Accessible Information Architecture: Participatory Curricular Design  

This presentation describes the process of engaged negotiation that re-engineered an inappropriate course design to one that met student needs.

Salvo, Michael J. CPTSC Proceedings (2003). Articles>Information Design>Instructional Design>Education

Elitism in the Stories of U.S. Art Museums    

Institutions familiar to the public are defined by master narratives that describe their activities and imply who is invited to take part. For art museums in this country, a master narrative of elitism was established in the last century, when museums organized and began building their collections. Because art museums were designed by the rich and subsequently forced to depend on the rich for financial support, the stories of elitism and exclusion have been perpetuated over the years. Whereas little narratives, or local stories, defining the daily operations of museums do not receive attention, stories of exclusive social events and obscure art exhibitions take prominence and discourage the participation of the general public. With diminished funding for museums and fewer courses devoted to art appreciation in public schools, museums will likely be unable to attract wider audiences to support them, and the master narrative will continue to define museums' image.

David, Carol. Journal of Business and Technical Communication (1999). Articles>Information Design>Instructional Design

Focus on the Student: How to Use Learning Objectives to Improve Learning

As information architects we all know how important it is to keep the user in mind. The same is true in teaching IA: we must keep the learner in mind. Learning objectives are one tool to help keep your classes focused on the student. They will also help you develop the syllabus, lesson plans, and assessment methods.

Cown, Wendy. Boxes and Arrows (2004). Articles>Information Design>Instructional Design>User Centered Design

Studying the Creation of Kindergarten

How does the pursuit of one man's interests result in the creation of kindergarten and timeless design principles? Bill Lucas shows us how Friedrich Fröbel took basic elements to create intricate, scalable systems that can serve as a model for creating new experiential systems today.

Lucas, Bill. Boxes and Arrows (2005). Articles>Information Design>Instructional Design