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whenever you guys get a chance can you read over the outline i created for the design process. this is just a rough draft of what i'm gonna be talking about in the diagram description. i'll go into more detail of the iteration process and how our design developed over the course. alicia and i decided the Iterative Design model best suits our process of design (it's the one with the scribbly lines & fuzzy end). also, i'm wondering if for the diagram we're supposed to have our own headings at each stage of the design process or we use what's already written (ex, design criteria, ideas, concept,...)

** 1) **** Design Criteria ** - Tackling world issues: poverty  - Main focus: donation/drop-off boxes  ** 2) **** Ideas ** - Possible items of donation: clothing, food, money donations, etc. - Possible areas of focus: GTA (specifically Mississauga) - Implemented in community centers (ie, malls) - Possibility of partnering with other charity organizations ** 3) **** Concept ** - Main concept: raise awareness about poverty  - Location of focus: UTM Campus  - End-users: students and faculty  - Donation items: food, clothing, athletic equipment, school supplies, stationary furniture  - Implementation of interactive donation boxes & interface to keep end-user engaged  ** 4) **** Prototype ** - __ First Prototype __ · Screen interface developed on Power Point resembling final design of touch-screen · Wizard of Oz technique · Contains welcoming screen, point balance, donation process, trivia question, and a concluding screen appreciating the donator’s contributions. - __ Second Prototype __ · Interactive touch-screen developed on InDesign for a closer simulation of final product. · Eliminates Wizard of Oz technique · Contains welcoming screen, introduction to main idea and purpose of donation, donation process, trivia questions, and a concluding screen appreciating donator’s contributions. ** 5) **** Product **  · Specific designs for each box situated at different areas around campus    · Each design is developed to be “fun” and re-iterated to be as engaging as possible with end-user.  __

hey guys, i'm almost done reading over the wikispace, everything is really well done, it makes sense and it's clear and consistent. i just added a small paragraph at the end of problem scenarios. i just talked about how sometimes utm and sheridan courses conflict with each other so you'd be forced to pick only one, therefore putting students behind on program requirements. once i'm done reading everything over, i'll do the conclusion - sama

so after i added a paragraph under problem scenarios, end-users and context kinda got cut off/shifted to the left :/ i swear i didnt do it lol. does anyone know how to fix it? i'm scared to work on the page again incase we lose some of the work - sama

the conclusion is done, whatever i edited/added is all under the Assignment One page - sama

whenever u guys get a chance could u pls email me ur full names n student numbers to put on our title page...also do u want to give it a name or just leave it as assignment one

I could do __end-users__ once the first part is posted. Also, if anyone has ideas for __context__, they could be posted since there seems to be a lot of brainstorming involved for that. - Ryan
some ideas for context - we can say some design issues exist--such as there is a bus service--there is a mac lab---there is a library--but the challenge with these problems is that they are not doing there job properly---students still have issues---accessibility---ask ques--mac lab doesnt have the latest adobe installed but sheridan does--meaning we have to go their to finish our projects--is that fair--no shuttle service on fridays n weekends---same idea with library it closes early on friday n weekends--hopefully whoever decides to do this section--this gives u a sort of starting point

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 * hey guys feel free to edit and add more stuff into it...our new topic is similar to our previous topic but have included the issue of accessibly into it..me n alicia are doing the first two parts so that you can have a better idea of what we want to discuss about..n if u guys need help in writing your parts we can all help each other--also pls pick a part which u feel comfortable with- the reason why me n alicia are doing the first two are is just to give u a better idea of what we want to talk about..thnxs **=====

Introduction & Definition

The issue that will be of focus in this project centres on the topic of campus commute and the issues of inaccessibility to education. After looking through surveys conducted at the University of Toronto Mississauga (UTM) Campus, one of the lingering issues particularly with students in the CCIT, Art and Art History, and Drama program is their daily commute to Sheridan College to attend certain classes required for their program. With this in mind, only these students within these specific programs must travel to multiple campuses in order to fulfill their program requirements. In comparison, students from other programs at UTM are not required to take courses at multiple campuses in order to fulfill their program requirements unless they themselves wish to take courses at various campuses. As a result, it is evident that there is a discrepancy within various programs, aside from paying deregulated tuition fees, is the notion of students’ accessibility to education.

Why is it that certain students must commute more than others to attend these mandatory classes? Why not centralize classes to one vocational institute in one location, unless the student wishes to attend other campuses under his or her discretion? Why that certain software required for these mandatory classes is only available at the Sheridan Campus and barely existent at the UTM Campus?

