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Redefining the role of the river and lake in Chicago
Managing Infectious Disease ID 514 Design Planning Larry Keeley Fall 2008
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- Team Mike Marisa Knopman Amanda McKown Judd Morgenstern
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Ubiquitous Computing ID 544 | Interface Design Tom MacTavish Fall 2008 Judd Morgenstern
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Managing Infectious Disease
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Problem to the Environment Chicago Skate Culture
IIT Institute of Design • Systems Workshop Fall 2008 • M. Cirakoglu A. McKown J. Morgenstern D. Sun M. Swift
ID 516 Observing Users Ben Jacobson Fall 2008
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1. Buildings account for 70% of greenhouse gas emissions in Chicago
National electric industry produces $100B in wasted heat & power
CHF Final > Fall 2008
Chicago Skate Culture
Andy Conrad Judd Morgenstern
Example alert systems
Systems Planning: Chicago Vision for the Future Inconspicuous
Platform Product
Conspicuous
High Priority
Alert window pulses (from a few times a minute to a few times a second)
Alert window pulses and does not stop until acted upon
Low Priority
Frame color changes in accordance to alert status
Opaque alert window that remains on screen for a duration of seconds
Inconspicuous
New Venture Creation: Green Retrofitting
Statistics: Chicago Climate Action Plan and Chicago Green Power Blue Collar
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Conspicuous
Research Service Strategy
ROBOTICS + RETIREMENT COMMUNITIES
Sustainability Ventures
2. The old energy grid distribution model is inefficient
TOYOTA + IIT INSTITUTE OF DESIGN Professor Kei Sato Assistant Shin Sano Naveen Kumar Judd Morgenstern Amy Seng Alex Troitzsch
Judd Morgenstern
Spring 2008
Final Exam ID 551 Cognitive Human Factors
Cognitive Human Factors: Bloomberg Terminal
Professor Ken Douros Fall 2008
©Google Maps
Toyota Robotics: Partner Robots + Business Models
Future of the Browser NOTES 1. The visual alert could have an optional auditory alert as well. In this case, thought needs to be given to concurrent volume levels, system and environmental noise, and pitch. 2. Additional thought needs to be given to alert color and how it contrasts background color and accommodates color blindness.
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People Projects Ideas Featured Environment
CHICAGO: VISION FOR THE FUTURE Featured Environment
Redefining the role of the river and lake in Chicago
ID 514 Design Planning Larry Keeley Fall 2008
> search
Preview | List | Tree Map
- Team Mike Marisa Knopman Amanda McKown Judd Morgenstern
Photo: Judd Morgenstern
Ubiquitous Computing ID 544 | Interface Design Tom MacTavish Fall 2008 Judd Morgenstern
Sort by
Ubiquitous Computing Research
Date
Illustration: Bryan Christie
Most viewed Most emailed Highest rated View Themes All Convergence Education Experience Healthcare Interaction
Systems Planning: Managing Infectious Disease Chicago Vision for the Future ... This project commemorates the centennial of the Burnham Plan and proposes a plan for the next 100 years. ... Mehmet Cirakoglu Amanda McKown Judd Morgenster Managing Infectious Disease Dongzhe Sun Matthew Swift ... R A O 4.15.2009 Problem to the Environment ... 2. The old energy grid 1. Buildings account for 70% distribution model is inefficient greenhouse gas 8ofFavorites emissions in Chicago 12 Comments ... > see more like this
Chicago Skate Culture
IIT Institute of Design • Systems Workshop Fall 2008 • M. Cirakoglu A. McKown J. Morgenstern D. Sun M. Swift
ID 516 Observing Users Ben Jacobson Fall 2008
CHF Final > Fall 2008
Chicago Skate Culture
Andy Conrad Judd Morgenstern
Example alert systems
Systems Planning: Chicago Vision for the Future Inconspicuous
Platform Product
National electric industry produces $100B in wasted heat & power
Conspicuous
High Priority
Alert window pulses (from a few times a minute to a few times a second)
Alert window pulses and does not stop until acted upon
Low Priority
Frame color changes in accordance to alert status
Opaque alert window that remains on screen for a duration of seconds
Inconspicuous
1
New Venture Creation: Green Retrofitting
Statistics: Chicago Climate Action Plan and Chicago Green Power Blue Collar
8
Conspicuous
Research Service Strategy
ROBOTICS + RETIREMENT COMMUNITIES
Sustainability Ventures
TOYOTA + IIT INSTITUTE OF DESIGN Professor Kei Sato Assistant Shin Sano Naveen Kumar Judd Morgenstern Amy Seng Alex Troitzsch
Judd Morgenstern
Spring 2008
Final Exam ID 551 Cognitive Human Factors
Cognitive Human Factors: Bloomberg Terminal
Professor Ken Douros Fall 2008
©Google Maps
Toyota Robotics: Partner Robots + Business Models
Future of the Browser NOTES 1. The visual alert could have an optional auditory alert as well. In this case, thought needs to be given to concurrent volume levels, system and environmental noise, and pitch. 2. Additional thought needs to be given to alert color and how it contrasts background color and accommodates color blindness.
