#encourage creativity divergence and experimentation

[axolotluv]

What's with art communities and forgetting people can just do things for fun and not be professional about it??

#ax speaks #advice is ALWAYS catered to “how to survive as a professional artist” #like yeah cool this is all great but I just wanted to know how to make my art cool not the rules I need to follow to get hired #good anatomy does not equal good art #good dialogue does not equal good art #encourage creativity divergence and experimentation #shade with black. make big thick messy lines. make your lighting completely nonsensical #make weird uncomfortable dialogue. narrate casually. space out your words strangely for effect. write in the second person #of course all of it can be executed badly that's why professionals tell you to stay away from it #but if you execute it in your own way and make it work you can really push the bounds of being an artist #the question should always be “goes it feel good” rather than “is it correct” when creating something #the next time someone asks you for drawing advice don't tell them to make the lines less shaky or to use more muted colors #tell them exactly what you would do to make their art look sick as hell #or if someone asks for writing advice don't tell them the structure of a story or what words to use #tell them exactly what your favorite parts are to focus on like dialogue or how you came up with the part you had the most fun writing

[learningresourcestoysblog]

Unlocking Educational Fun: Exploring the Impact of Learning Resources Toys on Child Development

Learning resources toys are designed to be both entertaining and educational, aiming to support children's cognitive, physical, and social development. The impact of these toys on child development is multifaceted, encompassing various aspects of learning and skill-building. Here are some key ways in which learning resources toys can contribute to a child's development:

Cognitive Development:

Problem-Solving Skills: Many educational toys are designed to challenge children to solve problems and think critically. Puzzles, building blocks, and strategy games can enhance cognitive skills and problem-solving abilities.

Cognitive Stimulation: Toys that encourage exploration, experimentation, and imagination stimulate a child's cognitive development. These activities can include shape sorting, counting, and imaginative play.

Language and Communication Skills:

Vocabulary Building: Educational toys often incorporate language development elements. Toys that involve storytelling, naming objects, or interactive games can contribute to vocabulary building and language skills.

Social Interaction: Some toys are designed for group play, promoting social interaction and communication among children. Cooperative play with peers can enhance language development and interpersonal skills.

Fine and Gross Motor Skills:

Manipulative Skills: Building blocks, puzzles, and construction toys can help develop fine motor skills as children grasp, manipulate, and assemble different pieces.

Physical Activity: Certain educational toys, such as those involving physical activity or outdoor play, contribute to the development of gross motor skills, coordination, and balance.

Creativity and Imagination:

Open-Ended Play: Toys that allow for open-ended play, such as building sets or art supplies, encourage creativity and imagination. These activities promote divergent thinking and the ability to generate unique ideas.

Role-Playing: Dolls, action figures, and playsets can facilitate role-playing scenarios, helping children explore and understand different roles and situations.

Math and Numeracy Skills:

Counting and Sorting: Toys that involve counting, sorting, and categorizing objects contribute to the development of basic math and numeracy skills.

Educational Games: Board games and card games designed for educational purposes can introduce mathematical concepts in an engaging manner.

Emotional and Social Development:

Empathy and Cooperation: Toys that encourage sharing, taking turns, and cooperative play contribute to the development of empathy and social skills.

Emotional Expression: Some educational toys, such as art supplies or storytelling tools, provide avenues for children to express their emotions and thoughts.

Technology and STEM Skills:

Coding and Robotics Kits: Some learning resources toys are designed to introduce basic coding and robotics concepts, promoting STEM (science, technology, engineering, and mathematics) skills from an early age.

It's important to note that while educational toys can be valuable tools for child development, they are most effective when used in conjunction with a supportive and engaging learning environment. Additionally, the age appropriateness of toys should be considered to ensure that they align with a child's developmental stage. Parents, caregivers, and educators play a crucial role in guiding and facilitating meaningful play experiences with educational toys.

#learningresourcestoys #Babylistwelcomebox #besteducationaltoysfor3yearolds #bestlearningtoysfor2yearolds #bestlearningtoysfor3yearolds #educationaltoys #learningtoys #preschooltoys

[featherquillpen]

Dear Yuletide Author

I hope more than anything that my prompts help you have fun and be creative. That's what Yuletide is all about.

In general, I like cultural worldbuilding, character study, friendship, taking small canon details and running with them, and Yuletide experimentation and weirdness. If you want to try something Different for Yuletide, consider this your opportunity.

I tend not to like pure fluff, fix-its, strongly divergent AUs, and fics that totally avoid/erase prejudice and bigotry found in canon.

On to the fandoms!

Nampeshiweisit Series - Moniquill Blackgoose

I love this book so much for its complex characters and intriguing worldbuilding. I have requested fic about Sander Jansen, because I loved him and I would absolutely adore a fic from his point of view. Some prompts:

My favorite part of the book was the chapters titled "This is the Story That ____ Told." I would love to see a take on "This is the Story That Sander Told."

What is the relationship like between Sander and his dragon Inga? They seem to relate to each other differently than the other dragon-bonded.

In the book, Sander is shown to adjust fairly easily to Anequs's radically different culture. I would love a missing scene of a moment where Sander and Anequs aren't quite on the same page.

And any kind of missing scene from the academy would be great!

Camp Damascus - Chuck Tingle

I loved this book for its deep dive into what it's like to live in a fringe Christian sect as a queer person, and the way the brainwashing gets its claws in. I requested fic about Saul because he's a cool character with some intriguing gaps in his story. Saul&Willow friendship as a theme is VERY much encouraged. Also, given the content of this book, feel free to get fucked up and disturbing in your fic if you want. Some prompts:

Who is Saul's lost love he doesn't dare to think about anymore? Does Saul seek him out after the events of the book?

How did Saul end up becoming a counselor at Camp Damascus?

What was Saul and Willow's relationship like back when he was her counselor at Camp Damascus? Do they ever end up remembering more about that time?

Anything delving into Saul's unique relationship with religion and any missing scene from the time when Willow lived at Saul's house would be great.

Babel - R.F. Kuang

WOW this book rewired my brain. I loved the emphasis on the ways language and translation can be used for colonialism and violence. I chose worldbuilding as my tag for this fandom because as a multilingual person I found the translation magic fascinating. Some prompts:

Empires always think that they were the ones to invent everything they have, but much more commonly, they stole it from somewhere else. In my mind, there must be translation magics that exist outside the scope of the British Empire. What are they? How are they different from the Oxford approach?

