds of metadata as a hook to help that information stick in the mind. In this case, the system provides a great sandbox which teachers can use to help young kids understand some important issues.
Project number two, Newsmaker was the flipside of the news desk, giving children a very simple collaborative, web based tool to create their own paper (see the solitary picture below). At the heart of it is a fixed template into which kids can put their own articles and picture.
One kid gets to be the editor whilst the others take on the roles of journalists and picture editors, with simple word processing and picture editing tools to insert their work. This is cool as it 1) provides a very simple platform for collaboration and 2) lets groups of pupils easily create a professional looking paper.
Why this matters? Easy. Somewhere along the way of trying to teach desktop publishing to ten year olds, schools have forgotten that just learning to lay something out with Microsoft Office is not enough – you need to have something to say with it too.
Peter Molyneux, maker of legendary and beautiful games, once said about hiring 3D artists (and I paraphrase as I can’t find the actual quote):
“It’s easier to teach a great artist to use a 3D modelling tool than to teach an expert in 3D Studio Max or Maya to be a great artist”
Tools like these which do one thing very well are a great way to get straight to the meat of what you are trying to do. Would you rather spend a lesson bogged down in the technicalities of Microsoft Publisher or actually publishing something?
Autology is a natural language search tool which does three rather interesting things.
- “Push” search. It watches what you are typing in Word or equivalent and can suggest relevant information. This is apparently already being used by MI5, the FBI, BBC, Reuters, Merrill Lynch, the Deutsche Bundesbank and IBM, and is yet another step towards computers seamlessly integrating with our processes. Instead of having to go to Google, Google comes to you.
- Vertical search. It indexes hundreds of high quality secondary school textbooks to increase the relevance of the results. Search focused on particular verticals is clearly going to be an interesting area if generalised search engines reach an upper limit to their accuracy
- Search folders. With this feature, a teacher or student can create a themed folder which gets automatically loaded with documents relevant to a particular search query. This is yet another example of dynamically structuring information to be most useful. If you’ve ever used a smart playlist in iTunes, you’ll know how handy this is, and it’s becoming increasingly important as information multiplies.
Why this matters? I can’t really comment on the theoretically improved quality of natural language vs keywords as I din’t have long enough to test it, but the push search is fascinating nevertheless. In the words of David Black of Autology:
“It is pattern recognition technology which is able to push relevant information to a user. There is no need to go and search for it. It can be pushed to you conceptually, matched to what you are writing about.
“It is like a student sitting in a library and as they are writing their essay somebody keeps coming up to them saying ‘you are writing about this, have you seen this?’”They are not having to go and get it. It’s as near as you are going to get to artificial intelligence.”
From the Birmingham Post
Computers have gone from filling a room to pocket sized, but still require us to play by their rules to get the most out of them. The next step is technology which knows what you need and discreetly sends it your way. Autology may be another tiny leap in this direction.
More highlights coming soon…
What caught your attention at BETT 2009?
January 15, 2009
On a completely different note: here’s a hugely inspired ad for Goldstar Beer.
Incidentally, these guys have done some even more brilliantly edgy funny stuff: click here.
January 14, 2009
In my last post I mentioned a fascinating essay by Stephen Downes: “The Future of Online Learning: Ten Years On”. In it, he revisits and updates his 1998 predictions about the future of education, most of which are apply heavily to business, which is already an environment where people have to learn at different paces. Here are five of the most interesting ideas from this long and thoughtful piece.
1. One task to rule them, and in the mashup bind them
“In 1998 I wrote that computer programs of the future will be function based, that they will address specific needs, launching and manipulating task based applications on an as needed basis. For example, I said, the student of the future will not start up an operating system, internet browser, word processor and email program in order to start work on a course. The student will start up the course, which in turn will start up these applications on its own.”
This paragraph is related to one of the big changes caused by the move towards a world where we perform complex tasks using an array of interconnected web applications, each with simpler functionality and hosted on an array of increasingly smart devices, each serving a more specific purpose and connected to each other via the Cloud. UNIX junkies with their tiny command line applications will be overjoyed. Developers of wonderful, hulking, multi-purpose applications (Microsoft and Office, Adobe and Creative Suite, Autodesk and AutoCAD) will find their most casual users chipped away.
