DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 1

Design Document for My Little Recipe Box, a multi-generational cooking

website to teach children how to cook.

Jordan Genee

Stella Kim

Ruth Sherman

Evan Silberman

New York University DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 2

Table of Contents DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 3

Background and Needs Analysis

The relationship between grandparents and grandchildren is critical for the development of healthy children (Barranti, 1985). This importance of grandparents and grandchildren having regular interaction is key to our product (Beth Rustulka, 2000).

One way of developing a grandparent/grandchild relationship is through a shared activity. Our learning environment will use technology to facilitate a common pursuit that we think will help grandparents and grandchildren to bond, cooking together. Our design will facilitate grandparents teaching grandchildren how to cook, playing their role as seen by children as people who hold wisdom.

A secondary benefit of our ecosystem is to help grandparents and grandchildren develop artifacts that become keepsakes for families. In other words, we want children to learn recipes from their grandparents that might otherwise be lost, and create records of those recipes for themselves as well as future generations. This will take the form of a digital artifact, in the form of a cookbook that can include photos, videos, and stories.

The users will also have the capability to create and order actual cookbooks of their recipes that will be real bound books.

Yet another benefit of our site will be to teach life skills to children through learning how to cook. There are many benefits associated with cooking such as structured family time, quality time spent with grandparents, learning about individuals and family culinary traditions and customs.

Although the site will be designed with an emphasis on grandchildren learning about grandparents, it will be beneficial for multi-generational families. The medium will be developed to provide cooking skills, but will require the transference of knowledge DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 4 from one to another. Unlike traditional ‘how to cook’ apps or websites, we aim to capture the shared experience between participants. Our goal is ultimately knowledge-transfer.

In Jones (2013) article, she provides the following quote to support the

importance cooking for sharing heritage and knowledge:

And as you talk about the way you cook, you can teach grandkids about your

family’s culture and heritage through the foods that are special to you. "It may be

a great way, as people get very assimilated, to bring back something about

tradition or ethnicity,” says Robin F. Goodman, Phd., a clinical psychologist who

works with children and families (Jones, 2013).

Although we use grandparents and grandchildren as the frame of reference, we understand the concept of the nuclear family is not always static and some children are living without grandparents. In some cases, the grandparents might be represented by another member of the child's extended circle. Therefore, a grandparent/grandchild relationship might also be referred to as a multi-generational relationship. The grandparent figure head might be another member of the ‘family’ with whom the child has a regular relationship with. In either case, we may use alternative terms like

‘grandfriend’ to represent the multi-generational dimension. The determining factor is there is at least one generation between the child and the elder.

In the remainder of this document, we will explore how our technology helps grandparents foster an interest in and teach grandchildren how to cook, develop bonds, and share the history and culture of their families. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 5

Target Audience

My Little Recipe Box has a multi-generational target audience. The primary audience is children from 8 to 10 years old. This primary audience will be using the site directly to create their own digital recipe boxes by compiling recipes from their grandparents and finding other recipes they want to try that their friends have shared. It is essential, due to this audience that My Little Recipe Box be easy and fun to use and visually appealing.

The secondary audience of My Little Recipe Box are these children’s grandparents and/or ‘grandfriends.’ My Little Recipe Box is meant to facilitate bonding between generations through recipe and story sharing by grandparents. The site will not function without this part of the audience. This means that My Little Recipe Box must be seen as legitimate, usable and educational to this audience.

