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Which clippings match 'Hugh Dubberly' keyword pg.1 of 1
12 MARCH 2015

Hugh Dubberly: Design the Future

"Hugh is the President of Dubberly Design and talented design planner and teacher. At Apple Computer in the late 80s and early 90s, Hugh managed cross-functional design teams and later managed creative services for the entire company. While at Apple, he co-created a technology-forecast film called 'Knowledge Navigator,' that presaged the appearance of the Internet in a portable digital device. While at Apple, he served at Art Center College of Design in Pasadena as the first and founding chairman of the computer graphics department.

Intrigued by what the publishing industry would look like on the Internet, he next became Director of Interface Design for Times Mirror. This led him to Netscape where he became Vice President of Design and managed groups responsible for the design, engineering, and production of Netscape's Web portal. Hugh graduated from Rhode Island School of Design with a BFA in graphic design and earned an MFA in graphic design from Yale.

This lecture was held on Wednesday, October 3, 2012 at 4:30pm in 1305 Newell Simon Hall."

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TAGS

2012 • age of biology • Apple Computer • Art Center College of Design in Pasadena • Austin Henderson • biological model • boundary objectsCarnegie Mellon Universitycommunication systemsconcept map • concept mapping • conceptual model • continuous change • creative servicescross-functional design teamsdata modelling • data models • design of the system rather than the object • design planner • design the futureDesign the Future Lecture ProgrammeDonald Norman • Dubberly Design • Fred Murrell • George Lakoffgraphic designer • HCII • Hugh Dubberlyinterface design • James Griesemer • Jay Doblin • John Rheinfrank • Kevin KellyKnowledge Navigator (1988)lingua franca • manufacturing age • mechanistic modelmetaphors of realityNetscape • networked-services ecology • org chart • Pasadena • portable digital device • Rhode Island School of Designservice design • service designer • Susan Leigh Star • system image • technology forecasting • Times Mirror • VisiCalc • whole systems

CONTRIBUTOR

Simon Perkins
04 OCTOBER 2013

Meredith Davis: A Call to Action for Design Educators

"I believe that design education, at the most fundamental level, views complexity as a problem to be overcome through reductivist artifacts, not as an inevitable and pervasive attribute of life in the post–industrial community. So if the future is about an ever–expanding web of connectedness, how are we preparing students for meaningful work in this complex world? I'd like to suggest that we're not. Despite the obvious emotional impact of Glaser's poster, he belongs to a generation in which the goal of design was to make things simple. Negroponte, on the other hand, is a technologist for whom the design goal is to render the complex manageable and to make complicated things meaningful.

Almost everything about today's graphic design education is matched to Glaser's worldview. We structure both curricula and projects in craft–based progressions from simple to complex, from the abstract to the contextualized. In typography classes, for example, we begin with the letter, and then advance to the word, sentence, paragraph, and page. Sequences of typography courses are built on this simple to complex progression, when opening InDesign demands that students address the formal and interpretive issues of publication design simultaneously; how do you defer a discussion of leading, of column width, of the modernist preconceptions of software, of language? The only option is default, and what kind of typographic lesson is that?

The reality is that our strategy for teaching typography is residue from how students could comp type in predigital times; by drawing. It is the organizational structure for every type book since James Craig's 1970 Designing with Type, but it holds less relevance for what students need to know about communication in a digital world. Typography today is a complex relational system that depends on the interplay of formal, technological, linguistic, and cultural variables. Yet we persist in teaching this progression of scale, isolating such variables within their own distinct conceptual frameworks and rules.

The same strategy exists for how students progress in other studies of form. Foundation lessons begin with abstraction: point, line, and plane; color wheels; and paper–folding exercises. We defer discussions of meaning and context until later levels of the curriculum and beginning students learn these abstraction principles only through patterns in what makes their teachers smile. Nothing about these studies resembles what students know about in the real world, and as a colleague recently suggested, what the clients of design see in our work. So what if we begin with the familiar and complex?"

(Meredith Davis, 4 April 2008, AIGA Boston Presentation)

Presentation made at W/Here: Contesting Knowledge in the 21st Century, Emily Carr University of Art+Design, Vancouver, Canada, 7–9 December 2011.

CONTRIBUTOR

Simon Perkins
22 OCTOBER 2012

How Apple Invented The Future (and the iPad) in 1986

"While most attribute the iPad's success to Steve Jobs' genius, its roots extend much deeper into Apple's history of creativity and innovation. That's because Apple laid out an amazingly prescient vision of the iPad in 1987. That earlier effort was a guiding beacon for Apple's culture and research for a decade during Job's exile. It helped secure the ingredients that Jobs would mold into the world's most valuable company. And, it defined the personal computing model that technology titans, including Apple, Google, Amazon, and Microsoft, are fighting to deliver and dominate today."

(Chunka Mui, 24 October 2011)

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TAGS

1986Alan KayApple Computer • Bonnie MacBird • commodity enabler • computational power • Cray Inc • Cray XMP 48 • digitised information • Doris Mitch • envisioning • far-fetched idea • future casting • general purpose personal computer • Hugh Dubberlyinnovative technologyinteractive multimedia • John Sculley • knowledge applications • Knowledge Navigator (1988) • Moores Law • multidimensional objects • Pepsi Generation • percolating • processing power • real time manipulation • Siri • smart agents • speculative design • super computer • three-dimensional geometries • video simulation

CONTRIBUTOR

Simon Perkins
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