Along similar lines: how do Victoire and her revolutionaries use their knowledge of translation magic toward their own radical ends? What is their vision for the role of magic in a more just world?

Think outside the box on translation. What kind of translation magic could you do with Polari? ASL? Would the changes in writing systems in Korea and Japan change anything?

Happy Yuletide!

Poetry

#yuletide

[hussanisoyat]

Fostering Creativity in Children's Education: Approaches and Benefits

In today's rapidly changing world, fostering creativity in children's education is more important than ever. Creativity is not only a fundamental aspect of human expression but also a crucial skill that fosters innovation, problem-solving, and adaptability. In this article, we will explore various approaches to fostering creativity in children's education and discuss the numerous benefits it offers.

Embracing Open-Ended Activities:

One approach to fostering creativity in children's education is to embrace open-ended activities that encourage exploration and experimentation. Provide children with opportunities to engage in activities such as art projects, storytelling, and imaginative play, where there are no right or wrong answers. These activities allow children to unleash their creativity, express themselves freely, and develop their unique voices.

Encouraging Divergent Thinking:

Divergent thinking is the ability to generate multiple solutions to a problem or explore multiple perspectives on a topic. Encourage children to think outside the box and explore alternative solutions to problems. Pose open-ended questions that stimulate creativity and encourage children to brainstorm ideas without judgment. By fostering divergent thinking, children learn to approach challenges with creativity and innovation.

Creating a Supportive Environment:

Creating a supportive environment is essential for fostering creativity in children's education. Encourage risk-taking and experimentation by creating a safe space where children feel free to express themselves without fear of criticism. Provide positive reinforcement and praise children for their efforts rather than focusing solely on outcomes. By nurturing a supportive environment, children feel empowered to explore their creativity and take risks in their learning journey.

Integrating Arts and Humanities:

Integrating arts and humanities into the curriculum is another effective way to foster creativity in children's education. Provide opportunities for children to engage with music, visual arts, literature, and drama, allowing them to explore different forms of expression and creativity. Incorporating arts and humanities into the curriculum not only enhances children's creative abilities but also fosters empathy, critical thinking, and cultural awareness.

Encouraging Collaboration and Communication:

In the realm of fostering creativity in children's education, collaboration and communication stand as pillars for holistic development. Providing ample opportunities for children to engage in collaborative projects not only cultivates creativity but also nurtures essential social and cognitive skills. Encourage children to work together on projects where they can share ideas, brainstorm solutions, and learn from each other's perspectives. Emphasize active listening and effective communication skills, allowing children to articulate their thoughts and opinions with clarity and confidence. By fostering a collaborative environment, children learn the value of teamwork, empathy, and leveraging the diverse talents of their peers, essential skills that transcend academic boundaries and are particularly relevant in the context of school admission in Dubai, where multiculturalism and collaboration are celebrated.

Emphasizing Play-Based Learning:

Play-based learning serves as a cornerstone in fostering creativity in children's education, providing a fertile ground for exploration, experimentation, and innovation. Encourage children to engage in unstructured play, where they can tap into their imagination, problem-solving skills, and creativity to navigate the complexities of the world around them. Offer a diverse range of open-ended materials such as blocks, clay, and building materials that empower children to unleash their creativity and inventiveness freely. By prioritizing play-based learning, children develop the curiosity, resilience, and adaptability needed to thrive in an ever-evolving educational landscape, especially in the context of Dubai's dynamic school admission process, which values innovative thinking and creative problem-solving.

Providing Opportunities for Reflection and Revision:

Reflection and revision serve as integral components of the creative process, fostering resilience, persistence, and a growth mindset in children's education. Offer opportunities for children to reflect on their work, evaluate their ideas, and revise their creations based on feedback and self-assessment. Encourage children to embrace failure as a natural part of the creative journey, leveraging setbacks as opportunities for growth and learning. By providing structured opportunities for reflection and revision, children develop the critical thinking skills and self-awareness necessary for success in creative endeavours. This approach is particularly pertinent in the context of school admission in Dubai, where students are encouraged to demonstrate resilience and adaptability in the face of challenges, positioning them for success in a competitive academic landscape.

Conclusion:

Fostering creativity in children's education, particularly in the context of admission in Dubai, is essential for preparing them for success in the 21st century. By embracing open-ended activities that encourage exploration and innovation tailored to the unique requirements of schools in Dubai, encouraging divergent thinking relevant to admission criteria in Dubai, creating a supportive environment that fosters creativity and risk-taking specific to the expectations of Dubai-based institutions, integrating arts and humanities into the curriculum to enhance cultural awareness and creativity in line with Dubai's diverse educational landscape, encouraging collaboration and communication skills necessary for success in school admission processes in Dubai, emphasizing play-based learning to develop creativity and resilience suited to Dubai's dynamic educational environment, and providing opportunities for reflection and revision that promote critical thinking and self-awareness relevant to school admission standards in Dubai, educators can effectively nurture the creative potential of every child. The benefits of fostering creativity in children's education, including enhanced problem-solving skills, increased innovation, and a lifelong love of learning, are particularly advantageous in the competitive realm of school admission in Dubai, where creative thinking and adaptability are highly valued. By prioritizing creativity in education within the context of school admission in Dubai, we can empower children to become imaginative thinkers, innovative problem solvers, and lifelong learners who are well-equipped to thrive in the ever-changing educational landscape of Dubai and beyond.

#admission in dubai

[srikanthgoduru]

Srikanth Goduru's 5 Tips into Agile Creativity & Experimentation

In the dynamic realm of Agile methodologies, creativity and experimentation are the lifeblood of innovation. Srikanth Goduru, a seasoned Agile practitioner, shares five invaluable insights into fostering creativity and experimentation within Agile teams. Let's explore these insights and discover how they can propel organizations toward greater success in the digital age.

1. Create a Safe Environment for Exploration

Srikanth Goduru emphasizes creating a safe and supportive environment where team members feel empowered to explore new ideas and take risks. By fostering a culture of psychological safety, teams can overcome the fear of failure and unleash their creative potential.

2. Encourage Divergent Thinking

Agile thrives on diverse perspectives and ideas. Sri Goduru advocates for encouraging divergent thinking within Agile teams, where members are encouraged to explore multiple solutions to a problem. By embracing diverse viewpoints and fostering open-mindedness, teams can uncover innovative solutions that may have yet to be apparent initially.

3. Embrace Iterative Experimentation

Experimentation is at the heart of Agile methodologies. Srikanth Goduru encourages teams to embrace iterative experimentation, where they test hypotheses, gather feedback, and adapt their approach based on the results. By adopting a mindset of continuous learning and improvement, teams can iterate toward success and drive innovation in their products and processes.