Another secondary audience is parents. Though parents will not be direct users of the site, having them on board will be essential to the site’s success. We would like parents to see My Little Recipe Box as a valid resource for the facilitation of the relationship between their parents (or parents’ generation) and their children. Parents should also view the site as an important supplement for their children’s education as far as knowledge of cooking, knowledge of heritage, and knowledge of familial/historical stories. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 6

Context of Use

My Little Recipe Box is a website specially focused on cooking. The membership is family based, and the learning primarily takes place in a home environment, although this site does not exclude the possibility of being used at school. Grandparents and grandchildren are the users of the site as a team. Therefore, they should get together and cook together if they want to upload their own content, which is family food and stories related to it. The master (grandparents) and apprentice (grandchildren) introduce their own traditional dishes. The users are producers of their own content, and also they consume what the other teams share. The user can search publicly shared content based on their interest such as Italian, Mexican, or Chinese cuisine, or they will be able to view recommended content in the 'Staff Picks' or 'Most Popular’ sections. With that, they learn about various and unique food in other families, other countries, of other times, and the stories behind them.

The site can be accessed through PC, tablet, and smartphone and will be optimized for each platform. The user will record the video of her cooking together with her grandparent first. Then, together they edit the video/picture before it is presented, with the assistance of co-creative technology provided by the website. Video will be trimmed. Pictures will be organized to make cartoon style content. Through this flow of the experience, the role of master and apprentice can be interchanged. Cooking is taught by grandparents, and the dealing with technology (video/photo cartoon recording, editing, uploading) is led by grandchildren or vice-versa. The front-end technology on the user side is any device with a camera. The user should be equipped with a camera and be able to shoot pictures or videos. If these resources are not immediately available DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 7 the users will be able to print out the Recipe Builder and upload what they gather at a later time. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 8

Review of Existing Products

The following websites are services that are similar to The My Little Recipe Box concept, and we are reviewing them below to draw comparisons.

CafeZoom http://pbskids.org/zoom/activities/cafe/

CafeZoom is a recipe sharing website that is part of a larger site based on a

Public Broadcasting System (PBS) show that aired from the 1970s until 2006, called

Zoom. Zoom was an interactive television series challenged children 5-11 year-olds to send in content that would be included on the show. The website was also made up of content that was sent in by kids and meant for kids. The site’s index is split into four sections: snacks, drinks, main courses, and desserts. There is also a weekly recipe and a daily highlighted recipe. When a recipe is clicked on it appears in a refrigerator icon.

The title of the recipe, who sent it, a picture of it, and the recipe steps are shown. In between the two sections there is a part with a percentage about what people think of the recipe and any visitor to the site can vote.

Though it is based on the idea of kids sharing recipes they make and like with each other, this site is not completely kid friendly. The visuals are small, hard to read, and do not call attention to what is most important. For example the pictures of the food are small, hard to see, and cannot be enlarged. The site’s usability also has some issues. The user cannot go back to the previous recipe when they are looking at a recipe. In the index, the user can only see the titles of the recipes without photos or descriptions. Another thing that is missing is space for any background information about the recipe. For example, because there is no designated space for this, in one DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 9 hummus recipe the child gives some background cultural information about the dish, as their first step in how to make the recipe. Another aspect of the site is that could be improved is the fact that a child could get a lot of negative feedback. Children might spent time writing up and sending their recipes only to find that, like with a lasagna roll- up recipe 99.8 % of users think their recipe is “not their idea of dinner.” This would surely be discouraging to the child.

Freshmade NYC Cooking Class http://www.freshmadenyc.com/cooking-classes/

Freshmade NYC Cooking Classes strive to be convenient all-inclusive courses.

Many of the courses are meant for a range of ages, from toddlers to teenagers. These courses have a specific goal that their “students will learn hands on skills that strengthen their fine motor development and participate in activities that encourage math, science, and literacy skills.” The classes focus on healthier options for kids in

New York City.

The classes are locally based in New York City, so are only available to certain, select children. Also like many cooking classes or other classes that focus on special skills the cost is not inexpensive. The price of $495 could be expensive to a family.

Parents are not necessarily involved in this learning process, depending on the class.