The big challenge for designers of these tools is twofold: 1) their applications need to be open, and interoperate properly and, 2) the user experience will somehow need to be consistent enough not to confuse people.
Resources like http://www.programmableweb.com/ and organisations like http://www.dataportability.org/ are helping the industry to make headway on the first point. Thanks largely to Google Maps, the word mashup is now commonplace, and tools like Yahoo Pipes, Microsoft Popfly, JackBe, Dapper, Kapow, IBM’s QEDWiki, Proto, BEA AquaLogic and RSSBus.” (more here). This matrix is also pretty cool.
Number two is tougher, as there is more of a grey area between it working and not than when grabbing data from another service. However, it is crucial for designers to keep an eye on the development of standards in interaction design. For the web, frameworks like YUI which allow standard controls to proliferate are useful, although they must still be carefully used. Physical devices are an entirely different issue, and can turn an accepted way of interacting on its head (e.g. iPhone and touch and the Wii with motion sensing).
The main opportunity: get to know your customer and you will be able to meet their specific need better, faster and more cheaply than ever before.
2. Many screens – a.k.a. letting information come to us
“In 1998 I wrote that ‘The PAD will become the dominant tool for online education, combining the function of book, notebook and pen.” The PAD, I said, would be “a lightweight notebook computer with touch screen functions and high speed wireless internet access.” I also said it would cost around three hundred dollars…”
“With slim, lightweight technology, truly useful and portable PADs will be widely available within the next ten years. We have already seen significant improvements in screen technology, including slim touch-sensitive screens. Wireless access and cloud computing make bulky storage devices unnecessary; what local memory is needed will be more than adequately managed using tiny flash memory chips. Improvements in battery life and solar power will mean that these low-wattage portable computers will run for days. They will, as I suggested before, come in all shapes and sizes, from a slim pocket version (much like the iPod touch) to a notepad version..”
“The same technology that makes PAD technology possible will continue to proper improvements in large screen displays (devices I nicknamed WADs (Wide area Displays) ten years ago).
“In the future, it will be common to see these large-area displays hanging on living room and classroom walls. Instead of being the size of small windows, they will be the size of large blackboards. They will be touch sensitive (or if not, connected to a pointer tracking system device similar to the ones being cobbled together for less than $50 by Wii enthusiasts (Lee, 2007)) or included with any of a number of children’s educational webcam games today (such as Camgoo, among many others).”
For too long we have bent over backwards for computers, limited to a (relatively) small screen and a computer taking pride of place on our desk. In the future, the opposite will be true. We are surrounded by information. In the future, we will use an array of different devices to access it – from iPhone style handhelds for simpler tasks to desk and wall sized interactive touchscreens for the bigger ones:
“…imagine that any environment that contains a flat surface can become a teaching environment, one where your friends’ faces (or your parents’ or your teachers’) can appear life-size on any old wall or on a table surface as you converse with them from the next room or around the world. We have already seen how the availability of mobile telephones has transformed society in less than a generation. (New Media Consortium, 2008) Having much more powerful, much more expressive, communications technology available everywhere will have a similar impact.”
3. If it ain’t fun, forget it
“A great deal has been written in the last few years about educational games or, as they are sometimes called, ‘serious games’. (Eck, 2006) In 1998 I wrote that “educational software of the future will include every feature present in video games today, and more.” Though this hasn’t proven to be strictly true, it is largely true, and probably no more true than in the domain of games and simulations.”
“In 1998, I wrote the following: “To give a student an idea of what the battle of Waterloo was like, for example, it is best to place the student actually in the battle, hearing Napoleon’s orders as they become increasingly desperate, feeling the recoil of one’s own musket, or slogging through the mud looking for a gap in the British cannons.” (Downes, The Future of Online Learning, 1998) Today we can say that the creation of such simulations will not be simply the domain of large production houses, but will rather be more and more the result of massive collections of small contributions from individual players. And that the creation of content – any content – needs to take this phenomenon into account, or be seen as abstract and sterile.“
Giving people a chance to experience a situation they are learning about is an unusually good way of making sure they understand it. The humain brain is playful. As such, give it a complex environment to experience and you can guarantee that it will start pushing, pulling, prodding and generally attempting to find the way it works – trying to work out the rules.