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showing 1 -4 / 21 826 Chicago
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Opportunities
ThinkeringSpaces User Observation
826 offers an understanding of voluntary, informal learning environments for mixed ages. Occasionally 826 kids struggle to maintain attention to their homework, but this can be from a long, hard day at school with no break. Although the kids tutored at 826 are never forced to do anything, many work on their homework from school. ThinkeringSpaces could provide an alternative environment for kids to work on their homework or diverge from what they are learning in school entirely. Currently there is an opportunity to create spaces for kids to work collaboratively on school work but also create extracurricular projects and learn for fun. 826 also provides a great example of differentiating between the classroom spatially.
ThinkeringSpaces focus on experiential, exploratory, collaborative, informal learning in libraries, museums and cultural centers. The project goal is to better understand how tinkering environments could support the development of a more heads-on, handson, exploratory approach for 8-12 years old kids to understand physical and virtual worlds. At the core is self-directed inquiry, supported by resource rich, collaboration intensive, interaction directed and computer-mediated environments. The intent is to develop a flexible, physical environment platform, which will be used to support prototyping activities focused on gaining a better understanding of how school-age children can learn informally in new, ThinkeringSpaces.
Design Implications From observing 826, it is clear that there is need for kids to continuing learning outside of the classroom, but the experience must be different to provide the kids with a mental break from their long days. ThinkeringSpaces, unlike 826, must provide platform installations that are self-directed. There will not be any tutors to help the kids in these spaces, but the space should be designed in a way that exploration is not limited by the unknown. Through priming and self-direction, interactions with ThinkeringSpaces will allow kids to learn in an exploratory and informal way. It is important to understand that tutors and one-on-one interactions will not be replaced by ThinkeringSpaces, but supplemental and divergent.
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826 Chicago ThinkeringSpaces project is being developed at the Institute of Design. Research at 826 Chicago was conducted by Andrea Small. Photos were printed with permission.
826 Chicago After-school Writing Center 826CHI is a non-profit organization dedicated to supporting students ages 6-18 with their creative and expository writing skills, and to helping teachers inspire their students to write. Their services are structured around their belief that great leaps in learning can happen with one-on-one attention, and that strong writing skills are fundamental to future success. With this in mind, they provide drop-in tutoring, after-school workshops, in-school tutoring, help for English language learners, and assistance with publications.
Opportunities
ThinkeringSpaces User Observation
826 offers an understanding of voluntary, informal learning environments for mixed ages. Occasionally 826 kids struggle to maintain attention to their homework, but this can be from a long, hard day at school with no break. Although the kids tutored at 826 are never forced to do anything, many work on their homework from school. ThinkeringSpaces could provide an alternative environment for kids to work on their homework or diverge from what they are learning in school entirely. Currently there is an opportunity to create spaces for kids to work collaboratively on school work but also create extracurricular projects and learn for fun. 826 also provides a great example of differentiating between the classroom spatially.
ThinkeringSpaces focus on experiential, exploratory, collaborative, informal learning in libraries, museums and cultural centers. The project goal is to better understand how tinkering environments could support the development of a more heads-on, handson, exploratory approach for 8-12 years old kids to understand physical and virtual worlds. At the core is self-directed inquiry, supported by resource rich, collaboration intensive, interaction directed and computer-mediated environments. The intent is to develop a flexible, physical environment platform, which will be used to support prototyping activities focused on gaining a better understanding of how school-age children can learn informally in new, ThinkeringSpaces.