For example in the class, ‘After School Snack’ the goal is for the children the learn recipes they can make on their own that will make them more independent. On the other hand the class entitled ‘Family Dinner,’ is for both children and their parents and is meant to teach parents how to make cooking and eating fun for their children. So, these DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 10 classes focus mostly on cooking skills, with bonding of parent and child in the ‘Family

Dinner’ class, but do not emphasize culture, tradition or bonding between generations.

Heritage Cookbook www.heritagecookbook.com

Heritage Cookbook is a website that allows individuals or groups to develop a cookbook online (2013). The site is targeted towards families, which is similar to our product that is designed for grandparents and grandchildren. It also shares the idea of producing an artifact, or family heirloom - i.e. the cookbook. The process for creating a cookbook on Heritage Cookbooks captures the essence of our project, which is not only the recipe being shared between generations, but also the associated story. To create a cookbook, you follow a clear process of designing the book, adding recipes, inviting contributors, and ordering or printing the book. The book is priced based on the number of pages and the overall design choices.

Beyond these similarities, Heritage Cookbook is drastically different then our design. Although recipes are added online, and a cookbook has multiple collaborators, there are no tools for family members to interact otherwise. For example, there is no capacity to upload videos, or to share direct feedback on the recipes. Our product will provide more ways to collaboration beyond text-based input of recipes as it will be more focused on children as users.

This site is clearly designed to help users design and print cookbooks. It shares our value of connecting families, which is the main similarity. But this site is not a product to connect grandparents and grandchildren through cooking. Our product will not only connect these generations but will help families, especially DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 11 grandparents/grandchildren share recipes, learn about family members, and learn core competencies associated with cooking. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 12

Media Selection

For this design we have chosen to go with a social/community website that is functional on computers and mobile devices. Because the topic is broad and will hold a lot of information, we felt it necessary to have an entire community-based website. My

Little Recipe Box will be built on the programming language of HTML5. HTML5 will make My Little Recipe Box available across all web browsers (i.e. Google Chrome,

Mozilla Firefox, and Microsoft Internet Explorer), mobile platforms, and will support the video and photo features of the website.

Photographs will be restricted to 5 megabytes and can also be hosted elsewhere and displayed on the website. Videos will be restricted to 50MB and accepted in .mp4 and .mov formats. Alternatively, videos can be hosted elsewhere including Youtube and be embedded into recipes.

The main feature of our website is a Recipe Builder that can be utilized in two different forms of media: a paper print out version of the Recipe Builder or an online version that is accessible on computers and mobile devices. The online version of the

Recipe Builder will be optimized for usage on tablets and other mobile devices. We plan to display the mobile version in a resolution of 1024 x 768 to accommodate the wide selection of mobile devices.

Initially we considered an interactive museum exhibit involving a simulated kitchen and food but we felt there was an emotional element lacking when compared to an authentic kitchen. Another alternative we considered was using DVDs or Youtube videos with a grandparent teaching a grandchild how to cook. But, we felt this was not interactive enough nor as empowering to the grandchild. Online games were DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 13 considered as well, but we felt the reward/incentive was not as realistic as an actual cooked meal upon completion. Simulated cooking skills do not include safety concerns that happen in the real world. An alternative to online games was presenting an online course or e-Learning module about cooking. This too was decided against because of its lack of hands on experience with cooking. We also discussed the creation of an online simulated cooking world like Second Life. We thought this would not work well with older generations and once again lacked the real hands on interaction of facilitating real cooking. A TV show was considered but it is along the lines of a DVD or Youtube video, lacking interaction and the one on one guidance we felt was necessary.

Podcasts were discussed but cooking has so many visual elements we couldn’t see how it would translate orally. In summation, we decided on a website with mobile compatibility because it effectively accomplishes our goals set forth in this document.

Current Uses, Affordances, and Challenges

Children as young as two years old are beginning to use touch screen devices

(Cohen 2012). The use of tablets and computers is the biggest affordance and constraint of My Little Recipe Box. Many children ages eight to ten in our target audience already know how to use computers and tablets. It follows that building a recipe on My Little Recipe Box will be very straight forward to them. Our design is very simple and breaks down the information into specific segments, that are bite-sized, engaging, and easy to follow.

