Designers ing
Carlos Eduardo Guayazรกn Ruiz Jorge Tadeo Lozano University
Providing processes of meningful learning ยน in the Semiology I and II classes at Jorge Tadeo Lozano University
ยน (Learning that provides students with useful knowledge for real life).
through Interaction design.
Why to provide processes of meningful learning in these classes through interaction design? Becuase...
In these classes of Semiotinc
could be problems of:
Academic develpment
Low tutorship attendance
Attention dificulties
And low reading compentences
that break the learning process interacctions...
According to the results of the: interviews doing to theachers, direct observation process, and the Pisa exam
of an average of 30 students in each classroom,
the 26,6% the 60,0%
fail the subject and
work only to get the lowest grade to pass the subject.
Tutorship offices.
80% do not go to the tutorships mettings,
dont pay attention or participate a little during the classes.
80%
Semiology I Class
Library
83%
do not do the readings for the classes
and acording to the 2009 Pisa Exam presented by 7,921 Colombian students
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
a
iótic
Sem
The 77,7% 17,1%
of the future university students in Colombia do not have basic reading competences and other
a
iótic
Sem
has got medium reading competences....
Library
Which means that many of the students that are already taking the classes of Semilogy I and II at Tadeo Lozano University have serious reading competences difficulties that don’t allow them to performe properly with the academic reading requests.
ÂĄÂĄ! ! And by the other hand, why to provide processes of meningful learning in these classes through interaction design? Becuase...
Componente Proposicional
Narrativo
Tímico
Modalidad Beta
Significante Stimulus Referente
through the interactions of the explanations focused on the contents ¹ of the semiotic is (Discipline that explain sense /meaning/ )... ¹ Based on educational theoris: Cognitive Aprenticehip (Bruwn Collins and Duguid 1989; 1993)
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education. capitulo: Social cognitive theories. E.U. Atwood Publishing. p. 174
tought how to Give sense /meaning/ to: Grafics Videos Objects and services
Componente Proposicional
Narrativo
Tímico
Modalidad Beta
Significante Stimulus Referente
with practical interactive exercises¹ that challenge students of the different carreers as: ¹ Based on educational theoris: Forms of problem solving ( J.M. Carroll 2003).
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education. capitulo: Cognitive theories. E.U. Atwood Publishing. p. 111
- Arts. -Design. - Publicity. - Social Comunication. - Movies and Tv Direction. that attend to those semiology classes
to create... Grafics Videos Objects and services.
Interaccions focusing on providing useful knowledge to students for their future professional lives could be created.
So it means, that for the subjetc
Comunication and Meaning (class semiology I) that explains...
Current
Potentian meaning
多
?
meaning
Semiotic choice
how a receiver gives a precise meaning to a perceive sign,
interactions of explanations and practices could be designed to be focused
Arts Grafic Design
on theaching students of: Publicity
Social Comunication Industrial Design
Movies and TV Direction
Semiotic
comunications
Receiver`s code
to Comunicate to: - Grรกfics.
- Videos.
- Objects. - Services.
Potential meaning
Current
meaning.
Semiotic choice
Means that could be correctly interpreted
by their receivers.
How to design
Teacher - students of:
- Arts. -Design. - Publicity. - Social Comunication. - Movies and Tv Direction.
interaccions...
that provide Meaningfull learning ยน processes in the classes of Semiology at Tadeo Lozano University bearing in mind that...
ยน (Apprenticeship which provide students whit knowledge that is usful in real life)
problematics like: - Academic develpment
- Low tutorship Attendance
- Attention dificulties
- And low reading compentences
are actually presented in these classes and could affect the interactions to be proposed?
Semi贸tic For
Designers
U. Tadeo Lozano
Well fistable a digital and interactive Interfaz (Product) with explanations and practices of the Semi贸tc (discipline that explain sense) could be developed focused on cogitations about...
Comunicaciones
semióticas.
Significación
potencial.