Imagine trying to teach music by showing someone only the score to Mozart’s Requiem, or art appreciation by describing one of Turner’s sunsets. Ultimately, our subconscious minds are much more attentive than our conscious, which is why we get so much more depth from an experience than from a description.
4. Personalised learning, group evaluation
Another big idea is that of personalised learning environments. Instead of having students chug through a defined syllabus with standardised tests to mark the pace, the educational institution’s responsibility will be to connect them with projects, resources, games and members of the community around that domain. As they get more and more involved:
“…each person will have what may be thought of as a ‘profile’ of their own art, music and other media, which they have created themselves or with friends, along with records of their activities in various games and simulations (we see things like this already with applications like Launchcast) that take place both on and off line.”
What is really interesting is how all this will be tested:
“In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.”
“Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).”
“Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.”
5. Learning resources will annotate the world
“Online learning stiff suffers from the misperception that it is about having students sit in front of their computer screen for extended periods of time. As a consequence, the idea that online learning might foster independence of place has been missing in much of the discussion of the field. (…) That said, with the recent development of smaller and lighter wireless-enabled devices, we are approaching the era when online learning will also be seen as mobile learning. Students will be freed from the classroom, and freed from the stationary desktop computer. And as I said last time, true place independence will revolutionize education is a much deeper sense than has perhaps been anticipated.”
Much of what goes on about us has a history and a significance that we miss completely, whether it’s the context in which a piece of technology was developed or the story behind a piece of architecture. In a more concrete business context, it might be the profitability of a piece of machinery or the childcare problems of an employee you have a meeting with in 10 minutes, which are affecting his ability to concentrate.
Well designed learning resources have the potential to guide us through the physical world rather than pulling us away. Incidentally, that’s why walking tours of cities can be so interesting – you see these layers peeled back for you.
More to come.
January 11, 2009
Next Wednesday is the start of BETT 2009, the world’s largest educational technology event. 30,000 teachers will be learning about the best, coolest new ways of helping others learn.
This is a very important event, and not just for teachers.
Of technology’s many contributions to human civilisation, education is where the rubber hits the road. Remote learning, electronic paper, digital note taking, individualised curricula, etc… are just the latest episodes in the series which started with the drawing of shapes in the sand.
What separates us from animals is how good we are at transferring knowhow to our children, which allows each generation’s knowledge to become a foundation for the next to build on. However, we are limited by the length of education – older brains may learn more slowly and, anyway, most of us start work at the end of our teens. In the UK, half of adults stopped at or before 16 (data, key). Slightly higher in the US.
As such, if we can make better use of those 12–15 years we can give a whole population a headstart. Humanity on steroids, if you will.
Knowledge is a performance enhancing drug.
As we get a better handle on the rules of learning we can make better tools to help apply them, and to teach our teachers to apply them. Furthermore, what goes in the classroom is only the beginning. The trend towards more decentralised, personalised learning is exactly what we need after formal education. These same tools and techniques may help us with our lifelong learning – whether training to better do our jobs, learn new skills or pursue our hobbies.
Every designer creating tools to help us visualise, manipulate, remember and use information needs to keep a close eye on teaching and education. With more and more people making a living in the information economy, each new tool is another potential mind hack.
The opportunities are huge.
One caveat, which will be the subject of another blog post. We must never forget the context in which education takes place. For now, this anecdote is as illustrative as any:
“…black students who study hard are accused of “acting white” and are ostracised by their peers. Teachers have known this for years, at least anecdotally. [Roland] Fryer found a way to measure it. He looked at a large sample of public-school children who were asked to name their friends. To correct for kids exaggerating their own popularity, he counted a friendship as real only if both parties named each other. He found that for white pupils, the higher their grades, the more popular they were. But blacks with good grades had fewer black friends than their mediocre peers. In other words, studiousness is stigmatised among black schoolchildren. It would be hard to imagine a more crippling cultural norm.”
It’s not just the black-white issues. Students of all backgrounds have different motivators to take into account.
Here are some thought provoking resources and events on education:
- Go to the BETT TeachMeet, a pecha kucha style event from 6–9pm in Friday 16th. What is pecha kucha? 20 slides * 20 seconds = six minutes and 40 seconds on whatever, in this case exciting ways people have been using technology to teach.
