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Søren Bolvig Poulsen U-CrAc2011 bolvig@hum.aau.dk  

VIDEO IN DESIGN    

Bringing video into design Why use video in design? Video offers an opportunity to study who people are and what they do: Who - learn about needs, values, experiences, beliefs, desires… How - learn about skills, capacities, abilities, working routines… Where - learn about the context and culture When - learn about what happens over time, how does it hang together?

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. “Because there are substantive analytic insights to be gained during transcription, many researchers choose to do their own transcription.”(Henderson & Jordan s. 48)

Bringing video into design

Interactions analysis

. traditionally detailed transcription

. Write ‘what is said and done?’

. Carried out by individuals

. ClanX is good for transcription

 

How can video material be brought into design?

Interactions analysis . “Video technology has been vital in establishing Interaction Analysis, which depends on the technology of audiovisual recording for its primary records and on playback capability for their analysis. Only electronic recording produces the kind of data corpus that allows the close interrogation required for Interaction Analysis.”

(Henderson & Jordan, 1995 s. 39) . “…video provides a shared resource to overcome gaps between what people say they do and what they, in fact, do. Video provides optimal data when we are interested in what “really” happened rather in accounts of what happened.” (Henderson & Jordan, 1995 s. 50)

Bringing video into design

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Qualities and weaknesses . Video offers the opportunity for a emphatic interpretation in addition to the rational interpretation - it allows people to be sensual, emotional and experiential.

. “The mixture of analytic reasoning and sensual experiencing in perceiving and conceptualising meanings makes interpretation and art in itself. Video has the capacity to serve up details for analytical scrutiny as well as to provide verisimilitude that forsters empathic engagement with people and situations.” (Y & B p. 95)

Bringing video into design

Qualities and weaknesses . “Video recordings replace the bias of the researcher with the bias of the machine… It is a process that is essentially passive. Unlike fieldnotes or stories that highlight “important” aspects and pass over “unimportant” ones, video records social events as they occur and with a level of detail that is unattainable for methods that rely on reconstruction. The camera’s bias is consistent. Thus, we would argue that videotaping, the mechanical audiovisual fixation of an event, produces data much closer to the event itself than other kinds of re-presentation.”(Henderson & Jordan, 1995 s. 51) . Video “transforms the lived-in, real world people’s activities and joint experiences into data of a certain sort. In analyzing a tape, we are then dealing with a transformation of that world and not simply with an objective, faithful representation. Transformations are always less rich that the original events that gave rise to them, so that every transformation involves some loss of information in relation to the event it captures.”(Henderson & Jordan, 1995 s. 53)

Bringing video into design

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Video Card Game    

How do we interpret video?

“… design interpretation calls for the capacity to identify patterns that transcend individual observations of human interactions, the skill to build new ideas on these, and the ability to relate the whole to a design project’s aim.” (Ylirisku & Buur 2007, p. 93)

Video Card Game  

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Video Card Game  

. ‘Video Card Game’ is developed at Danfoss by Jacob Buur . Seeking a new way of working with video analysis he found inspiration in “Happy Families” (children’s game) . The activity is naturally occupied with the use of video and it is practised as a game, where cards are used to represent video sequences – thereby the name ‘Video Card Game’

Video Card Game  

. Video material is edited into small video sequences (20 sec. – 1 minute) . A video card is a physical card (A5). A describing title and picture refers to a certain video sequence. The video cards are shared among the participants for observation, analysis, discussion and idea generation. ! . Participant enter a activity, a game, in which they must use the cards actively in the collaboration and process of understanding the case at hand.

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Video Card Game PROGRAM

NB: We practice a more condense version – go to the literature for a description of the original version.

Welcoming and introducing Watching video sequences in smaller groups Forming themes together Exploring themes in smaller groups

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Team up with your company contact

Explain your progression and experiences

Remember you are responsible for keeping time and making sure that you progress in a prober manner

Welcoming and introducing

Watching video sequences in smaller groups

Start looking through the video

Look the video sequence through once or twice

Ask yourself “What is interesting?” and help start the discussion. Start wondering and allow an atmosphere where it is OK not to have all the answers to the questions

Note observation and interpretations on the video cards

Remember to keep time - don’t use much time on each video sequence (no more than 7 minutes each)

If the sound is poor, please bring small speakers or headsets

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Forming themes together

Now you will form themes with the video cards

One from the group starts: “I found this video card (pick any) interesting as…” Put it on the table and ask if other has anything related.

Give the collection of video cards a describing name

When you run out of related video cards start a new theme collecting

If a video card is relevant within two themes, please take a blank video card and write the number and name + your notes at it

Forming themes together

You are also welcome to remove a video card from a theme collection if it does not suit anymore

The video cards are put on the large papers with tape, you may want to add some supporting post its

When all your themes is formed, please make sure that everybody agrees what they are about

You should pick the themes that you find most interesting (prioritizing) and divide the group into two or three smaller groups according to what you find interesting

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Exploring themes in smaller groups

In these new groups you shall explore one of the themes that you have created

Start a discussion - what is this about? Why is it interesting? What is the problem / opportunity?

Please start considering what a possible solution might be - just early ideas, it is OK that they are fluffy at this point

Team up with the others and share your new knowledge and ideas

Any questions?