Design Implications From observing 826, it is clear that there is need for kids to continuing learning outside of the classroom, but the experience must be different to provide the kids with a mental break from their long days. ThinkeringSpaces, unlike 826, must provide platform installations that are self-directed. There will not be any tutors to help the kids in these spaces, but the space should be designed in a way that exploration is not limited by the unknown. Through priming and self-direction, interactions with ThinkeringSpaces will allow kids to learn in an exploratory and informal way. It is important to understand that tutors and one-on-one interactions will not be replaced by ThinkeringSpaces, but supplemental and divergent.
826 Chicago After-school Writing Center 826CHI is a non-profit organization dedicated to supporting students ages 6-18 with their creative and expository writing skills, and to helping teachers inspire their students to write. Their services are structured around their belief that great leaps in learning can happen with one-on-one attention, and that strong writing skills are fundamental to future success. With this in mind, they provide drop-in tutoring, after-school workshops, in-school tutoring, help for English language learners, and assistance with publications.
826 Chicago ThinkeringSpaces project is being developed at the Institute of Design. Research at 826 Chicago was conducted by Andrea Small. Photos were printed with permission.
Opportunities
ThinkeringSpaces User Observation
826 offers an understanding of voluntary, informal learning environments for mixed ages. Occasionally 826 kids struggle to maintain attention to their homework, but this can be from a long, hard day at school with no break. Although the kids tutored at 826 are never forced to do anything, many work on their homework from school. ThinkeringSpaces could provide an alternative environment for kids to work on their homework or diverge from what they are learning in school entirely. Currently there is an opportunity to create spaces for kids to work collaboratively on school work but also create extracurricular projects and learn for fun. 826 also provides a great example of differentiating between the classroom spatially.
ThinkeringSpaces focus on experiential, exploratory, collaborative, informal learning in libraries, museums and cultural centers. The project goal is to better understand how tinkering environments could support the development of a more heads-on, handson, exploratory approach for 8-12 years old kids to understand physical and virtual worlds. At the core is self-directed inquiry, supported by resource rich, collaboration intensive, interaction directed and computer-mediated environments. The intent is to develop a flexible, physical environment platform, which will be used to support prototyping activities focused on gaining a better understanding of how school-age children can learn informally in new, ThinkeringSpaces.
Design Implications From observing 826, it is clear that there is need for kids to continuing learning outside of the classroom, but the experience must be different to provide the kids with a mental break from their long days. ThinkeringSpaces, unlike 826, must provide platform installations that are self-directed. There will not be any tutors to help the kids in these spaces, but the space should be designed in a way that exploration is not limited by the unknown. Through priming and self-direction, interactions with ThinkeringSpaces will allow kids to learn in an exploratory and informal way. It is important to understand that tutors and one-on-one interactions will not be replaced by ThinkeringSpaces, but supplemental and divergent.
826 Chicago After-school Writing Center 826CHI is a non-profit organization dedicated to supporting students ages 6-18 with their creative and expository writing skills, and to helping teachers inspire their students to write. Their services are structured around their belief that great leaps in learning can happen with one-on-one attention, and that strong writing skills are fundamental to future success. With this in mind, they provide drop-in tutoring, after-school workshops, in-school tutoring, help for English language learners, and assistance with publications.
826 Chicago ThinkeringSpaces project is being developed at the Institute of Design. Research at 826 Chicago was conducted by Andrea Small. Photos were printed with permission.
Opportunities
ThinkeringSpaces User Observation
826 offers an understanding of voluntary, informal learning environments for mixed ages. Occasionally 826 kids struggle to maintain attention to their homework, but this can be from a long, hard day at school with no break. Although the kids tutored at 826 are never forced to do anything, many work on their homework from school. ThinkeringSpaces could provide an alternative environment for kids to work on their homework or diverge from what they are learning in school entirely. Currently there is an opportunity to create spaces for kids to work collaboratively on school work but also create extracurricular projects and learn for fun. 826 also provides a great example of differentiating between the classroom spatially.
ThinkeringSpaces focus on experiential, exploratory, collaborative, informal learning in libraries, museums and cultural centers. The project goal is to better understand how tinkering environments could support the development of a more heads-on, handson, exploratory approach for 8-12 years old kids to understand physical and virtual worlds. At the core is self-directed inquiry, supported by resource rich, collaboration intensive, interaction directed and computer-mediated environments. The intent is to develop a flexible, physical environment platform, which will be used to support prototyping activities focused on gaining a better understanding of how school-age children can learn informally in new, ThinkeringSpaces.
