Design Considerations & Recommendations

Meghna Bhambore ● Dennis Homack ● Jin Woo Jung ● Matthew Kempler ● Manna Navai ● SusanWyche ● Jenna

Shanis ● Jonathan Puleio ● Meena Bharwani

November 6, 2001

Agenda

1. The Fossil Pit

2. Educational Considerations

3. Identification

4. Drawing and Labeling

5. Signage

6. Considerations for the Disabled

                                     

Issues Regarding Existing Fossil Pit Design And Placement

• Re-examine height issues

• Re-examine reach issues

• Consider accessibility issues

• Re-consider corner location as it may interrupt progression through space

Ergonomic Considerations and Recommendations

Reach

• Should accommodate various reach distances and work envelopes

Forward Reach To Grip (standing)

 

Ergonomic Considerations and Recommendations

Height

• Fossil pit should accommodate a wide variety of heights

Force Requirements

• Drawers not recommended because drawers filled with rock may become too heavy to open and close without the use of excessive force

• Rock fragments should be manageable and light weight

 

Efficiency/Flow

• Fossil pit should accommodate users efficiently

(placement of pit should be central to room and near entrance way)

Consistency

• Fossil pit should be consistent with other exhibits

Shoulder heights for males and females ages 2-18

Males Age 2-18 Females Age 2-18

Ergonomic Considerations and Recommendations

Learning implications• Should simulate actual process• Should combine visual and tactual

information for a multi-sensory experience

Dust/Cleanliness• Dust levels should be minimized

throughout the space Participation• Should accommodate several users

simultaneously• Improve access to pit by placing it

centrally in the room  Replenishment• Fossil pit should be easily and safely

replenishable

Weight• Rock fragments should maintain standards

for manual material handling• Actual pit, if self-contained, should be made

very heavy so as to not be prone to any movement or tipping

 Safety• Sharp rock poses risk of abrasion/laceration• Provide gloves if risk of abrasion is high• Loose steps may pose risk of tripping• Moisture may lead to slips• Excessive bending/reaching may lead to falls• Avoid drawers because they pose risk of

pinching

Variable height openings

Accommodates multiple users

Variable floor heights

Accommodates multiple users

Second ChoiceFirst Choice

Fossil Pit Concept Sketches

Educational Consideration

• Intrinsic/Extrinsic Learning– Intrinsic – hands-on learning & self-identification– Extrinsic – demonstration & observation

• Decisions– Technology/Machinery– Process

• Implications & Tradeoffs– Cost– Efficiency– Outcome/Behavior

What to consider:

•Work station height (similar issues that “fossil pit” has)

•Maintenance/cleaning

•Skill level (easy enough for children and challenging for adults)

•How many people can use it simultaneously, participation

•Where will the activities take place, there own area or near the exhibit?

•How will drawing enhance the learning experience?

•Materials

•How long are people expected to stay at the drawing station?

Drawing/labeling fossils at the PRI Fossil Lab

Mix and Match StampsPros-inexpensive-stimulates learning-challenging for aw variety of age levelsCons-messy-may have to be replaced

Computer Drawing StationPros-adults likely to enjoy-could be connected to website, e-mail, etc.Cons-people will have to know how to use computer-may be expensive, need several

RubbingsPros-inexpensive-emulates actual archeology activity-individuals take something homeCons-may not be challenging enough for all users

Drawing TablePros-inexpensive-individuals take something homeCons-individuals may not feel comfortable drawingpublic

An Engaging Experience. . .

•Interaction facilitates learning*•Providing the option to participate in activities may increase user engagement, especially for children*• Cognitively stimulating and rewarding experiences facilitate learning*•An environment that is easy to understand and navigate in

facilitates learning*•A positive experience is one in which users are able to connect what they see, do and feel with what they already know and understand*

* Hein, G.E. (1998). Learning in the Museum. New York, NY: Routledge. Chapter 7, Evidence for learning in the museum.

The Discovery Kit…• Provide kits upon entering the exhibit• Each kit will contain:

– An activity book– A crayon and pencil– A Fresnel lens• The activity books will be geared towards certain

age groups• The activity books will contain information that will

help users:– navigate themselves within the environment, – guide their learning ( ex. what things to look for or do

at each station)– provide users with an opportunity to apply what they

have learned

Advantages• activity books facilitate learning by engaging

users and guiding them• activity books can be tailored to the needs of varying

age groups and cognitive abilities• kits can be cognitively stimulating

Drawbacks:• creating activity books that are challenging and

interesting for all age groups can be difficult• cost concerns

PRI

VISION ANGLES AND LIMITATIONSFOR DISPLAYS AND LABLES

Display hts. For all groups

Introduction label

Instruction label

Exhibit and non exhibit

not to be mixed

General pictograms

Designed pictograms

Viewing distances

Readability•130-150 syllables /100 words.•Avg. of 10-20 words/sentences.

Legibility•Simple,clear,typeface.•Roman,medium,bold.•Upper-lower case.

Label checklist.Concept contentNo. of wordsLanguage & styleReading levelSize.TypefaceColorLayoutIllustrationsMaterials

Legible color combinations•Black on white•Black on yellow•Green on white•Red on white•White on blue

DESIGN CONSIDERATIONS FOR THE PHYSICALLY DISABLED

Highlighted paths Display heights& tactile learning

Adjustable viewing angles

Viewing heightsViewing accessibility

•Labels not to be flat mounted•Text min. 18 pts. For identification•24-36 pts for group viewing

CONSIDERATIONS FOR THE VISUALLY IMPARED

• Labels,brochures & maps with braille & reliefs .• Consistent layout & heights of labels,information &relief.• Cassette guides.• High contrasted textures /colors on paths.• Tactile discovery(care for dusting before,wiping

hands,removing rings etc.)• Material plastic resin–resistant, range of colours &

reliability of relief• Systems like Minitel,transforms what appears on computer

into electronic voice.• ‘HORIZONS FOR THE BLIND’ adapts services for the

blind & partially sighted.

CONSIDERATIONS FOR THE AUDIBILITY IMPARED

• Text to sound as simple declarative sentences.• Sound reinforcement

– Magnetic induction – inexpensive.– High frequency communication-clear voices– Infrared systems-adaptable.