This is an issue of inaccessibly and even inequality among the student body. The effects of travelling for periods of time take a mental and physical toll on students, evidently raising stress levels which could result in a loss of sleep and poor performance at school ( [] ). Ultimately, these issues are avoidable, unnecessary, and inefficient for an already over-taxed, over-worked student trying to attain a higher education. In relation to lengthy commutes, the issue of inaccessibility also applies to the unavailability of distance education at the University of Toronto where students should be permitted to take courses online as a means of fulfilling program requirements. Being in a digital age, it is astounding that the University of Toronto has not caught up and engaged in this level of education and using it to their and the students’ advantage, in comparison to other universities which have enabled this tool as a building block in students’ education. This is particularly true for students in the CCIT program, a program which focuses on digital media and information systems and yet, these online tools are not being utilized. Through our group’s progressive design, we hope to tackle this issue with some problem solving that will reflect in an innovative yet comprehensive final design project. __**New Problem Scenario**__

Problem Scenario

It is the beginning of a new semester and summer has come to an end to bring about the cold chill of back to school and the beginning of an academic year is no picnic for any student. This timeframe is filled with excitement and nervousness for many students. This is the story of five students who are enrolled in the Communication, Culture and Information Technology, Visual Studies and Digital Enterprise Management Programs. A couple of weeks into the school year students Ryan, Ramy, Sama, Alicia and Rupinder have come to realize the concerns regarding accessiblility of resources on campus. For instance, the shuttle bus service to Sheridan College is not frequent at all to suit the needs of these students. Often at times this has caused these students to be late for their class at Sheridan. Furthermore, while coming from Sheridan the frequency of the bus is also a problem because certain classes end at four in the afternoon and students are required to wait until 5:30pm to catch the shuttle bus back to UTM. Most of the time, after waiting an hour and half for the bus to arrive, the buses get full where buses get full and most students are left stranded to wait for the next bus, which does not come until 7:15pm. In addition, access to Mac Labs in UTM is also another issue of resource accessibility for these students. Most of the time the Mac Lab in the CCT building have classes running, leaving students with no where to go to finish their assignments and labs. Furthermore, the campus library is also a concern for the students. It is the biggest facility that holds the most number of computers, but due the overwhelming amount of students on campus finding a computer in the library is next to impossible. Also, the library hours have proven to be a difficult situation for students. For example, closing the library early on most days and especially on the weekend is a problem scenario when at times meeting with your project members. The former mentioned scenario's are problem scenario which we would like to address to help solve issues surrounding accessibility on campus.

END USERS

End Users One potential end-user who experiences this issue are CCIT students with busy schedules and without their own source of transportation. These users include:
 * Males and females
 * Students in the CCIT program including those in the DEM and VCC specialist programs.
 * Students of any age.
 * Students who currently work part-time low paying jobs during their time off from school to help pay for their education, food and other expenses.
 * Students who study other majors and minor programs where the commute to and from Sheridan College affects their ability to attend these classes at UTM or ST George campus.
 * Students who are very skilled with many types of technology. They rely on internet and mobile communication devices in everyday life.
 * Students who are creative. Their projects involve design, interactive media, animation, sound and fine art history and art studio classes.
 * Students who are highly social. Their courses involve required group work with their fellow classmates which include presentations. These students may also have similar schedules as they travel to and have one class at Sheridan College together. This requires accessibility to equipment and study space.
 * Students who are knowledgeable of social trends, popular media and pop culture. In their wide variety of courses in their program they study and analyse advertising, television, movies, video gaming, internet and music. They are very aware of the popular things going on in society.
 * Students who are knowledgeable of market trends and current events. Many of these students in DEM study and understand management, economics, and finances in today’s world.

**__Context__** The existing solutions to our problem are mediocre at best. The recourses available to the students to complete their daily courses are time consuming. · Existent shuttle bus services. · One and only one Mac Lab available for students in need of adobe programs in order to complete projects at hand. · An existent library. Relevant technological designs and dimensions chosen. · Computer Networks, such as Elara, which is a program used by majority of the students who attend Sheridan to hand in their assignments. · Library space · Digital displays · Facebook · Twiiter; Library updates informing students of amount of computers available for use. Help students decide if it is best to stay at the Sheridan campus to complete there work or commute back. · Youtube · Adobe software; Illustrator, Flash, Dreamweaver…etc. · Parking Lot; Reserved spaces for visit students from other campuses. · Parking Meters/Passes; UTM parking passes should be recognized at the Sheridan campus. Students should not have to be forced to pay for parking when they are forced to commute to different campuses.