Código
del receptor.
Significación
actual. Decisión
Semiótica.
De Lat
to be a Designer of: .Di : Originate or give Sign: Sign or sense. or a sense giver in:
Gráfics. Videos. Objects. and services.
Developing from the theoretical models and using the proper terminology that are found in the gide text,
ótic
i Sem
I
Se
2
mió
tic
Código
del receptor
Decisión
semiótica.
Significación
potencial. Comunicaciones
semióticas
Significación
actual.
Componente Proposicional
Tímico
Narrativo
Modalidad Beta
Stimulus
Significante
Referente
Explanations that show ยน why, what for and how
Semiotic
Receiver’s code
comunications
to give sense /meaning to grafics Potential
meaning
Actual
videos objects y services.
meaning
Semiotic choice
š Based on peducational theories: Cognitive Aprenticehip (Bruwn Collins and Duguid 1989; 1993)
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education. capitulo: Social cognitive theories. E.U. Atwood Publishing. p. 174
And practical exercises that demand domination and application the learned theoretical model
creation, grรกfics, videos,
objects, or services
That solve a porposed
disturbing incident ยน.
ยน Based on peducational theories: Forms of problem solving ( J.M. Carroll 2003).
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education. capitulo: Cognitive theories. E.U. Atwood Publishing. p. 111
Through the Interfaz ¹ that will
be developed, provides the Semiology classes at Tadeo Lozano University with:
Semiótic For
Designers
U. Tadeo Lozano
¹ Based on peducational theories: Instructional design theories.
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education Capitulo: Cognitive theories. E.U. Atwood Publishing. p. 111 ¹ Based on the: Interaction design. En: Dan Saffer (2007). Designing for interaction. United States of América California. New Riders.
Artes
Diseño
Gráfico
Publicidad
Dirección de
Comunicación
Cine y TV
Social
Semiótic For
Designers
U. Tadeo Lozano
Diseño
Industrial
contents and tools focused on the students’ educational needs in order also to
improve reading skills as it provides these classes with digital contents more related with the students.
Semi贸tic For
Designers
U. Tadeo Lozano
The interfaz will provide as well explanations and practices for each topic that let the students learn:
Semi贸tic For
Designers
U. Tadeo Lozano
- From error diagnosis. - Doing.
Semi贸tic For
Designers
U. Tadeo Lozano
- Reasoning.
By the other side, the interfaz
Semi贸tic For
Designers
U. Tadeo Lozano
could work assisted by strategies like...
Evaluate through the practical exercises
Semiótic For
Designers
U. Tadeo Lozano
students’ habilities to argue and aplly the learned contents. ¹
¹ Based on peducational theories: Cognitive Aprenticehip (Bruwn Collins and Duguid 1989; 1993)
En: Bertrand, Yves. (2003) Contemporary theorires and practice in education. capitulo: Social cognitive theories. E.U. Atwood Publishing. p. 174.
Advice students of C贸digo
Comunicaciones Semi贸ticas
Semi贸tic
del receptor
For
Designers
Z
Z
U. Tadeo Lozano
overcoming a disturbing incident or understanding a concept or a theoretical
model through...
Z
the spatial reorganization of a disturbing incident or the breaking of it into a serie of simpler activities. ยน
ยน Taked from: Forms of problem solving (Taurisoo) visual and auditory individuals. En: Bertrand, Yves. (2003) Contemporary theorires and practice in education Capitulo: Cognitive theories. E.U. Atwood Publishing. p. 108.
and through keeping students away: - From waste too much time recovering form errors. - From develop repetitive activities during their practical exercices. ยน
ยน Taked from: Learning structures and information procesing. (J.M Carroll y Colegas 1990). En: Bertrand, Yves. (2003) Contemporary theorires and practice in education Capitulo: Cognitive theories. E.U. Atwood Publishing. p. 138.