The cost of computers and tablets is not low; therefore not every child or family owns one. We have covered this constraint by offering a downloadable paper version DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 14 of our Recipe Builder. Children and their families don’t even need to own a laptop or computer in order to use My Little Recipe Box. As long as they have access to one at school or in the library they can print out the Recipe Builder and upload the information later.

The biggest challenge users might face is using their mobile device or computer in the kitchen after the recipe is in their ‘recipe box.’ Children will want to bring an electronic device into the kitchen so they can cook the recipe after they have learned it.

Grandparents and parents of an older generation may not think this is a good idea. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 15

Design

Learner Characteristics

For our design we are focusing on children as our primary learner. Our target age for children is eight to ten years of age in English speaking countries. Our design is built on an international level incorporating all ethnicities and cultures.

We hope our learners will cognitively develop in Vygotsky’s theory of the

“zone of proximal development” (Vygotsky 1978). The children will need assistance with cooking from their grandparents. Our tool allows for an authentic context for our learners to gain knowledge about recipe building, cooking skills and family stories. The grandparents as teachers have an opportunity to provide scaffolding by sharing a recipe with the child in the kitchen and outside of it. Hopefully future uses of our tool will allow the child to take over the cooking experience and have the grandparent take a step back.

We expect the children to bring a strong prior knowledge of mobile technology, using mobile apps, and a basic awareness of kitchen equipment, ingredients, and cooking safety. They are expected to be the apprentice to their grandparent in this situation.

Demographics

Our target audience consists of children, 8 to 10 years old, both male and female who are american and primarily speak English. The assumptions for our target audience follow: a basic awareness of kitchen equipment (i.e. stove, oven, microwave, knives), and the wherewith all to operate these tools, knowledge of modern technology such as smart phones, tablets, laptops, and software related to these devices such as apps, and DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 16 awareness of culture and heritage of self or family. These are the demographics and assumptions of our learners.

Other Characteristics

Other characteristics of learners include an interest in cooking and family culture, preference for eating freshly prepared foods and a preference for ethnic cuisine. The learner also values family tradition and culture. Finally, the learner has an interest in improving their ability to cook, and learning about new food. These are other characteristics of learners using My Little Recipe Box, but they aren’t all encompassing and do not represent cognitive attributes of our users.

Cognitive Development

It is important for My Little Recipe Box to be developed to leverage the cognitive development of our target audience, which includes a long list of attributes: our demographic enjoys both intellectual and manipulative activities, prefers active involvement in learning, is motivated to learn when lessons are related to immediate goals and interests, exhibits independent, critical thinking, but likes to discuss experiences with adults, shows intense curiosity about the world and him/herself, forms long-lasting attitudes about learning, and performs a lot of metacognition, which is valuable for improved self-awareness and awareness of their relationship with others

(Lounsbury, 2000). These attributes are ideal for My Little Recipe Box because they speak to the importance of self-directed learning, and relationships with others. One of the aims for our site is to teach children how to learn to cook through relationships with others. It’s an ideal match. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 17

Social Emotional Development

Similarly, the social emotional development of our learners matches the intention of our site to promote bonding between children and grandparents/grandfriends. The attributes of social emotional development that are relevant include: desire for social acceptance, need for identification with adults, need for frequent reinforcement that significant adults, including parents care, strongly dependent upon parental values despite diminished family allegiances, frighted by new settings, and desires attention

(Lonsbury, 2000). Again, these characteristics are ideal for My Little Recipe Box because the bond being promoted between the child and the grandparent/grandfriend plays addresses the needs of the child for social emotional development.

