A N D
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J O U R N E Y P O R T F O L I O
I N G R I D C A R O L I N A R A M Ó N P A R R A
M Y
J O U R N E Y 3
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R E S E A R C H
1. BORN IN LETICIA AMAZONAS, COLOMBIA
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2 . I M M I G R AT E D T O S O U T H E R N C A L I F O R N I A 3 . B E G A N P H D I N W E S T L A FAY E T T E , I N D I A N A 4 . R E S E A R C H E D I N K AYA P Ó I N D I G E N O U S T E R R I T O R I E S F I N I S H I N G P H D I N W E S T L A FAY E T T E , I N D I A N A
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P H I L O S O P H Y
A G A R R A E L M A C H E T E , Y H A Z T U C A M I N O .
P H I L O S O P H Y
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M Y
R E S E A R C H
J O U R N E Y
INDIGENOUS WOMEN’S MEDIA
(2009) Riverside, CA
(2015) Pará, Brazil
Ethnographic project, conducted participant observation,
Ethnography, Photo Elicitation, Participant Observation,
interviews, and field visits.
Interviews, Surveys, Co-Creation
ENGLISH LANGUAGE LEARNERS IN LOS ANGELES, CA
D E S I G N I N G A S PA C E F O R P R A C T I C E
(2012) Los Angeles, CA
(2018) Lafayette, IN
Literature review, methods analysis , surveys
Interviews, Focus Groups, Competitive Analysis, Expert Interviews, Literature Review
MINORITY ENGINEERING STUDENTS (2014) Lafayette, IN Ethnography, Interviews, Surveys
?
R E S E A R C H
HOMELESSNESS IN RIVERSIDE, CA
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M Y
M Y
U S E R - C E N T E R E D
D E S I G N
P R O C E S S
U C D
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D E S I G N P R O C E S S
I D E O . O R G
INDIGENOUS WOMEN’S MEDIA
W H AT D O E S W O M E N ’ S A P P R O P R I AT I O N O F AUDIOVISUAL T E C H N O LO GY LO O K LIKE?
P R O J E C T S
MEDIA CENTER IN THE AMAZON
W H AT D O E S S U P P O R T I N G A D I G I TA L MEDIA CENTER IN A D I G I TA L P E R I P H E R Y LOOK LIKE?
DESIGNING A S PA C E F O R P R A C T I C E
W H AT D O E S A N I N N O V AT I V E L E A R N I N G S PA C E AT T H E S T E M SOCIAL SCIENCE I N T E R FA C E L O O K L I K E ?
P R O J E C T S
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H I G H L I G H T E D
1 . I N D I G E N O U S
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APPROACH
How to best train and support
Followed a bottom-up approach to
Kayapó women’s appropriation of
research, focused on participatory
audiovisual media?
methods and grounded theory. Used open coding for analysis.
Kayapó women’s appropriation of
Community was seen as project
audiovisual media in a digital
partners, not research participants.
periphery environment?
M E D I A
METHODS
Ethnography Participant Observation Interviews Surveys Photo Elicitation
M E D I A
How to best train and support
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I N D I G E N O U S
RESEARCH CHALLENGE
W O M E N
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I N D I G E N O U S
M E D I A
W H A T
W E N T
W R O N G
PA R T I C I PA N T S H Y N E S S
The shyness of project participants made interviewing a challenge, greater reliance on unstructured interviews and
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P I T F A L L S
F I L M I N G PA R T I C I PA N T S
P R O J E C T
ethnography as a result.
Due to unfamiliarity of being filmed, filming interviews or other face-to-camera activities were very awkward resulting in less visual data for future analysis.
SOCIAL CONFLICT Miscommunication between researcher and participants led to a social conflict that caused social tension and a loss of rapport between researcher and participant.
F I N D I N G S GENDER Men and women were separated, present within local society. Results in gender-inflected media making practices.
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Used Android phones are amongst the
Media of local festivals and
most popular, usually bought and sold by
traditional ceremonies are
street vendors. Variety of smartphones,
amongst the most shared, economy.
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yet reached the local phone market.
BLUETOOTH Bluetooth media sharing on Android phones allowed sharing of media without the need for hardware or internet connection. Community members learned backdoor ways to send and install applications
P R OJ E CT T E A M :
IN-PHONE EDITING
T E C H N O LO GY A N D T R A D I T I O N
Apps allowed for in-phone editing of media, suggesting the
Media was used to teach and promote local knowledge systems
possibility of a one-device method
safeguard cultural practices ,
of editing media that is centralized
learning from elders, and to show
and more accessible.
Laura Zanotti, Diego Soares da Silveira, EPICS GAPS Purdue, Kayapó community of A’Ukre, Protected Forest Association, Ingrid Ramón Parra
to posterity.
F I N D I N G S
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pointing to a digital sharing
although newest Android types have not
P R O J E C T
following a gender separation already
SHARING IS SOCIAL
SECOND-HAND DEVICES
2 . D I G I T A L
RESEARCH CHALLENGE
M E D I A
C E N T E R
APPROACH
METHODS
iteration of a digital media center in the village? How to best address specific energy, environmental, and user needs?
design and process. Three teams; Solar System, Weather Resilience, and Technical Materials. Long term sustainability of the media center a main driver of design.
