Another resource you might consider is presence research, a branch of social science which looks into how we relate to/interact with media. Perhaps you might find some useful information and ideas by visiting the website of the International Society for Presence Research (http://www.temple.edu/ispr/). Best regards, Jeanne Jeanne Grossetti Chair, Creative Arts Committee West Shore Unitarian Universalist Church Rocky River, Ohio On 5/17/06, Micah Zender <[log in to unmask]> wrote: > This is a very good list that Jay provided. > > Being a provider of interactives for Museums, the following are questions > we ask before begining a > project: > - Who is this for ( target audience / age range ) > - How is this to be used ( as a conversation tool, social interaction too > l, tour guide, a game? ) > - What area of the museum is going is this going to impact the most ( edu > cation, curation, > membership?! ) > - What is the definition of success ( vague, but a question that should b > e answered ) > - What are you going to do to refine / maintain this ( consumer understan > ding, community > building ) > > Those might help to validate the list provided by Jay. (below) > > The following are design research categories that we apply to interactive > : > - Ethnographic Segmentation > : age > : gender > : race > : economic > : literacy > > - Cognitive Interpretation > : intellectual > : emotional > > - Causal Factors > : attraction to > : direct impact from > > - Objectives > : educational > : cultural > : informational > > Our goal with interactive development is to take things from information, > to knowledge. > Using the knowledge provided we leave it to the users to find wisdom from > that knowledge. > > The following formula helps us to create, and to plan interactive project > s. > Data -> Information -> Knowledge -> Wisdom > To Clerify... > Data - the stove is 350 degrees > Information - the stove is hot > Knowledge - the stove will burn me if I touch it > Wisdom - don't touch the stove! > > I hope this helps. We try and catagorize the types of works that we do, b > ut often are forced to do > so by client type (living history museum, science museum, art museum). > > Developing a project that's research funded often forces us to categorize > things simply due to the > nature of the grant application process! > > The people on the board here are very smart people, and I find myself hum > bled to participate in > an area that I know and love. > > Micah Zender > micah at zender.com > > Zender + Associates Inc. > Strategic Communications + Design > zender.com > > University of Cincinnati > Digital Design Professor > > > >* cognition/perception versus emotion/sensation? > >* mechanical versus electronic (computers)? > >* more passive (minimal physical activity, touch-screen computer) > >versus more active (physical exertion, movable parts)? > >* short-term versus long-term? > >* toddlers (under 5), children (6-12), teens (13-17) or > >adults/seniors (over 18)? > > ========================================================= > Important Subscriber Information: > > The Museum-L FAQ file is located at > http://www.finalchapter.com/museum-l-faq/ . You may obtain detailed > information about the listserv commands by sending a one line e-mail message > to [log in to unmask] . The body of the message should read "help" > (without the quotes). > > If you decide to leave Museum-L, please send a one line e-mail message to > [log in to unmask] . The body of the message should read "Signoff > Museum-L" (without the quotes). > > ========================================================= Important Subscriber Information: The Museum-L FAQ file is located at http://www.finalchapter.com/museum-l-faq/ . You may obtain detailed information about the listserv commands by sending a one line e-mail message to [log in to unmask] . The body of the message should read "help" (without the quotes). If you decide to leave Museum-L, please send a one line e-mail message to [log in to unmask] . The body of the message should read "Signoff Museum-L" (without the quotes).