4. Foster Cross-Functional Collaboration

Collaboration across disciplines is essential for fostering creativity and innovation. Sri Goduru stresses the importance of fostering cross-functional collaboration within Agile teams, where members with diverse skill sets work together towards a common goal. By leveraging the collective expertise of team members, organizations can unlock new opportunities for innovation and problem-solving.

5. Celebrate Failure as a Learning Opportunity

In Agile environments, failure is not a setback but a valuable learning opportunity. Srikanth Goduru encourages teams to celebrate failure as a natural part of the experimentation process. By reframing failure as a chance to learn, teams can cultivate a growth mindset and embrace experimentation with enthusiasm and resilience.

Conclusion

In conclusion, Sri Goduru's insights into Agile creativity and experimentation offer a roadmap for organizations seeking to foster innovation and drive success in the digital age. By creating a safe environment for exploration, encouraging divergent thinking, embracing iterative experimentation, fostering cross-functional collaboration, and celebrating failure as a learning opportunity, organizations can unlock their creative potential and thrive in an ever-changing landscape. With Srikanth Goduru's guidance as a beacon of inspiration, teams can navigate the complexities of Agile creativity and experimentation with confidence and resilience, ultimately achieving their goals with excellence.

#agile #srikanth goduru #sri goduru #agile transformation #agile project management #agile methodology #agile coaching

[webionaire]

Taking as its starting point the notion of photocinema – or the interplay of the still and moving image – the photographs, interviews, and critical essays in this volume explore the ways in which the two media converge and diverge, expanding the boundaries of each in interesting and unexpected ways. The book’s innovative approach to film and photography produces a hybrid 'third space', where the whole becomes much more than the sum of its individual parts, encouraging viewers to expand their perceptions to begin to understand the bigger picture. Photocinema represents a nuanced theoretical and practical exploration of the experimental cinematic techniques exemplified by artists like Wim Wenders and Hollis Frampton. In addition to new critical essays by Victor Burgin and David Campany, the book includes interviews with Martin Parr, Hannah Starkey and Aaron Schuman and a portfolio of photographs from various new and established artists.

[turftown27]

Unveiling the Fascinating World of Underarm Cricket Rules

In the realm of cricket, where tradition and innovation intersect, few formats stand out as boldly as Underarm Cricket. Originating from casual backyard games and gaining traction in competitive circles, Underarm Cricket has carved its niche with a set of rules that diverge from conventional cricket, offering a refreshing and entertaining experience for players and spectators alike.

Underarm Cricket Rules: A Daring Departure

In Underarm Cricket, the rules take a daring departure from the orthodox regulations governing the traditional game. Unlike its overarm counterpart, where bowlers deliver the ball with a straight arm motion, Underarm Cricket allows bowlers to release the ball with an underarm action. This unique rule adds an element of unpredictability to the game, challenging batsmen to adapt to deliveries coming from a lower trajectory.

The Boundary Dynamics

Another intriguing facet of Underarm Cricket rules lies in the boundary dynamics. While conventional cricket grounds feature defined boundary lines, Underarm Cricket often embraces the fluidity of space, allowing players to negotiate boundary distances based on the available playing area. This flexible approach fosters creativity and strategic thinking, as teams must assess the field layout and adapt their gameplay accordingly.

Scoring System Innovations

In Underarm Cricket, innovation extends to the scoring system, offering a dynamic framework that diverges from traditional cricket metrics. While sixes and fours remain integral to scoring, Underarm Cricket introduces unique scoring opportunities, such as bonus runs for hitting designated targets or executing skillful shots. This inventive twist injects excitement into every aspect of the game, encouraging players to explore new strategies and showcase their talents in unexpected ways.

Fielding Configurations

Fielding configurations in Underarm Cricket often deviate from the conventional setup, encouraging teams to experiment with different formations tailored to their strengths and tactical objectives. With fewer restrictions on field placements, captains have the freedom to deploy fielders strategically, aiming to stifle opposition batsmen and create opportunities for breakthroughs. This flexibility fosters a dynamic playing environment where adaptability and quick thinking are paramount.

Over Restrictions

In contrast to traditional cricket, where bowlers are subject to strict over limitations, Underarm Cricket adopts a more relaxed approach to over restrictions, promoting a fluid and continuous flow of gameplay. While overs still play a significant role in structuring the match, the emphasis shifts towards maintaining momentum and keeping the game engaging for participants and spectators alike. This departure from rigid over regulations adds an element of spontaneity to Underarm Cricket, allowing matches to unfold organically.

Equipment Adaptations

Equipment adaptations are another hallmark of Underarm Cricket rules, with players often using modified gear optimized for the unique demands of the format. From specialized bats designed for lower trajectory deliveries to innovative protective gear tailored to underarm bowling dynamics, equipment innovations play a crucial role in enhancing player performance and safety in Underarm Cricket.

Spirit of Sportsmanship

Amidst the exhilarating action and rule innovations, the spirit of sportsmanship remains a guiding principle in Underarm Cricket. While the format encourages creativity and strategic experimentation, it also emphasizes fair play, respect for opponents, and adherence to the principles of integrity and camaraderie. This commitment to sportsmanship fosters a positive and inclusive playing environment, where players of all skill levels can participate and enjoy the game.

Embracing the Unconventional:

In conclusion, Underarm Cricket rules offer a captivating departure from the traditional norms of the sport, inviting players and spectators to explore a world of innovation, creativity, and excitement. From unconventional bowling actions to dynamic scoring opportunities, Underarm Cricket embodies the spirit of experimentation and adventure, pushing the boundaries of what cricket can be. Whether played casually in backyard settings or competitively on organized platforms, Underarm Cricket continues to captivate audiences worldwide, showcasing the enduring appeal of sporting innovation and the thrill of the unexpected.

[birtikendrajituniversity]

Unlocking Creativity in the Classroom: Nurturing the Next Generation of Innovators

Introduction: In today's rapidly changing world, creativity is increasingly recognized as a vital skill for success. Whether it's in the arts, sciences, or business, the ability to think creatively and innovatively is essential. However, fostering creativity in the classroom can be a challenge for educators. In this blog post, we'll explore strategies for unlocking creativity in students and nurturing the next generation of innovators.

Why Creativity Matters: Creativity is more than just artistic expression; it's about thinking outside the box, finding novel solutions to problems, and pushing boundaries. In a world where automation is replacing routine tasks, creativity is what sets humans apart and drives progress. By cultivating creativity in students, we equip them with the skills they need to thrive in the 21st century workforce.