Ethnography Participant Observation Interviews Surveys Gant Charts Prototyping
C E N T E R
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How to best help develop the first
and Engineering approach to
M E D I A
Followed a Design Anthropology
D E L I V E R A B L E S S O L A R E N E R GY
Solutions for unique weather challenges
was created using regionally available
included silica gel packets, pelican cases,
materials were created for the community.
proposed solutions included internal fans
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based on testing with local viruses. A virus education video was created.
E N E R GY U S E
DUAL BOOT SYSTEM
Digital and PDF materials highlighting setup of project deliverables were created and delivered. Current material in-process include a booklet with all specifications and recommendations. Media center model is explained, intended use by other
Dual-boot WIndows and Linux
A custom AC to AC power box
system delivered to address virus
was created to address energy
concerns and the promotion of
loss in the solar system. Energy
open source software.
boxes were designed with known
villages or communities.
P R OJ E CT T E A M :
Laura Zanotti, Diego Soares da Silveira, EPICS GAPS Purdue, Kayapó community of A’Ukre, Protected Forest Association, Ingrid Ramón Parra
user requirements.
F I N D I N G S
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programs were recommended
waterproof cases, cleaning kits. Other and solid state drives.
T E C H N I C A L M AT E R I A L S
Windows anti-virus software P R O J E C T
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A solar system to power the media center materials. Solar education and solar safety
VIRUS PREVENTION
W E AT H E R R E S I L I E N C E
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W H A T
W E N T
W R O N G
W I N D O W S / L I N U X PA R T I T I O N S The dual-boot system was found useless. Users did not use the
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P I T F A L L S
V I R U S , T R OJA N H O R S E S , H O U D I N I S
P R O J E C T
Linux partition, remained principally on Windows.
Number of malware was completely unexpected, the sharing of malicious files was a large challenge to overcome. Viruses affected the usability of software and hardware.
E N V I R O N M E N TA L C H A L L E N G E S Dust, humidity, heat, and high-impact environment remains a challenge. Life cycles of laptops, hard drives, and other hard ware significantly shortened by climate challenges.
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S P A C E
APPROACH
How do we best design a physical
Followed a Design Anthropology
space for practicing and applied
What are features of innovative learning spaces? What features do students identify as innovative?
competitive analysis, focus groups, and capturing student perspectives. Researched other aspirational spaces and identified a design philosophy for the Space for Practice.
METHODS
Competitive Analysis Interviews Focus Groups Mood Boards Expert Interviews
P R A C T I C E
anthropology students?
approach to research. Focused on
P R A C T I C E
F O R
RESEARCH CHALLENGE
F O R
S P A C E
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3 . D E S I G N I N G
S P A C E
F O R
P R A C T I C E
E N V I S I O N I N G A S PA C E W H E R E A N T H R O P O L O G Y C O M E S T O L I F E
The Department of Anthropology at Purdue University was awarded an Instructional Innovation Program Grant to create a Space for Practice that focuses on human-centered design and handson practice.
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and Design students and practitioners, so that they may learn and develop practices within a STEM-social science interface. I joined the team in January of 2018. My role in this project was to focus on the design philosophy for the Space for Practice, finalize design elements for the branding ecosystem, provide initial interior design concepts, and to create a clear vision for the Space for Practice as a practitioner space. My design recommendations were based on competitive analysis, findings from focus groups and interviews, and foundational research on learning and innovation.
P R OJ E CT T E A M :
Claire Sigworth, Dr. Sherri Briller, Dr. Zoe Nyssa, Ingrid Ramรณn Parra
P H D E E P
The purpose of this physical space is to foster transdisciplinary practice between Anthropology
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D E S I G N
R E C O M M E N D A T I O N S
PHILOSOPHY
Brand aesthetic is a blend of Bauhaus
“to make house”, is the philosophical core of
aesthetics and contemporary design elements.
the Space for Practice. Pedagogically, it
Typography reflects a design and art element,
supports students learning from within
moving away from academic aesthetic.
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showed that students prioritized group work over individual work. Design recommendations include movable seating arrangements that can easily accommodate group work and support social learning.
CONNECTING
I T E R AT I O N I S D Y N A M I C L E A R N I N G I S S PAT I A L
Based on competitive analysis, the team found an opportunity for the Space for
Based on interviews with experts, we found that
Students wanted the Space for Practice to be
Practice to connect to other departments
physical spaces promote certain philosophies of
dynamic and changing, departing away from the
on campus, including Fine and Visual Arts,
learning. Our deign recommendations supports
“dead” classroom. We recommended that the
Fashion, Engineering, and Industrial
horizontal and sociocultural learning, instead of
space host community events and workshops, and
learning as a hierarchical experience.
be open to changing as the students move in and
Design.
out of the space.
P R OJ E CT T E A M :
Laura Zanotti, Diego Soares da Silveira, EPICS GAPS Purdue, Kayapó community of A’Ukre, Protected Forest Association, Ingrid Ramón Parra
F I N D I N G S
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Findings from student focus groups and interviews P R O J E C T
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The Bauhaus movement, literately meaning
through practice and creation.
LEARNING IS SOCIAL
BRAND AESTHETIC
T H A N K
909 333 0527 ingridramonparra@gmail.com ingridramonparrra.myportfolio.com
Y O U C O N T A C T
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I N T E R V I E W S C O N D U C T E D W E R E N O T R E P R E S E N T A T I V E , O V E R R E P R E S E N T A T I O N O F S O C I A L S C I E N C E S