We’ve all seen blueprints–formally known as contract documents–which architects produce and builders use to construct. No one person knows all the details of the design; the end result is entirely a product of teamwork. But there is one axiom: architects do not build.
Design is driven by many considerations. But on each project I’ve worked on, there seems to be a consistent center a driver that determines priorities, direction, and the metrics used to measure success.
This article explains how to quickly derive easily-read, quantitative results from a card-sort activity by entering data into a spreadsheet template that is adaptable to any set of cards and categories.
What do cognitive psychology and information architecture have in common? Actually there is a good deal of common ground between the two disciplines. Certainly, having a background in cognitive psychology supports the practice of information architecture, and it is precisely those interconnections and support that will be explored.
In my experience, I have found that creating and documenting process has been a good exercise to help institutionalize ways of working, to help educate new team members as well as to unveil the mysteries of what we do for executives, product folks, and development teams.
As the field of information architecture matures, we are beginning to understand the new challenges it raises for wireless media. This article suggests that some of these challenges can be best addressed through an approach called “psychology-driven information architecture,” which bases design decisions and solutions on the psychological profile of the end user.
To date this column has focused on how to make deliverables more effective, either through their content or through the tools to create them. For this issue, I would like to explore the relationship between deliverables and methodology. Unfortunately, this calls for a definition of IA methodology, which may challenge the definition of IA as the hardest question in our field.
Once upon a time, we were curious and everything we encountered was new. We were excited about discovering new things and the world offered unlimited possibilities. Then we went to school and were taught to color inside the lines, that everything had its place and the world was ordered.