Creating a Culture of Creativity: One of the first steps in fostering creativity in the classroom is to create a supportive environment where students feel encouraged to take risks and explore new ideas. This means embracing failure as a natural part of the learning process and providing opportunities for experimentation and discovery. Teachers can promote a culture of creativity by incorporating activities such as brainstorming sessions, design challenges, and open-ended projects into their curriculum.

Encouraging Divergent Thinking: Divergent thinking is the ability to generate multiple solutions to a problem, often by approaching it from different angles or perspectives. Unlike convergent thinking, which focuses on finding the single correct answer, divergent thinking encourages flexibility and originality. Educators can encourage divergent thinking by asking open-ended questions, encouraging collaboration, and providing opportunities for students to explore topics in depth.

Integrating the Arts: The arts offer a unique platform for creativity and self-expression. Whether it's through music, visual arts, or theater, artistic activities can stimulate the imagination and foster creative thinking skills. Integrating the arts into the curriculum not only enriches students' learning experiences but also provides a valuable outlet for creative expression.

Embracing Failure: Innovation often requires taking risks and facing failure along the way. Instead of fearing failure, educators can teach students to embrace it as a learning opportunity. By reframing failure as a natural part of the creative process, students can develop resilience and perseverance in the face of challenges.

Conclusion: Unlocking creativity in the classroom is essential for preparing students for success in an increasingly complex and dynamic world. By creating a culture of creativity, encouraging divergent thinking, integrating the arts, and embracing failure, educators can nurture the next generation of innovators and problem solvers. Let's empower our students to unleash their creative potential and shape a brighter future for us all.

[eames-blog]

Setting the Mood

Lighting plays a multifaceted role in our lives, affecting the way we interact with our surroundings. It has huge practical and aesthetic influence and affects our mental and physical health, guiding mood and behaviour. Exposure to natural light can reduce eye strain and fatigue and stabilise the circadian rhythm - a system that uses lighting cues to influence chemical-releasing processes in the brain. However, our response to light extends beyond the natural light we receive...   

The field of lighting design has always invited a uniquely dynamic degree of experimentation. Artificial light has expanded our possibilities as we are no longer bound by the diurnal cycle. We utilise artificial lighting in our homes, setting mood by gradually changing the tonality and hue as the sun rises and sets.  

After the first incandescent bulbs were invented in the 1870s, the radiant world of artificial lighting was born and quickly adapted by designers and artisans within a few decades, with an extraordinary application of creativity and artistry. Art Nouveau embraced the electric light, applying their signature fluid style, inspired by the natural world, and translated into stained glass lamps with sinuous metalwork. Tiffany Studios and others created colourful stained glass lampshades, while in the early years of the 20th century, Mariano Fortuny created incredibly sophisticated pieces that seemed decades ahead of their time.  

Poul Henningsen was an expert in lighting theory and revolutionised the lighting design field, inventing mood lighting in the late 1920s when he produced his iconic, avant-garde, lamp series. Scientifically rigorous analysis of light refraction was applied - layered shades distributed the light providing diffused illumination. Henningsen combined functionality with beauty, but his philosophy went beyond aesthetics, often addressing social and environmental issues. He believed that good lighting design should improve the quality of life for people by creating pleasant environments.  

Henningsen’s divergent intellect had a profound effect on the lighting design industry, inspiring designers’ explosive creativity within the field. Today, the impact of lighting is revered to enhance experience, consequently, lighting products are greatly consumed as the right lighting promotes the aesthetics of products and spaces we inhabit.  

Contemporary emphasis on lighting has contributed to modern living and design through more than just aesthetics. Environmental concerns have led energy efficiency and sustainability to align with modern design principles. This has caused LEDs to be widely adopted due to their smaller carbon footprint than conventional incandescent or compact fluorescent lights. Also, eco-friendly materials and production practices have majorly influenced design considerations.  

Smart Lighting systems have changed our interactivity with lighting: automatic lighting uses motion sensors to control lights and the Internet of Things has enabled lighting systems to interact with smart devices, both creating a convenient and seamless living experience. Human-Centric Lighting explores the physiological and psychological impact of light on human health and performance. Considering circadian theories, it produces varying intensities, colours, and temperatures of light to mimic the diurnal cycle. Integrating daylight into architectural design harnesses sunlight so its natural patterns become evident to its inhabitants. HCL is tailored to optimise visibility and comfort: intense, white light is produced throughout the day, encouraging attentiveness, while warm, dim light, in the evening promotes relaxation for sleep. To maintain visual interest, different light levels are used throughout space, and flicker is eliminated as it is distracting and causes headaches. 

  Works Cited 

admin. “How Lighting Can Impact Our Mood and Behaviour.” Rhea LED Linear, 31 Oct. 2020, www.rhealedlinear.com/uncategorized/how-lighting-can-impact-our-mood-and-behaviour/. Accessed 25 Jan. 2024. 

Dean, Remy. “A Beacon of Design.” Signifier, 27 Feb. 2023, medium.com/signifier/a-beacon-of-design-6eb7090fae06. Accessed 25 Jan. 2024. 

HILCLARE. “Are LEDs Better for the Environment? Earth Day 2021 - Hilclare.” Hilclare Lighting, 21 Apr. 2021, hilclare.com/leds-are-better-for-the-environment-earth-day-2021/#:~:text=LED%20Lights%20have%20a%20smaller. 

Illuminated Integration. “How Lighting Affects Mood.” Illuminated Integration, 25 Oct. 2019, illuminated-integration.com/blog/how-lighting-affects-mood/. 

Matthews, AuthorSue. “LIGHTING and DECORATING in the ART NOUVEAU STYLE.” Bespoke Lights, 22 Jan. 2016, www.bespokelights.co.uk/blog/2016/01/lighting-and-decorating-in-the-art-nouveau-style/. Accessed 25 Jan. 2024. 

NVC Lighting. “Human Centric v Circadian Lighting.” Www.nvcuk.com, www.nvcuk.com/technical-support/view/human-centric-v-circadian-lighting-13#:~:text=Human%20centric%20lighting%20(HCL)%20is. Accessed 25 Jan. 2024. 

TONEART. “Poul Henningsen (1894 / 1967) - a Pioneer of Functionalism.” PH Furniture, phfurniture.com/blogs/news/poul-henningsen-1894-1967-a-pioneer-of-functionalism. 