Design Implications From observing 826, it is clear that there is need for kids to continuing learning outside of the classroom, but the experience must be different to provide the kids with a mental break from their long days. ThinkeringSpaces, unlike 826, must provide platform installations that are self-directed. There will not be any tutors to help the kids in these spaces, but the space should be designed in a way that exploration is not limited by the unknown. Through priming and self-direction, interactions with ThinkeringSpaces will allow kids to learn in an exploratory and informal way. It is important to understand that tutors and one-on-one interactions will not be replaced by ThinkeringSpaces, but supplemental and divergent.
826 Chicago After-school Writing Center 826CHI is a non-profit organization dedicated to supporting students ages 6-18 with their creative and expository writing skills, and to helping teachers inspire their students to write. Their services are structured around their belief that great leaps in learning can happen with one-on-one attention, and that strong writing skills are fundamental to future success. With this in mind, they provide drop-in tutoring, after-school workshops, in-school tutoring, help for English language learners, and assistance with publications.
826 Chicago Thinkering Spaces 3.29.2004
826 Chicago Thinkering Spaces 3.29.2004
826 Chicago Thinkering Spaces 3.29.2004
826 Chicago Thinkering Spaces 3.29.2004
education chicago thinkering ...
education chicago thinkering ...
education chicago thinkering ...
education chicago thinkering ...
Bio - A health testing kiosk
Bio - A health testing kiosk
Bio - A health testing kiosk
Bio - A health testing kiosk
Service
5.10.2005
5.10.2005
5.10.2005
5.10.2005
Strategy
bio health healthcare product ...
bio health healthcare product ...
bio health healthcare product ...
bio health healthcare product ...
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Healthcare showing 2 -6 / 10
Experience Healthcare Interaction Platform Product Research
Sustainability Ventures
Sustainability showing 8 -12 / 35 New Venture Creation &
New Venture Creation &
New Venture Creation &
New Venture Creation &
Hispanic Housing Development Corporation
Hispanic Housing Development Corporation
Hispanic Housing Development Corporation
Hispanic Housing Development Corporation
Green Building Retrofitting
Green Building Retrofitting
Green Building Retrofitting
Green Building Retrofitting
Hitesh Shah Isorapong Komannont Judd Morgenstern Kaewalongkorn Ngokkham
Hitesh Shah Isorapong Komannont Judd Morgenstern Kaewalongkorn Ngokkham
Hitesh Shah Isorapong Komannont Judd Morgenstern Kaewalongkorn Ngokkham
Hitesh Shah Isorapong Komannont Judd Morgenstern Kaewalongkorn Ngokkham
Chicago Green Retrofitting
Chicago Green Retrofitting
Chicago Green Retrofitting
Chicago Green Retrofitting
3.12.2009
3.12.2009
3.12.2009
3.12.2009
ThinkeringSpaces project is being developed at the Institute of Design. Research at 826 Chicago was conducted by Andrea Small. Photos were printed with permission.
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IIT Institute of Design • Systems Workshop Fall 2008 • J. Lee P. Desai W. Huang A. Conrad 29
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IIT Institute of Design • Systems Workshop Fall 2008 • C. Ambros D. Erwin R. Nechas A. Wirth
IIT Institute of Design • Systems Workshop Fall 2008 • M. Cirakoglu A. McKown J. Morgenstern D. Sun M. Swift
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Service Strategy Sustainability Ventures AChen 2 days ago Nice work on the presentation. Does anyone know where to find more information on Chicago urban planning?
JDB12 4 days ago Can you explain more about how the community development section works?
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Redefining the role of the river and lake in Chicago
Systems Planning: Chicago Vision for the Future ... This project commemorates the centennial of the Burnham Plan and proposes a plan for the next 100 years. ... Mehmet Cirakoglu Dongzhe Sun Amanda McKown Matthew Swift Judd Morgenstern ... 4.15.2009 ... > see more like this
CHICAGO: VISION FOR THE FUTURE Featured Environment
Judd Morgenstern Master of Design Planning Class of 2010
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Interface Design: Ubiquitous Computing Research ... This report looks at state of the art practices in ubiquitous computing and outlines some principles for human-centered development ... Judd Morgenstern ... 12.15.2008 ... > see more like this
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