Perceived Prior Knowledge

It is our assumption that prior to using My Little Recipe Box users will be familiar with web technology, cooking as a concept, and the idea of a cookbook. We also assume that users have some understanding of their family hierarchy, such as who their grandparents or grandparental figures are. Finally, a typical user of our site will have basic computer literacy, for example how to use the computer to browse the Internet, complete web forms, and upload digital assets online.

Technology Use, Cultural Context

This site is designed to be usable by children who have access to smartphones, tablets and computers. But the design enables users who may have limited access as well. The My Little Recipe Box platform is designed so that the user does not have to be online during the collection of information. For example, if the child is visiting their grandparent’s house where there may not be a computer or smartphone in the kitchen, DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 18 the child can print out a recipe builder form and upload the information to the site at a later time. The users will also be able to share the recipes they have collected offline, as printed books if they choose to. This gives the user an option to create real artifacts along with a digital one in order to share recipes and the stories of the recipes with their families and friends. Though the site will likely be most accessible in wealthier countries, the offline affordances grant access to a wider population than other websites.

Content Analysis

My Little Recipe Box will be a platform for children to keep and share recipes they collect from their grandparents/grandfriends. My Little Recipe Box will include a

Recipe Builder that helps children add their recipes to the site by prompting them with specific questions. From the prompts given, recipes should include: measurements, tools needed for the recipe, ingredients, information about ingredients, pictures/drawing of ingredients, what steps are needed to make the recipe, and a story about the

(cultural/familial/personal) import of the recipe to the grandparent/friend who taught the recipe to the child.

The prompts mentioned above will be a series of questions for the kids to answer as they enter information about the recipe. Measurements includes the weight or amount of an ingredient (i.e. ½ cup). Tools reflect the utensils required to prepare the recipe (i.e. spatula). Ingredients are the items being prepared (i.e. flour) to complete a recipe. Information about the ingredients includes specific requirements for the item (i.e. whole wheat flour). Pictures or drawings of the ingredients is a visual representation of the ingredients - individually or collectively - to provide another way of describing a particular item (i.e. picture of flour, graphic of flour). Lastly, the story is text, or a DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 19 typewritten form describing the importance of the recipe in the familial, cultural, or personal context. Questions to solicit this information include: What is the recipe title, what ingredients did you use, how much of ingredient “x” did you use, do you want to add a picture of ingredient “x”, do you want to add a picture of the completed dish, what kitchen utensils did you use to prepare this recipe, who gave you this recipe, what did you learn about this recipe, why is this recipe important to your family, and would you like to add any special notes for others trying your recipe. The questions will be categorized by demographic info about the individual posting the recipe, storytelling or information about the recipe as it relates to the individuals family, culture, or heritage, and the recipe components.

In order to make the experience kid-friendly, the Recipe Builder will be gamified and badges will be awarded for each section of the recipe completed. What will make the recipe kid-friendly is the simplicity in which it is display for other children re-using the recipe. In other words, the Recipe Builder and final presentation of the recipe will be fun, colorful, and designed for children. The recipe itself will be otherwise traditional.

A sample recipe follows (Emeril, 2013): DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 20

Dish Type: Snack

Serving Amount: 2 - 4

Ingredients:

● 1/2 teaspoon salt

● 2 teaspoons minced garlic

● 5 tablespoons olive oil

● 2 bagels

Steps:

1. Position rack in center of oven and preheat the oven to 300° Fahrenheit.

2. Line a baking sheet with parchment paper or aluminum foil and set aside.

3. Place the bagels on a cutting board and, using a serrated bread knife, slice downward

to form 1/4-inch slices. Place the bagel slices on the prepared baking sheet in 1 layer.

4. In a blender, combine the oil and remaining ingredients and blend on medium speed

until smooth. Remember to put the lid on tight before you turn the blender on.

5. Using a pastry brush, lightly coat one side of the bagel slices with the seasoned oil

mixture.

6. Bake the bagel slices for 16 to 18 minutes, until golden brown and crisp. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 21

7. Using oven mitts or pot holders, remove the pan from the oven and transfer to a wire

rack to cool.