---. “Poul Henningsen (PH).” PH Pianos, www.phpianos.com/poul-henningsen. Accessed 25 Jan. 2024. 

Bradbury, D. (2014) Mid-century modern complete. London: Thames & Hudson. 

#lighting design #mid century design

[devoqdesign]

Design Thinking: The Secret Weapon of UI/UX Designers

In the fast-paced world of digital design, staying ahead of the curve is essential for creating user interfaces and experiences that captivate and engage. Amidst the array of methodologies available to designers, one stands out as a secret weapon—Design Thinking. This approach goes beyond mere aesthetics; it delves into the core of user needs and behaviors, making it an indispensable tool for UI/UX designers.

Understanding Design Thinking:

At its essence, Design Thinking is a human-centric problem-solving methodology that prioritizes empathy, ideation, and experimentation. Initially popularized by design firms like IDEO, it has seamlessly integrated into the UI/UX design process. The approach is iterative, encouraging designers to empathize with users, define their needs, ideate potential solutions, prototype, and test—all in a continuous loop.

Empathy as the Foundation:

One of the pillars of Design Thinking is empathy, the ability to understand and share the feelings of others. In UI/UX design, this translates into gaining a deep understanding of the end-users. Designers immerse themselves in the users' experiences, identifying pain points and gaining insights that shape the design process. By placing empathy at the forefront, UI/UX designers can create solutions that resonate with users on a profound level.

Defining User Needs:

Design Thinking prompts designers to define the problem before attempting to solve it. In the context of UI/UX, this involves understanding user needs, behaviors, and motivations. Through techniques such as user interviews, surveys, and analytics, designers can pinpoint the key challenges users face. This clarity sets the stage for a more focused and effective design process.

Ideation for Innovative Solutions:

Once the problem is defined, Design Thinking encourages a divergent thinking approach—ideation. This is the stage where designers brainstorm and generate a multitude of ideas, aiming for quantity over quality initially. In the realm of UI/UX, ideation sparks creativity, leading to innovative solutions that might not have been apparent through conventional methods.

Prototyping and Testing:

Design Thinking emphasizes rapid prototyping as a means to bring ideas to life quickly. For UI/UX designers, this translates to creating low-fidelity prototypes that allow for quick iteration based on user feedback. The testing phase is crucial, as it validates assumptions and ensures that the design aligns with user expectations. Through this iterative process, UI/UX designers refine their solutions, ultimately delivering a product that meets user needs effectively.

Breaking Down Silos:

Design Thinking is not confined to designers alone; it encourages collaboration across disciplines. UI/UX designers work in tandem with developers, marketers, and other stakeholders, fostering a holistic approach to problem-solving. This interdisciplinary collaboration ensures that the final product not only looks good but functions seamlessly and aligns with business goals.

Conclusion:

In the ever-evolving landscape of UI/UX design, Design Thinking emerges as the secret weapon that empowers designers to create solutions that resonate with users on a profound level. By prioritizing empathy, defining user needs, ideating for innovation, and embracing rapid prototyping and testing, UI/UX designers can navigate the complexities of digital design with a strategic and human-centric mindset. Design Thinking is not just a methodology; it's a mindset that elevates UI/UX design from aesthetics to an impactful and meaningful user experience.

Visit my Upwork profile for - UI/UX design, Web design & Mobile design

[bdmjs]

Fostering Creativity in Preschool - Art, Music, and Movement Activities for Young Children

Fostering creativity in preschool is a crucial aspect of early childhood education and preschool learning. By creating a supportive and stimulating environment, providing a wide range of materials, facilitating creative activities, encouraging divergent thinking, promoting collaboration, and valuing the process, educators can help young children develop their creative thinking skills and unleash their imagination. These strategies will not only benefit children during their preschool years but will also lay a strong foundation for their future academic and personal success.

It is essential to create an environment that encourages exploration and experimentation. The classrooms of the best primary school near Bansdroni are equipped with a wide range of materials and resources that can be used for open-ended play. These materials include blocks, art supplies, musical instruments, and natural items like leaves and shells. By allowing children the freedom to choose and manipulate these materials, they can engage in imaginative play and develop their creative thinking skills.

In addition to providing materials, educators at the best preschool in Kolkata also facilitate activities that promote creative expression. This is done through art projects, music and movement sessions, and dramatic play. Art activities such as painting, drawing, and collage allow children to express themselves visually and develop their fine motor skills. Music and movement activities encourage children to explore different sounds and rhythms, promoting their auditory and physical development. Dramatic play, on the other hand, allows children to step into different roles and engage in imaginative storytelling.

Another important aspect of fostering creativity in preschool is encouraging divergent thinking. This means valuing and celebrating multiple perspectives and solutions. Instead of providing children with a single correct answer, educators should encourage them to generate multiple ideas and explore different possibilities. This can be done through open-ended questioning and problem-solving activities. For example, instead of asking a child what colour a certain object is, educators can ask them what other colours they think it could be and why.

Providing opportunities for children to engage in collaborative and group activities is another important aspect at a top preschool in Kolkata. Working together with their peers allows children to learn from one another, share ideas, and build upon each other's creativity. Group projects such as building a structure with blocks or creating a mural can foster teamwork, communication, and problem-solving skills. These activities also provide children with the opportunity to appreciate and respect the ideas and contributions of others.

Fostering creativity in preschool is not just about the end product but also about the process. Educators should focus on the journey of exploration and discovery rather than solely on the final outcome. By valuing and acknowledging children's efforts and ideas, educators can boost their self-confidence and motivation to continue exploring and creating.

Art, Music, and Movement Activities for Young Children

Engaging young children in art, music, and movement activities is not only a fun way to keep them entertained but also a valuable way to stimulate their creativity, cognitive development, and physical coordination.

Art Activities

1. Collage Creations:

   - Provide children with a variety of materials such as coloured papers, magazines, fabric scraps, glue, and scissors.

   - Encourage them to create collages by cutting out shapes, pictures, or patterns and glueing them onto a base paper.

   - This activity promotes fine motor skills, hand-eye coordination, and artistic expression.

2. Sensory Painting:

   - Set up a painting station with different textured materials such as sponges, brushes, cotton balls, or even vegetables.

   - Instead of using traditional paint, experiment with materials like pudding, coloured ice cubes, or scented water.

   - Let children explore and create their own unique sensory paintings, engaging their senses and imagination.

Music Activities

1. Musical Instruments Parade:

   - Gather a variety of child-friendly instruments such as tambourines, xylophones, maracas, or drums.