In that way motivate students to:
Semi贸tic For
Designers
- Have a better academic development - Use tutorships
U. Tadeo Lozano
- Concentrate in classes
Semi贸tic For
Designers
ZZ
Z
U. Tadeo Lozano
Since the students only will be able to pass the subject as they show their abilities applying what they learned, through practical excercises.
In conclusion...
SemiĂłtic For
Designers
U. Tadeo Lozano
Creating digital and interactive contents focused on the students’ educational needs
SemiĂłtic For
Designers
ZZ
Z
U. Tadeo Lozano
and practices as tools to prove, advice, motivate and develop students’ abilities to apply what they have learned to their professional lives
Semiรณtic For
Designers
ZZ
Z
U. Tadeo Lozano
we could design interacctions that provide proceses of meaingfull learning ยน... ยน (Apprenticeship which provide students whit knowledge that is usfull in real life /for their carrears/ )
that from the teaching of semi贸tic contribute to
- Artists.
the education of future:
- Gr谩fic Designers. - Publicists.
Semi贸tic For
Designers
U. Tadeo Lozano
- Social Comunicators. - Movie and Tv Directors.
who will be valued, no only for their
tecnical operating abilities, but also...
- Industrial Designers.
for their ability to give sense / meaning or intentions to grafics, videos objects and services that...
on o n Dgri e er
P
will influence the ways of living, value art, watch TV, dress, celebrate and so on tomorrow.
Finally:
Designers ing
Perform a class, as prove of the proposed interactions...
贸tic
i Sem
I
Preparing the top矛c: Comunication And Meaning
Semiology I
gide text pages. 87 to 97 Manual de Semi贸tica General.
Jean Marie Klinkenberg.
Laura Low. Miguel Suarez. Jobar Barreto. Gustavo Hidrabe. Manuel Boh贸rquez. Juan Camilo Chac贸n.
with a currently 6 students class of
Semiology I at Jorge Tadeo Univerity.
Semiotic comunications
During the class the meanings of:
Receiver`s code
Potentian meaning
Current meaning
Semiotic choice
were explained.
These: Potentian meaning
Current meaning
Semiotic choice
explain how a receiver gives a precise meaning to a perceived sign.
多
? Current
Potentian
meaning
meaning
Semiotic choice
In other words how in a situation people give a precise meaning to a sign that could have different meanings.
Then it was explained: how grafics, videos, objects, and services are Semiotic comunications that
request the recognition of their recivers’ codes
Artes
Grafic Design
Adverticement
Social Comunication Movies and TV Direcction
Industrial Design
For example how these products want to comunicate
P
er D eg o rin n o
eleganse to this man who has his own code to understand it.
- Chinese tea ceremony. - and different clothes.
Arts
By the other side it was proposed to
students of:
publicity
Graphic Design
who attend to this class develop this exercice: Comunicate in a picture the meaning that teachers give to a theoretical class...
Students represented and argued:
This is the teacher“transfering with a magic wand his theories and concepts to the students, no matter students’ minds.” .
This is the teacher“transfering to his students the concepts and theories that he learnt exactly as he did.”.
This is the teacher “transmfering his dogmas or points of view to his students.”.
this is the teacher “transfering some concepts that are like rules or parameters”.
This is the teacher “and his mind which is like a labyrinth of concepts that only get an idea.”.
And finally a theoretical class for a teacher could mean “a tedious place because he has to repeat the same concepts three or more times a day”.
In order to focus students with the objective of the exercise the situation was shown through these pictures.
Then they were asked to do the exercice again: Comunicate in a picture the meaning that teachers give to a theoretical class...
In the second time students reprensented and argued a theoretical class for a teacher colud mean:
“A frustrating experience to realice that his students didn’t understand his ideas.”.
“An experience that teacher enjoys because “nerds” pay attention”.
“Students as a mass where his knowledge doesn’t go in”.
“ Just a work plase that he as a teacher doesn’t enjoy”
“a place where he makes students fall asleep with his theories.”