8. Chips may be made several days in advance, cooled completely, then stored in an

airtight container for up to 2 weeks.

Sharing

Other user generated content may include: pictures of the grandparent and/or

grandfriend who gifted the recipe, pictures or videos of the recipe being made with the

grandparent and notes that the child may have about the recipe (i.e. ‘I think it needs

more sugar’). My Little Recipe Box will include cooking resources, such as information

about selecting ingredients and how to cut and chop. The recipes that are the ‘most

loved’ will be featured on the site, which will help give other children inspiration. My

Little Recipe Box will be a social site, children will be able to share their recipes with

their friends on the site or make them public, they will also be able to comment on each

others recipes/stories. There will be a Build a Book tool so that children can create and

print their own recipe book from recipes they choose from the site (theirs or their

friends). The site will include sample cookbooks that will help children create their own

books. The sharing called for on My Little Recipe Box is intended for the users friends,

family, or personal contacts via common social media sites or email. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 22

Theoretical Foundations

Social Constructivism. Social Constructivism is a theory which states that groups construct knowledge from one another, collaboratively creating a small culture of shared artifacts with shared meanings (Milwood, 2013). It is born from constructivism, a theory of learning where knowledge is constructed by the learner through their experience with each other and objects in the world. Social Constructivism especially implies that meaning is extracted through these learner’s experiences with others.

Three common assumptions of Constructivism address how reality is created, knowledge is built, and learning occurs. According to Beaumine (2013), reality is constructed through human activity, individuals create meaning through interactions with each other, and meaningful learning occurs when individuals are engaged in social activities. In other words, this epistemology at its core implies that reality is constructed through human activity.

An example that Beaumine shares is two different people looking at a rainbow after a rain shower. Together, the two individuals discuss how the rain caused the rainbow, and what a rainbow means to them. Through this discussion, they create meaning and an understanding of the world. Similarly, My Little Recipe Box will help grandparents and grandchildren learn about each other, and children will learn about cooking with the help of the grandparent (i.e. with others). Cooking or building a recipe is the activity that will provide social interaction for the learner. The recipe will be the artifact which users can share. Knowledge is therefore constructed through the creation of these recipes and the related messages, or stories users will collect as part of the recipe development process. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 23

The key feature of our site that will encompass Social Constructivism is the

Recipe Box. The Recipe Box is a ‘toolkit’ that helps to guide the child through the recipe building process with his or her grandparent. Part of this process is not only learning how to cook, write and organize a recipe, but also to learn about their grandparent. The child can search other recipes, or share their own recipes with others, and by extension share information about their family member which they obtained from learning about the recipe.

Learning, in Social Constructivism, occurs through social interaction with the help of others and knowledge is constructed through shared experiences. My Little Recipe

Box provides these avenues of learning for children and grandparents through the activities of cooking, building a recipe, learning about each other by sharing both the recipe and the experience together. This sharing with facilitate learning by understanding other experiences and views.

Constructionism. Constructionism is a constructivist learning theory.

Constructionism asserts that learners learn by doing and making in a collaborative process. Papert makes a distinction between Constructivism and Constructionism by writing that:

Constructionism—the N word as opposed to the V word— shares

Contructivism’s view of learning as “building knowledge structures” through

progressive internalization of actions... It then adds the idea that this happens

especially felicitously in a context where the learner is consciously engaged in

constructing a public entity, whether it’s a sand castle on the beach or a theory

of the universe ( Papert, 1991, p.1). DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 24

Therefore, in Constructionism, “the emphasis has shifted from general laws of development to individuals' conversation with their own representations, artifacts, or objects-to-think with” (Ackerman, 2004, p. 6).

Constructionism ideals of letting the learner create their own product through hands on a activity are emphasized in My Little Recipe Box. With this platform users are given the ability to choose who they want to learn a recipe from and together with that person work on creating that recipe and housing and sharing it on the site. Through this creation, of both cooking a recipe and documenting a recipe that includes important personal connective details. In this, that is meant to be their own the children make that recipe and that food their own.