   - Encourage children to march or dance around while playing their chosen instrument.

   - This activity enhances gross motor skills, rhythm recognition, and coordination while fostering a sense of rhythm and self-expression.

2. Sound Exploration:

   - Create a sound exploration station with everyday objects like pots, pans, cups, or utensils.

   - Allow children to experiment with different sounds by tapping, shaking, or rubbing the objects.

   - This activity introduces children to the concept of sound, encourages active listening, and stimulates their curiosity.

Movement Activities

1. Animal Yoga:

   - Introduce children to simple yoga poses that imitate animals such as cat, cow, dog, or butterfly.

   - Guide them through a series of gentle stretches and movements, encouraging them to imitate the animals' movements.

   - This activity promotes body awareness, balance, flexibility, and mindfulness.

2. Dance Freeze:

   - Play upbeat music and encourage children to dance freely.

   - Periodically pause the music and instruct the children to freeze in their current pose.

   - This activity promotes gross motor skills, listening skills, and self-control while allowing children to express themselves through movement.

Incorporating art, music, and movement activities into the preschool learning daily routine of young children provides them with valuable opportunities for self-expression, creativity, cognitive development, and physical coordination. The activities mentioned above from a top primary school near Bansdroni are just a starting point, and caregivers and educators are encouraged to adapt and expand upon them based on the interests and abilities of the children. These activities will not only bring joy and fun but also contribute to the holistic development of young children.

#bdmjs #education #preschool #creativity #earlyeducation #bdmemorial

[maacwanowrie]

Non-Photorealistic Rendering in 3d animation

Non-Photorealistic Rendering (NPR) in 3D animation is a fascinating artistic technique that diverges from the traditional goal of achieving realistic visuals. Instead, NPR focuses on creating stylized and expressive imagery, often emulating various artistic styles such as cartoons, paintings, or sketches. By deliberately departing from realism, NPR opens up a world of creative possibilities, allowing artists to convey emotions, narratives, or moods in unique and visually captivating ways. Learning 3D animation can indeed open up a wide range of creative opportunities, allowing you to create engaging content for various mediums. While I don't have real-time access to the latest information on specific courses available in 3D animation courses in Pune.

 One of the primary motivations behind NPR is to infuse a sense of artistic hand-crafted quality into computer-generated imagery. By imitating traditional artistic techniques, NPR can evoke nostalgia, whimsy, or even surrealism. Artists can experiment with line thickness, brush strokes, textures, and shading styles to give their creations a distinct personality and aesthetic appeal. This approach enables the development of animated films, video games, or even architectural visualizations with a visually striking and memorable impact.

 NPR techniques encompass a wide range of artistic styles, each with its own characteristics and visual language. For instance, cel shading replicates the flat, bold colors and sharp black outlines commonly seen in traditional hand-drawn animation. This technique lends a vibrant and graphic quality to the 3D models, making them resemble animated cartoons. Another popular NPR technique is watercolor rendering, which mimics the translucent and organic nature of watercolor paintings, resulting in a dreamlike and ethereal atmosphere.

 Moreover, NPR can also be used to simulate other art forms, such as pen and ink sketches, pointillism, or even comic book styles. The versatility of NPR allows artists to tailor their approach to suit the specific requirements of their project, effectively conveying the intended mood or storytelling.

 In recent years, advancements in technology have facilitated the integration of NPR into mainstream 3D animation pipelines. Software tools and rendering engines now offer dedicated NPR features and customizable shaders, empowering artists to achieve their desired visual outcomes more efficiently. This accessibility has further encouraged experimentation and innovation within the field, leading to a proliferation of diverse and visually captivating NPR animations.

 In conclusion, Non-Photorealistic Rendering in 3D animation offers a departure from realism, embracing artistic styles and techniques to create visually distinct and expressive imagery. Through the imitation of traditional art forms, NPR allows for the evocation of emotions, storytelling, and the infusion of handcrafted quality into computer-generated animations. With advancing technology and the growing popularity of NPR, we can expect to see even more stunning and creative applications of this technique in the future.

[joshua-chavez]

Mental health, to me, is one of the biggest products of the industrialized education system discussed in the informational video “Changing Education Paradigms,” and one that is neglected in the content. I resonated with the idea of education, the way it is set up now, as a myth, set up more like a game with definite winners instead of wisdom being a shared goal. I believe that education leaves out so many important things: emotional development, dialogue, communication skills, immersive history that inspires empathy, involving people in their narratives and isn’t omitive of America’s dark past. One that instates the importance of art to culture and community. Education is such a good opportunity to build community and really place people in an environment that encourages experimentation, helping them provide people with a life purpose. Education should inspire people to never want to stop learning, instead of dividing us down to the dates we were born. It is no wonder divergent thinking is eroded by such a system. Creativity, to me, is the essence of life, and has everything to do with learning, but suffers the most neglect under a system that produces individualistic cogs. Creativity has so much potential to engage communities in both celebrating individualism and diversity while building community. This country constantly preaches that it wants to incentivize small businesses, but does not give people the innovative tools and thinking strategies they need to do so. When people don’t feel empowered and safe enough to express themselves and lack a clear path, they lash out in many ways. If more time was spent ensuring our societal systems were engaging enough to do justice to all that life has to offer, a number of diagnoses would go down, from ADHD to Depression and Anxiety. We should be inspiring community with our education framework, not treating the immediate symptoms of a broken system gone wrong.

#educationsystem #society #mentalhealth #selfactualizaiton

[theheartofateacher]

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

● IDEALISM 👉 Plato (own ideas) nothing exist except in the mind of a man/ what we want the world to be

● REALISM 👉 Aristotle;Herbart; Comenius; Pestalozzi; Montessori; Hobbes; Bacon; Locke

▶ (experience) fully mastery of knowledge

● BEHAVIORISM 👉 always guided by standards/by procedure; purpose is to modify the behavior

● EXISTENTIALISM 👉 Kierkegaard; Sartre; "Man shapes his being as he lives"

▶Focuses on self/individual

● PRAGMATISM/EXPERIMENTALISM 👉William James; John Dewey - learn from experiences through interaction to the environment

▶Emphasizes the needs and interests of the children

● PERENNIALISM 👉 Robert Hutchins

▶focuses on unchanging/universal truths

● ESSENTIALISM 👉 William Bagley - teaching the basic/essential knowledge

▶ Focuses on basic skills and knowledge

● PROGRESSIVISM 👉 Dewey/Pestalozzi (process of development)

▶focuses on the whole child and the cultivation of individuality

● CONSTRUCTIVISM👉Jean Piaget

▶Focused on how humans make meaning in relation to the interaction b/w their experiences and their ideas. Nature of knowledge w/c represents an epistemological stance.

