Study guide: Design a Clear Message
Use light or sound codes and test paper communication designs.
Ideas to explain in your own words
- A design begins with a need. Our imaginary room needs a quiet visible stop signal. A solution must communicate the message without requiring hearing.
- A code needs an agreed meaning. Color alone may not be accessible to every reader, so symbols and words can support a message. This paper code uses shapes as well as labels.
- A test can reveal why a message fails. Distinguish missing code knowledge, hidden symbols, competing meanings and missing access. Repair the actual problem shown.
- A better-looking sign does not necessarily communicate better. In the supplied fictional trials, check correct interpretation and note which design was used.
Useful vocabulary
- goal
- communicate stop visibly
- stop
- red square labeled STOP
- teach code
- reader does not know the symbols
- correct
- reader gives the intended message
Watch your reasoning
- Check what goal and constraint each mean. They describe different clues.
- Check what stop and go each mean. They describe different clues.
- Check what teach code and uncover each mean. They describe different clues.
A worked review example
Worked reference-card problem: a card states “communicate stop visibly”; a second states “make no sound.” The first fits goal and the second fits constraint. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case. Worked reference-card problem: a card states “red square labeled STOP”; a second states “green circle labeled GO.” The first fits stop and the second fits go. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case. Worked reference-card problem: a card states “reader does not know the symbols”; a second states “reader cannot see the card.” The first fits teach code and the second fits uncover. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case. Worked reference-card problem: a card states “reader gives the intended message”; a second states “reader gives another message.” The first fits correct and the second fits incorrect. The reason is the described function or change, not the order of the cards or a favorite name. If their descriptions exchange places, their category labels exchange too. Keep the supplied descriptions attached to the correct case.
Make a practice plan
- Use an example from Define the message problem. Say what happens and point to the clue that helps explain it.
- Complete Use a light-symbol code and correct the specific misconception in its feedback.
- Resolve a changed case from Find a communication failure, then combine the four ideas in the transfer task.