- See what happened at BETT 2008. Podcasts. Summary video.
- Read about education in 2018. Stephen Downes wrote a paper called The Future of Online Learning which looked 10 years ahead from 1998. He was mostly right, and has now written a fascinating follow up available here. Most interestingly: we learn better by doing, so how can we use games to engage students with memorable simulations? As interestingly, learning may shift towards overlapping communities centered both around knowledgeable peers and trained teachers.
- Attend an unconference. Education2020: “If you want to attend an informal, congenial, stimulating event in an amazing location with brilliant and insightful people (including you, of course), then pop along to the Education2020 UNCONFERENCE wiki and get your name on the list. Not only will you be able to enjoy a great educational debate and discussion, you will also be travelling to one of the most beautiful places in Scotland.”
- Listen to some podcasts. EdTechRoundup: “conversations about using technology in education”
- More – 2020 and beyond. How about another point of view? In this paper, FutureLab looks at the impact of “personal devices, intelligent environments, computing infrastructure, security and interfaces”.
- Not enough? See 2025 and beyond. http://www.beyondcurrenthorizons.org.uk/
- Informal learning. VISION magazine issue 8, page 9.
More on BETT coming soon.
January 9, 2009
You can now buy a one terabyte drive for £80. Jesus!
Or as the inimitable Ed Saperia puts it:
“The only legitimate use for a one terabyte hard drive is stealing.”
January 6, 2009
As reported by the very stimulating Ideas + Images, PBS have set up a minisite for Helvetica where you can find out when it’s on in your area. You can also play a game to answer that life altering question: “What Font Are You”.
Sierra – I feel your pain. Apparently I’m Times New Roman too…
The movie is on from the 6th Jan. Don’t miss it!
January 6, 2009
The folks behind Helvetica have made another great looking design documentary: Objectified.
Screening will begin in March 2009 with a “global tour of film festivals, special events, and cinemas”. Be the first to see it by signing up for the movie newsletter/RSS feed here: http://www.objectifiedfilm.com/screenings/. In the words of the filmmaker, Gary Huswit:
“Objectified is a documentary about industrial design; it’s about the manufactured objects we surround ourselves with, and the people who make them. On an average day, each of us uses hundreds of objects. (Don’t believe it? Start counting: alarm clock, light switch, faucet, shampoo bottle, toothbrush, razor…) Who makes all these things, and why do they look and feel the way they do? All of these objects are “designed,” but how can good design make them, and our lives, better?
One reason that I’m delving into the world of objects in this film is that I, admittedly, am obsessed by them. Why do I salivate over a shiny new piece of technology, or obsess over a 50-year-old plywood chair? What does all the stuff I accumulate say about me, and do I really need any of it in the first place?”
If you’ve ever come away from a book like Humble Masterpieces, by Paola Antonelli with a sense of wonder at the wonderful designs you unwittingly rest much of your daily life on, you’ll know what he means. Here are a few examples from the book (from the excellent ArcSpace website, a great resource for both architects and designers):
Lead Pencil, 1761
In 1565, a sticky black substance thought to be lead was found underneath an uprooted three in the Cumberland Hills of the United Kingdom. People began to use it to write erasable marks by inserting it into a rough wooden holder. In the late eighteen century, the Swedish chemist Karl Wilhelm Scheele identified the material as a crystallized form of carbon and named it graphite after the Greek word graphein, which means to write.
Kaspar Faber, German, 1730-1784
Nicolas-Jacques Conté, French, 1755-1805
Graphite and cedar wood
This model manufactures by Faber-Castell. Germany
M&M’s, late 1930s
Did you know that M&M’s were used by soldiers going into battle who needed a quick pick-me-up? Hence the durable candy shell that prevented melting.
Forrest Mars, American, 1904-1999
Manufacturer: Mars, USA
Kikkoman Soy Sauce Dispenser, 1961
Designing the spout proved the greates challenge. An inward angle on the tip of the spout proved the right solution, preventing the sauce from pooling in the spout and dripping onto the table. Shipping volume has reached 250 million bottles, roughly twice Japan’s population.
Kenji Ekuan, Japanese, born 1929
GK Design Group, Japanese, established 1953
Glass and polystyrene plastic
manufacturer: Kikkoman Corporation, Japan
What’s your favourite everyday design?