Risorse bibliografiche
Risorsa bibliografica obbligatoria
Risorsa bibliografica facoltativa
Scheda Riassuntiva
Anno Accademico 2019/2020
Scuola Scuola del Design
Cfu 18.00 Tipo insegnamento Laboratorio
Docenti: Titolare (Co-titolari) Vantini Simone, Briones Rojas María De Los Angeles, Colombo Gabriele, Mauri Michele, Zingale Salvatore

Corso di Studi Codice Piano di Studio preventivamente approvato Da (compreso) A (escluso) Nome Sezione Insegnamento

Obiettivi dell'insegnamento

The purpose of the Final Synthesis Laboratory is to supply the instruments that are useful for interpreting the project themes in the widest cultural, social and technological transformation context (very controversial social phenomena, new lifestyles, new methods of relating with the territory, new technological and strategic communication scenarios) in a critical manner. Students have to elaborate a communication project with the system character and discuss the complexity of the theme with a plurality of possible representatives.

Risultati di apprendimento attesi

- are familiar with and understand the processes, methods and instruments required for interpreting, in a critical manner, the project themes in the widest context of cultural, social and technological transformation;
- know how to elaborate a system project, paying attention to all the cultural, strategic, functional, typological, structural and technical aspects.
- independently and in a group, open to interdisciplinarity, operate and communicate the design choices made, developing attitudes for negotiation, team building, leadership and managing conflict

Argomenti trattati

During the 2017 London Bridge attack, while people were trying to escape from the area, prices of Uber races began to rise, until they doubled their normal price. Many people were outraged: what until then had been an accepted mechanism (more demand, higher prices) suddenly proved unacceptable. The choice of price was not managed by human beings, but by an algorithm, and in a short time it was disabled.

This is just one example of how digital platforms that now pervade our community, by mediating our access to information, generate sometimes unexpected results that challenge social conventions. It also represents just the tip of the iceberg, the most explicit evidence of the radical and widespread impact that information and communication technologies - particularly the Internet and the Web - have on society.

While in the last decade the concerns were mainly user-centered, thinking mainly to the outcome for the individual (e.g. privacy loss), in the last few years we have seen how all these technologies are having consequences on society as a whole. Home sharing services are reshaping the real estate market, and perhaps cities. Social networks have been tweaked to influence and push propaganda in the democratic processes, or misused to organize mobs against minorities. Biometrics data, useful for unlocking the screen of our phones, brings also racial biases. Self-Driving cars, approaching in the near future, will impact on urbanization as well.

These issues do not have clear and unambiguous solutions and generate dense and complex debates that interweave alliances and oppositions, involving many different actors through digital conversations. At a first analysis the situation stalls: complexity, by definition, is impossible to reduce without losing its wealth; at the same time, it remains incomprehensible without its simplification. As communication designers we can - and we should - contribute to the understanding of these phenomena and orienting possible (re)actions. As complex and controversial problems can not be faced by a single actor, we can represent and share the debate that defines and nourishes them so that any stakeholder can find its own position.

The studio-course is structured in different phases, on a path that explores different dimensions of data analysis, information and communication design. Students will start by representing the theme using structured data and information produced and shared by "institutional" sources, designing a first visual synthesis. At this stage, to ensure a correct relationship with the data, statistical notions and tools are introduced. In the second phase we will focus on the debates that feed the controversies around the selected topics by using unstructured data and information produced and shared by non-institutional organizations, communities, collective entities or individuals and activists via the Internet. Finally students will design a (data) experience with the aim of engaging a broad public in understanding the complexity of the issues at hand.

The different phases of the course require to identify the most suitable communication languages ​​and tools, both digital and physical, to exploit their specific potential and to synthetize all the competences acquired.

Transversally, the concepts of social complexity, the role of statistics tools and methods in the visualization process, and the idea of visualization as intersemiotic translation - such as narrative and discourse - will be deepened. The "visual discourse" in its various forms of manifestation will be then considered as an argumentative strategy, in which narration and dramatization complement the direct communication of data and information. Rhetorical-argumentative figures, in particular those based on analogy and metaphor, will be applied - consistently with the different design moments of the lab - as both knowledge tools and communicative devices, exploiting the potential for facilitating access to cognition.


