Process
Because I am especially interested in how communication efforts influence the formation of policy, I decided to work directly from the transcript of the legislative hearing. I identified and categorized the key points set forth to policy makers by both the Pro-Conservation and Pro-Exploration camps.

I then developed two visualizations of the arguments, one static and one kinetic. The purpose of the static version was to find the stasis (or main areas of contention) on the issue. The kinetic version served as a prototype for how a user could explore the issue at varying depths.

Readings from Multimedia Learning, by Richard E. Mayer, have improved my understanding of instructional interaction design. Drawing from cognitive theory and pedagogical methods, Mayer discusses multimedia design and learning outcomes. He also establishes seven principles of multimedia design: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, and individual differences. Because my project is largely a tool for learning, these principles will inform its design and functionality.

Solution
I developed and tested prototypes of an educational tool for navigation, content, and learning outcomes. My goal was to present both sides of the argument as objectively as possible, allowing the users to explore the topic and come to their own conclusions based on personal belief systems. In many cases, the goal of public discourse is to manipulate the audience, selectively presenting the facts and misrepresenting the opponent’s position. My hope was to create a tool that fosters critical thinking, comparative analysis, and informed decision making.