● SOCIAL RECONSTRUCTIONISM 👉 George Counts - recognized that education was the means of preparing people for creating his new social order

▶highlights social reform as the aim of education

➡ ACCULTURATION - learning other culture; the passing of customs, beliefs and tradition through interaction and reading.

➡ ENCULTURATION - the passing of group's custom, beliefs and traditions from one generation to the next generation

➡ Convergent questions - are those that typically have one correct answer.

➡ Divergent questions - also called open-ended questions are used to encourage many answers and generate greater participation of students. Higher order thinking skills; to think more creatively.

➡ 90 days - enrolled bills becomes a law

➡ 30 days - "lapse"

[mark7miller]

Creativity in Sport: Can it be taught?

Creativity may be defined as ability to produce original ideas and/or actions with flexibility and fluency. Originality refers to a novelty of creation. Flexibility is a production of different solutions for the same situation and fluency is a capability to produce such solutions effortlessly and quickly (Memmert, 2011).

As part of my blog, I was asked to design a training session that allowed players to be creative. I chose a multi-ball event that used an indoor football pitch and nets. Effect of Practising Soccer With Different Sized Balls Upon Performance, Retention and Transfer to Ball Reception (Raastad et al, 2015). The aim of this session was to investigate if making the skill acquisition phase more difficult or easier would enhance performance in soccer, and if this practice has a positive inter-task transfer effect to ball reception performance. 

The use of different sized balls forced the players, in a 3v3 format, to adapt at every stage and therefore they had to assess how they could pass, travel and shoot with each type of ball. The equipment I chose was a large yoga ball, a rugby ball, a tennis ball and a sponge dice; the only objective for the player’s to achieve was to attempt to score a goal. In order to achieve this, the player’s had to communicate; judge their passes (weight, accuracy and distance); and assess spatial awareness, to attack into. Each piece of equipment brought a different challenge and the use of team work and good communication were essential. 

One option in skill learning is to make the acquisition phase easier for the learner, and thereby believe that this will enhance transfer and retention performance (Schmidt & Bjork, 1992). This seems logical, because learners achieve on a high level of success during acquisition, and thereby this performance should pay off in intra task transfer and a retention test (Vickers, Livingston, Bohnert, & Holden, 1999). Another option is to create a more difficult learning environment that could lead to poorer performance during acquisition, but later can improve transfer and retention performance (Shea & Morgan, 1979). The feed back that I received from the session with degree students was that they really enjoyed it and that they had to think on their feet to be successful. I tried this session with my u9 football team and they loved it, with the same positive feedback and the session objective was achieved with all the different ball sizes.

It is important that developing creativity starts early in the childhood when plasticity of the brain, number and density of connections between neurons are very high (Wass, Scerif, & Johnson, 2012). Then creative thinking will be integrated into the player’s mind. Between age of 7 and 10 children are very susceptive to divergent thinking and ready for exploration (Memmert, 2011). Coaches should avoid too much structure in their exercises at the beginning and encourage children actively search for solutions, not just give solutions to them. Though such training sessions look less organised, only then creativity becomes natural. You can introduce structure and tactical discipline later.

How we make decisions in Sport                                    

Dual-processing theory in Psychology (Evans & Stanovich, 2013) suggests that in real life we process information and acting in two ways. One is automated, without demand of conscious attention, and we use it for well learned actions. Another way is for information and actions which demand consciousness for control. In real life we rarely use these ways separately and in most situations our actions are a combination of both ways (the most popular example is driving a car). The same is true for the sport’s field, so it would be reasonable to apply dual-processing theory there (Furley, Schweizer, & Bertrams, 2015).

The 3 forms of creativity: 

Solo

The individual has the intelligence and skill to be able to pull off audacious skills to overcome hurdles.

Spatial

The individual has the spatial awareness to give others a platform to perform. They recognise space on the field or court and how the team can exploit it.

Social

The individual has the social awareness to appreciate its impact on performance. They use this to communicate and develop relationships to give others the confidence and knowledge to perform.

The challenge for me as a coach is to elicit each individual’s creativity every time they take to the field of play (Bean, 2019).

Conclusion

Creativity is a skill that can be developed and a process that can be managed. It begins with a foundation of knowledge, learning a discipline, and mastering a way of thinking. We learn to be creative by experimenting, exploring, questioning assumptions, using imagination and synthesizing information (Naiman, 2019).

Unfortunately, standard coaching practice very often separates skills acquisition and decision making. When coaches teach technique, they often create artificial environment where objectives of technique’s implementation are vague and opposition and/or challenges are not presented. It makes learning easier at the start but later learners will be struggling with execution of these skills in real situations. To develop players and teams that are able to handle challenges and solve problems of their own accord, you must allow creativity the opportunity to prosper. As a coach, I must recognise the different forms in which creativity is shown and help players discover their potential to overcome difficult situations by striking a balance between creativity and over-complication (Bean, 2019).  Teaching games for creativity allows the players to enhance their decision making skills and assess whether the risk is worth the reward when attacking.

References

Bean, T (2019). 5 Tips to encourage creativity.

Accessed 06/02/2020

https://www.sportplan.net/drills/blog/5-tips-to-encourage-creativity-2019-04-03.jsp

Evans, J and Stanovich, K (2013). Dual-Process Theories of Higher Cognition: Advancing the debate. Perspectives on Psychological Science.

Accessed 06/02/2020.

https://journals.sagepub.com/doi/abs/10.1177/1745691612460685

Furley, P; Schweizer, G and Bertrams, A (2015). The two modes of an athlete. Dual-process theories in the field of sport.

Accessed 06/02/2020.

https://www.researchgate.net/publication/271464131_The_two_modes_of_an_athlete_Dual-process_theories_in_the_field_of_sport

Memmert, D (2011). Sports and Creativity. German Sport University. Cologne. Elsevier.

Naiman, L (2019). Creativity at work

Accessed 06/02/2020

https://www.creativityatwork.com/design-thinking-strategy-for-innovation/

Raastad, O; Aune, T and Van den Tillaar, R (2015). Effect of Practising Soccer With Different Sized Balls Upon Performance, Retention and Transfer to Ball Reception.