My Little Recipe Box also lets users design their own recipe book that can be printed. This act of collecting and designing the recipes they want to include in a book also illustrates the Constructionism inherent in the My Little Recipe Box platform. The ability to save their recipes, digitally as well as create a physical object or memento of their relationship with their grandparent also shows the learners learning by doing and creating.

Scaffolding. Scaffolding is a teaching method that comes out of Vygotsky’s

‘zone of proximal development’ (ZPD) theory. This theory states that:

The distance between the actual developmental level as determined by

independent problem solving and the level of potential development as

determined through problem solving under adult guidance, or in collaboration

with more capable peers (Vygotsky, 1978, p86). DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 25

Vygotsky said that we develop because we learn, that learning enhances development.

Tasks must be just above the learner’s current level (in the zone of proximal development), in order for the learner to be able to learn. Scaffolding aims to push the learner to work slightly above their level (within the ZPD) with support. This support is given until the time when the learner does not need the support. Scaffolding happens when a more knowledgeable person like a teacher, parent or peer helps the learner to function just above their current level and consequently helps them to move on to a higher level of knowledge. Technology can also act as the more advanced peer or teacher to scaffold students.

The My Little Recipe Box platform functions to scaffold children through prompted questions with the recipe wizard tool to learn more about, not only food and cooking, but also their grandparents and families. The step-by-step nature of the tool helps students as they go through the recipe. However, they can use as much or as little help as they want, eventually when the children are more familiar with what needs to be included in a recipe and recipe layouts children can be more proactive in the design of their recipes. My Little Recipe Box also facilitates a scaffolding in that grandparents are meant to teach the children what is included in a recipe, how to cook that recipe and family heritage through storytelling.

Affective Learning. Even though it plays a significant role in learning, the human affect has not been studied as much as cognition in the field of the learning sciences.

Picard et al. tried to ‘redress the imbalance between affect and cognition' in their manifesto (2004). In their discussion about fostering love of learning, they suggested that the way the learners feel about knowledge profoundly influences what they will do DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 26 with it, especially how they reflect on it, which in turn influences how knowledge can help people make connections and continue to learn.

With that in mind, My Little Recipe Box tries to leverage the affective nature of the grandparent-grandchild relationship in the belief that children will be more enthusiastically involved if they do something together with someone that they care about. How My Little Recipe Box enhance intrinsic motivation of the learner can be explained in light of the method that Leppr and Hodell (1989) suggest. Leppr and Hodell

(1989) suggested a fourth element of fantasy in simulations or games. My Little Recipe

Box does not incorporate either one, but it rather aims to apply the design principle of fantasy to induce more positive moods in the user. In terms of challenge, My Little

Recipe Box requires the learner to find and manage their own project of making building a recipe and later making a cookbook. The grandparents and grandchildren together learn to cook, taking pictures or videos, organizing recipes, and writing their story together. We offer both videos and/or pictures as documentary options and we provide prompts to scaffold the team’s work. In this way, the challenge is neither too difficult nor too easy, and it will encourage the learner.

We believe that the activities in My Little Recipe Book create equilibrium for learners and elicit curiosity. The experience children have learning from their grandparents can be a curiosity provoking task because it will usually involve stories about the children’s own family. We hope grandparents and grandchildren will learn through seeking information, and gain continued motivation to teach each other.

When it comes to control: My Little Recipe Box is based on the collaboration of the members bonded with family ties. Because of this, the learner should hold a sense DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 27 of responsibility. The learner will have a concrete outcome in the form of a digital and physical cookbook, which s/he will want to show other family members and friends. This will provide the child with a sense of control that is another source of intrinsic motivation.

