A compelling and interesting approach to designing interfaces with sounds cues.

Webchick: “I could cite endless examples of quotes out of context, misleading characterization of other’s work, novel ideas that aren’t attributed to the originator, and digital creations that are copied, usurped or bastardized by others under the flimsy umbrella excuse of ‘derivative work.’ The real kick in the head are that these infractions are committed by people who should know better, often by people who want the same kind of respect for themselves, their company, or their own work.”

Webchick: “I could cite endless examples of quotes out of context, misleading characterization of other’s work, novel ideas that aren’t attributed to the originator, and digital creations that are copied, usurped or bastardized by others under the flimsy umbrella excuse of ‘derivative work.’ The real kick in the head are that these infractions are committed by people who should know better, often by people who want the same kind of respect for themselves, their company, or their own work.”

“Designers are to our information age what engineers were to the age of steam, what scientists were to the age of reason. They set the mood of the mental environment — the look and lure of magazines, the tone and pull of TV, the give-and-take of the Net. They create the envy and desire that fuels the economy and the cynicism that underlies our postmodern condition. But the most exciting thing about design today is not the digital pyrotechnics, the exploding, mutating forms — the wild anarchy of it all. It’s the politics.”

“On completing this course in Interactive Systems Design, you should understand: the differences between users and designers; the perceptual, cognitive and physical limitations of users; the role of interface design in the software engineering lifecycle; how to identify user tasks from informal requirements; how to use text, forms, menus and graphics in interactive systems; how to evaluate the utility and usability of human computer interfaces.”

“A distillation of the literature shows that for a multimedia program to be motivating, it should include fewer productivity features and more experiential and exploratory features (e.g. Gould, 1995, Laurel, 1991). Elements borrowed from gaming multimedia can be substituted for elements borrowed from productivity software and fashioned into an instructional landscape which includes authentic and anchored instruction. The program should be interactive, challenging, include guided discovery and expert performance.”

“Click onto any of the Web’s major (or minor) news sites today and you’ll see the results: Journalism on the Web is a rich layer cake of strongly written content, fast-breaking news, fresh analysis, interactives, hyperlinks, community access and multimedia add-ons that include video streaming, graphic simulations and user-directed virtual tours of everything from yesterday’s Republican convention to tomorrow’s space station prototype. It’s global in scope and available to you anytime you want it. And millions of Americans do want it. Yet the funny thing is: It has no future.”

“A distillation of the literature shows that for a multimedia program to be motivating, it should include fewer productivity features and more experiential and exploratory features (e.g. Gould, 1995, Laurel, 1991). Elements borrowed from gaming multimedia can be substituted for elements borrowed from productivity software and fashioned into an instructional landscape which includes authentic and anchored instruction. The program should be interactive, challenging, include guided discovery and expert performance.”

A compelling and interesting approach to designing