Examples of previous editions' results:





To attend the Final Synthesis Laboratory, students must pass the 1st year laboratories.

Modalità di valutazione

The final evaluation is the result of both the main project activities and the individual exercises, developed throughout the course.

Planning autonomy, active participation, curiosity, critical attitude, and the ability to feed collective knowledge are also considered.

The bibliography is intended as a tool for the design process and can be integrated during the course.

Risorsa bibliografica obbligatoriaAnceschi G., L'oggetto della raffigurazione, Editore: Etas, Anno edizione: 1992
Risorsa bibliografica obbligatoriaCiuccarelli P., Visual Explorations. On-line Investigations for Understanding Society, Editore: in Errea J., Gil A. Molofiej 19. International Infographics Awards. pp. 6- 23, Anno edizione: 2012
Risorsa bibliografica obbligatoriaMasud L., Valsecchi F., Ciuccarelli P., Ricci D., Caviglia G., From Data to Knowledge. Visualizations as Transformation Processes Within the D-I-K Continuum, Editore: Proceedings of 14th International Conference Information Visualisation (July), Anno edizione: 2010, Fascicolo: pp. 445


Risorsa bibliografica obbligatoriaTuszynski M. et al., Visualizing Information for Advocacy., Editore: Tactical Technology Collective, Anno edizione: 2013 https://visualisingadvocacy.org/
Risorsa bibliografica obbligatoriaLatour B., A Cautious Prometheus? A Few Steps Toward a Philosophy of Design, Editore: Proceedings of the Annual International Design History Society (Boca Raton: Universal Publisher), Anno edizione: 2008, Fascicolo: pp. 2¿10
Risorsa bibliografica obbligatoriaRogers R., Digital Methods, Editore: Cambridge, MA: MIT Press, Anno edizione: 2013
Risorsa bibliografica obbligatoriaTufte E. R., Visual Explanations: Images and Quantities, Evidence and Narrative, Editore: Cheshire, CT: Graphics Press, Anno edizione: 1997
Risorsa bibliografica obbligatoriaVenturini T., Building on Faults: How to Represent Controversies with Digital Methods, Editore: Public Understanding of Science, OnlineFirst, Anno edizione: 2010 http://pus.sagepub.com/content/early/2010/12/03/0963662510387558.full.pdf+html
Risorsa bibliografica obbligatoriaVenturini T., Diving in magma: how to explore controversies with actor-network theory, Editore: Public Understanding of Science 19, No. 3, pp. 258-273, Anno edizione: 2010
Risorsa bibliografica facoltativaBarabási A., Link. La scienza delle reti., Editore: Einaudi, Anno edizione: 2004
Risorsa bibliografica facoltativaEveritt B. e Hothorn T., An Introduction to Applied Multivariate Analysis with R, Editore: Springer, Anno edizione: 2011
Risorsa bibliografica facoltativaDanziger M., Information visualization for the people. , Editore: Massachusetts Institute of Technology. Dept. of Comparative Media Studies, Anno edizione: 2008

Tesi di Laurea

Risorsa bibliografica facoltativaDalgaard P., Introductory Statistics with R, Editore: Springer, Anno edizione: 2008

Software utilizzato
Nessun software richiesto

Forme didattiche
Tipo Forma Didattica Ore di attività svolte in aula
Ore di studio autonome
Laboratorio Informatico
Laboratorio Sperimentale
Laboratorio Di Progetto
Totale 180:00 270:00

Informazioni in lingua inglese a supporto dell'internazionalizzazione
Insegnamento erogato in lingua Inglese
Disponibilità di materiale didattico/slides in lingua inglese
Disponibilità di libri di testo/bibliografia in lingua inglese
Possibilità di sostenere l'esame in lingua inglese
Disponibilità di supporto didattico in lingua inglese

Note Docente
schedaincarico v. 1.10.0 / 1.10.0
Area Servizi ICT