And “ a tedious experience becuase his students fall asleep or don’t pay attention every day”.
Then the two steps were compared concluding: CĂłdigo del Docente.
that in the way students cummunicate with images the meaning teachers could give to their theoretical clasess in the first step they only show teachers teaching dogmas, points of view, rules or parameters what really don’t communicate the meaning teachers could give to their theoretical classes in contrast with the second step images that were closer to the meaning or codes that teachers could give to them when they communicate teachers’ feelings and sensations.
Semiotic comunications
Receiver`s Code
Potentian Finally it was reminded to students that on May 6th of 2011 they learned the topic Comunication with meanings to...
meaning
Current meaning
Semiotic choice
Applied it to activities that they will do as future Artists, designers, publicists, social communicators, movie an tv directors, and that...
y como una grafica un video un objeto o un servicio son:
Comunicaciones semióticas
que requieren reconocer los:
Códigos
de sus receptores.
Artes
Diseño
Gráfico
Publicidad
Dirección de
Comunicación
Cine y TV
Social
Diseño
Industrial
como por ejemplo como estas producciones:
they learnt this:
- From error diagnosis.
- Doing.
y como una grafica un video un objeto o un servicio son:
Comunicaciones semióticas
que requieren reconocer los:
Códigos
de sus receptores.
Artes
Diseño
Gráfico
Publicidad
Dirección de
Comunicación
Cine y TV
Social
Diseño
Industrial
como por ejemplo como estas producciones:
- Reazoning.
Designers ing
Providing proceses of meningful learning ยน in the semiology I and II classes at Jorge Tadeo Lozano University through Interaction design.
ยน (Apprenticeship which provide students whit knowledge that is usful in real life)
Carlos Eduardo Guayazán Ruiz Industrial and grafic designer Jun 2011
Universidad de Bogotá Jorge Tadeo Lozano.
Agradecimientos: Prof. Santiago Forero Clase objeto y comunicación 2009 Prof. Diego Rodríguez Clase de lenguaje y significado de objeto 2007
Bibliografía - Ball, Linder J (2009, 2 March) Analogical reasoning and mental simulation in design: tow strategies linked to uncertainty resolution. Design Studies, Vol 30, pp 169-186. - Bertrand, Yves. (2003). Contemporary Theories and practices in education. United states of america. Atwood publishing. - Carroll, John M. and McKendree, Jean. (1987) Interface design issues for advice-giving expert systems. Comunication of the assosiation for Computing Machinery. - Carroll, John M y Aaronson Amy. (1988) Learning by doing with simulated intelligent help. Comunication of the assosiation for Computing Machinery. - Chapman, Jonathan. (2009 Autum) Design for (emotional) Durability. Design Issues Vol 25, pp. 29-35. - Cogdell, Chistina. (2009 Summer number 3). Design and the Elastic Mind, Museum of Modern Art (spring 2008) Design Issues Vol 25, pp. 92-101. - Colliins, Allan and D. Gentner. (1987) Cognitive apprenticeship: Theaching the crafts of reading, writing, and mathematics. Editado por: Hillsdale Resnick. - Desautels, Jacques y Ladrochelle, Marie. (1998). The epistemology of students: The thigifield nature of scientific Knowledge. En: International hand book of science education. New York: Academich Publishers. - Design Out Crime. (2011). En. http://www.designcouncil.org.uk/Documents/Documents/OurW