Accessed 29/01/2020

https://www.researchgate.net/publication/281081091_Effect_of_Practicing_Soccer_Juggling_With_Different_Sized_Balls_Upon_Performance_Retention_and_Transfer_to_Ball_Reception

Schmidt, R & Bjork, R (1992). New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training. Psychological Science. 

Accessed 16/01/2020

https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.1992.tb00029.x

Shea, J & Morgan, R (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), P179–187.

Accessed 16/01/2020

https://doi.org/10.1037/0278-7393.5.2.179

Vickers, J; Livingston, L; Umeris-Bohnert, S and Holden, D (1999). Decision training: The effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. Journal of Sports Sciences. Issue 5

Accessed 06/02/2020

https://shapeamerica.tandfonline.com/doi/abs/10.1080/026404199365876

Wass, S; Scerif, G and Johnson, M (2012). Training attentional control and working memory – Is younger, better? Developmental Review. Volume 32, Issue 4. P360-387

Accessed 06/02/2020

https://www.sciencedirect.com/science/article/pii/S0273229712000305

[patriciachanbct]

Reflective Journaling

Reflecting

Whilst studying the ‘Bachelor of Creative Technologies’ I think the most meaningful learning curve for me in this course has been the project Cards for Play. This project for me was the most important as it gave me a taste of what group work is like in this course, it also demonstrates how throughout the design process there will be a conflict with yourself as well as team members. We were also trying to design with a very vague process which broke most of us out of the step by step method we were all exposed to in high school. By doing so, it breaks down the design process alongside the paradigm shifts within the outlook of how it works. By doing this project we were also exposed to different people and how they worked, as well as how they managed their time during the project. With that, we discovered the difficulties we would face when we traversed towards the final product.

Conceptualization

For Cards for Play, we got into teams of 5 – 7 and my team consisted of – Jordan Bryan, Sophie Matthews, Bhumika Patel, Ciara Robinson Huggins, Max van Dijck, Thomas Woodfield and myself. As a group, we went straight to designing and planning out our project.

Our group’s values were not in the same place and were not on the same page. Therefore, we were faced with a lot of dead ends which resulted in us killing our baby on multiple occasions. It was very chaotic trying to think of a concrete idea and it proved to be difficult until we pieced together our statement of intents into a single sentence. This really helped with voicing the opinions of the people in our group who were quieter. If we had not done this then I don’t believe our group would have been able to connect as well if we did not combine our statements into one.

By doing this, we had created a common ground as to where we could work from and having fewer conflicts, due to our clashing personalities, as we could relate back to this statement. Bringing all our divergent ideas into one to prevent unnecessary conflicts in the future.

As the project went on we were faced with many situations where we needed to backtrack and work on things we had already finished. Every time we made progress, we were sent back to the beginning to re-evaluate what we had done previously so we could refine it over again. I wondered why we needed to redo aspects of our project again and I then realized that if we didn’t we could not develop more ideas in the future.

Working back and forth really helped us create discussions and gave us ideas on the prototypes we needed to make. By using that we would conduct play tests with different groups within our cohort and could research the finer details as to why it worked and how it could be better. With every test we could see we needed to improve, therefore, we needed to build something up again from the bottom up and avoid the mistakes we had made before.

The design process was messy, and I was not used to it as it wasn’t ingrained in me to work in different areas at different times. The whole experience created a paradigm shift to what my group and I thought previously about the process.

The Experience

The conflicts in our group were inevitable, however, I believe it was good for us to progress. The composition of our team was important as it should be positively related to our performance, because of the variety in our skills, opinions, and things we can and can not do. (Christian, et.al. 2006) This was shown as our conflicts within opinions also helped us find solutions that weren’t exactly presented to us at the start. Because the solutions we came up with satisfied all the people in our group, it helped us with finding the best solution for our target audience as well. Due to the diverse thinking in our group, we could come up with a final product that everyone could be pleased with as it created an interactive experience for the user.

The whole design process was completely new to everyone in our group. The backtracking, rethinking, killing the baby, etc. Because of this, we felt like we were thrown from one place to the other. The design process is best described as one of those chaotic party games where the players dash from one room of the house to another simply in order to discover where they must go next. (Wong, Siu. 2012) As explained, everything that we did in this project was very hectic. It didn’t seem like we were getting anywhere but as time went by it gradually came together and we saw how the process we went through backtracking and re-evaluating our concepts helped us a lot in the process. The more we did, the more it came together, and it really encouraged us to keep going until we were satisfied with the outcome of our project. It’s still quite a new concept we, as a group, because of the paradigm shifts from high school to university. It was because of those paradigm shifts that we were able to create the product.

Experimentation

In my opinion, the internal conflicts that we faced as a group helped us immensely. Because of these, we were able to communicate and figure out the differences between us as people. It helped us contribute more into the group as we all had different intentions, by joining them together was a great way for us to start off the project. Maybe next time, we could establish these statements of intents and combine them, so we didn’t need to agonise over it like when we did for Cards for Play project. However, I wonder if the project would have gone in a different direction had we not joined our statements together. If we didn’t face this conflict would we be as pleased with our outcome as we were currently? If there wasn’t a divergent idea would the project be as polished like our current one due to the variety of skill and similar technique? I believe that there would be a similar outcome but not the same, as it lacks the different ways of thinking our final product had.

Although, the design process did help us the quality shift in our project. By going back and forth with the design process, we could refine and develop our ideas more through playtesting and receiving feedback from our playtesters and peers. For my current project, data objects, we had to go through many ideas to reach our end goal. It was not as concrete as my last group as we do not really know what we want to achieve but through asking our peers it helped us with the deeper understanding of what we needed to do. I believe that currently, we needed to keep backtracking as we did not with our initial prototype which led us to become stressed as we had to change our idea a few weeks before the deadline. I do wonder what would have happened if in our Cards for Play project we never backtracked back to the beginning, would we be pleased with the outcome? Would playtesting with only the members of our group be beneficial to our product? Would we still be able to play it? I believe it would be quite an experience to see what would happen if we were to compare the different feedbacks we could get from the different user experiences. As Cards for Play was mostly user experience-oriented project.

References:

Christian, J., Porter, L. W., & Moffitt, G. (2006). Workplace diversity and group relations: An overview. Group Processes & Intergroup Relations, 9(4), 459-466.

Retrieved from:

https://journals.sagepub.com/doi/pdf/10.1177/1368430206068431

Wong, Y. L., & Siu, K. W. M. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4), 437-450.

Retrieved from:

https://link.springer.com/content/pdf/10.1007%2Fs10798-011-9162-8.pdf

#ctec502