DM2B: The text boxes are aligned around the temple architecture, as are the navigation bars (which are shaped like the temple ridges).
Spatial | Emphasize | Text
DM3B: Its square organizing logics also conflicts somewhat with Kaustavi’s emphasis on Odissi as valuing curves.
Spatial | Emphasize | Base
DM3D: The emphasis on architecture/sculpture (in connection with mocap videos) has obscured or taken away the focus from the live Odissi dancing body.
Visual | Emphasize | Base
MN3B: The metaphorical design objects led to design problems with conceptual overload and crowded visual real estate.
Visual | Emphasize | Media
MN4B: The magpie metaphor presents some aspects of the argument well and folds in the intellectual work of the reflection but distracts from other sections that should have received more emphasis.
Conceptual | Emphasize | Media
DelagrangeC: Inspired by a Wunderkammer's emphasis on visual discovery, the redesigned project drew greater attention to images and animations.
Visual | Emphasize | Media
DelagrangeK: The first iteration's balance between visual and verbal elements implicitly counteracted the argument Delagrange was trying to make.
Visual | Emphasize | Text + Media
DelagrangeO: In the first version of the webtext, alphabetic text controlled the rest of the project's media elements, which counteracted her central argument about the importance of visual arrangement.
Linguistic | Emphasize | Media
DelagrangeP: Delagrange wanted to draw primary attention to the visual elements through automatic movement, rather than using alphabetic text to initiate movement.
Gestural | Emphasize | Media
LauerE: Organizing the project around the rosebush as visual foundation detracted from the webtext's usability and coherence.
Visual | Emplace | Base
MossB: An earlier design with lights and moving images was rejected because it did not relate to the argument at the heart of the webtext.
Visual + Gestural | Emphasize | Total
MossD: The childlike drawings evoked early print literacies in a way that conceptually conflicted with the webtext's explicit emphasis on developing digital literacies.
Conceptual | Emphasize | Media
MossE: Voss's use of little kid-like drawings was a deliberate choice that did not reinforce the webtext's verbal arguments.
Visual | Emphasize | Text
MossF: Voss notes that her visual aesthetic in this project doesn't consistently reinforce her verbal argument, a gap which she more consciously addresses in subsequent webtext projects.
Visual | Emphasize | Total
HanzalikF: The dreamlike use of words and emojis distracted from the overall goal of creating a project that other teachers could implement.