ork/Crime/DOC_alcohol.pdf. Design Counsil. - Dilts, Robert B. Epstein, Todd A. (1997) Aprendizaje Dinámico con Programación Neurolinüística. España, Editorial Urano. - Douglas Niño, María Cristina Asqueta Corbellini, Gonzalo Baquero, Juan Alberto Conde, Andrea Echeverri Jaramillo, Franz Flórez Fuya, Vladimir Sánchez Riaño, Jorge Sierra, German Serventi, Francisco Silva. (2008). Ensayos Semióticos. Bogotá. Universidad de Bogotá Jorge Tadeo Lozano. - Eco Umberto. (1978). Tratado de semiótica general. México. Editoriales Nueva Imagen y Lumen. Traducción de Carlos Manzano. Título original: A theory of semiotics. - Edeline, Francis. Klinkenberg, Jean Marie. Minguet, Phillipe. Grupo ц. (1993). Tratado del signo visual. Para una retórica de la imagen, Madrid. Cátedra. - Eilouti, Buthayna Hasan. (2009, 4 July). Design Knowledge recycling using precedent-Based analysis and synthesis models. Design Studies, Vol 30, pp. 340-368. - Gilfilen, Candy Carmel and Portillo, Margaret. (2010, 1 January) Developmental trajectories in design thinking: an examination of criterial. - Huber Haus, Hans. (1967). Psychologie des lernen und lehrens (Psicologia del aprendizaje y de la enseñanza) Stuttgart. - Jackendoff, Ray. (999). Languages of the Mind. United States of America. Fifth Printing. - Joice, Bruce. Weil, Marsha, and Calhoun, Emily (2009). Models of Theaching. United States Of America. Pearson Education. - Klinkenberg, Jean Marie. (2006). Manual de Semiótica general. Bogotá Universidad de Bogotá Jorge Tadeo Lozano.
- Ladrochelle Marie, Nadine Bednarz, and Garrison, Jim. (1998). Costructivism and Education. New York: Cambridge University press. - Malhotra, Naresh K. (2005). Investigación de mercados. E.U. Pearson Educación. - Piaget, Jean. (1981). Psicología y pedagogía. España. Editorial Ariel. - Pierce, Charles (1978) Collected Papers. Massachusetts, Harvard University Press. ( Algunos de estos papers se encuetran traducidos en la página web del grupo de estudios peirceanos de la Universidad de Navarra, www.unav.es/gep/.) - Pizarro, Rafael E. (2009, 3 May) Theaching to undersatand the urban sensorium in the digital age: Lessons from studio. Design Studies, Vol30, pp. 278-286. - Rodríguez, Diego. (2007). Clase de Lenguaje y significado del Objeto. Universidad de Bogotá Jorge tadeo lozano. (Desglose Etimológico del Diseño Industrial como disciplina: Entendiendo al Diseñador /del lat.Designare/ como un transformador de realidades.) - Rodríguez, Jaime Parra. (2003). Artificios de la mente. Perspectiva en cognición y educación. Bogotá. Circulo de lectura alternativa. - Ronderos Barreto, Natalia. Castellanos Arredondo, Melisa. López Carrizosa, Cristina. (2009). Informe pisa, síntesis de resultados para Colombia. Colomiba Bogotá. Icfes Mejor saber. - Saffer, Dan. (2007). Designing for interaction. United States of America California. New Riders. - Sexe, Néstor. (2001). Diseño.com. Buenos Aires. Editorial Paidos SAICF.
- Smith, Dianne. Hedley, Peter. and Molloy, Michael. (2009, 1 Enero) Design Learning: a Reflective Model. Design Studies, Vol 30, pp. 13-37 - Tidwell, Jenifer. (2006). Designing Interfaces. Canada. O`Reilly Media Inc. - Using design to minimise bullings, asaults and petty theft in schools. (2010). En. http://www.designcouncil.org.uk/ourwork/challenges/Security/Design-out-crime/Schools/. Design counsil. - Whyte, Jennifer. and Cardellino, Paula. en: Spring (2010). Lerning by Design: Visual practices and organizational transformationin schools. Design Issues: Volumen 26. - Zamenopoulos, Alexiou. .and Johnon, J.h. Design. November (2009). Exploring the neurological basis of design cognition using brain imaging. Design Studies Vol. 30. - Zuo, Qun May. (2010). Integrating performance- based design in beginning interior design education: an interactive dialog between the built environment and its context. Design Studies Vol 31.