In multimedia learning, emotions are mainly regarded as a source of extraneous cognitive load that should be avoided if possible (Kalyuga, 2010). However, researchers like Um and Plass (2010) studied how the design of multimedia learning provoke positive emotion and how it is related to the outcome of learning. They found that learner's motivation and their perception of their learning achievement was significantly increased by both positive mood induction and positive emotional design.

There are some studies that suggest that positive emotions were produced by different designs of multimedia elements such as visual design principles, design layout, color and sound (e.g. Tractinsky et al. 2000; Wolfson & Case, 2000). To positively affect the feeling of our learners, we use warm colors which elicit greater feelings of arousal than the cold colors. Also, we use the cartoonish graphics (about ingredients and utensils for example) and a font that is appealing to children. The site has animated characters that are appealing to children as a part of our design to make the recipe building fun and exciting. Through these elements, we believe that we can increase the learner's motivation with the aid of affective design in My Little Recipe Box.

Situated Learning. Collins (1989) defines situated learning as the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life

(p. 2). As such, situated cognition theory put its focus on the sociocultural setting and the activities of the people within that setting. Lemke said that knowledge accrues through the lived practices of the people in a society. These practices are "meaningful DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 28 actions, actions that have relations of meaning to one another in terms of some cultural system" (Lemke, 1997, p. 43). My Little Recipe Box was initiated from the awareness of importance of bonding between grandparents and grandchildren. My Little Recipe Box provides a way to spend time together when cooking and the Recipe Builder relates meaning (not just skills) grandparents convey to the younger generation.

As indicated in our background research, the role of grandparents have in the education of grandchildren is significant. Grandchildren are often a joy to grandparents as shown through the popular saying: “Never have children, only grandchildren" (Gore

Vidal). With My Little Recipe Box, together grandparents and grandchildren together will take part in the co-constitutive process toward learning. The motivation factor for My

Little Recipe Box is in its mechanics of learning. Collins (1989) said that few people learn to be active readers and listeners on their own, and that is where cognitive apprenticeship is critical. Observing the experts doing and practicing the skills under the guidance of the expert can teach students to learn on their own more skillfully. In My

Little Recipe Box, participatory guidance takes place in reciprocal cycle within the grandparent/grandchild partnership. They will be able to collaborate, learn, and teach in their two member community of practice, then to move to the central of community of practice within the website.

How can the design of My Little Recipe Box assist learners specifically? Collins et al. (1989) suggested four main framework for designing learning environment. If we think about My Little Recipe Box in terms of this frameworks, we see that it focuses on this aspect of knowledge. As indicated in the goals and objectives, we want our learner to monitor their own learning by reflecting what by seeing what others do. My Little DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 29

Recipe Box does not encourage the user to gather as many recipes as possible or to learn any high skills of complicated recipes. Rather the site focuses on the process and the meta thinking that takes place in the experience. We also want to consistently bring the method of cognitive apprenticeship in our design. Modeling, coaching, and scaffolding are the core process of cognitive apprenticeship. The user learns from the task that is carried out, whether it is actual cooking a task involving technology. In recording the recipe, children will articulate and reflect. They will further explore what others do, and what stories behind the other peoples’ recipes. This small process of activity is aimed to help them acquire an integrated set of cognitive and metacognitive skills.

Sequencing is a critical element of situated learning environment because it helps the student to not be trapped in details but to see and draw a conceptual map.

Understanding ingredients and the amount of each, how to mix them, and making a decision on what comes before what will help them practice thinking of a whole.

Learning cooking is helpful in that children naturally gain understanding about parts of a whole process leading to the whole body of knowledge (recipe).

My Little Recipe Box can also be explained in terms of what Pea (1993) talks about in regards to social distribution of intelligence, which comes from construction in activities such as the guided participation in joint action common in parent-child apprenticeship, or people's collaborative efforts to achieve shared aims. What is needed in social distribution of intelligence between grandparents and grandchildren is the supporting environment that foster their activity and this is where My Little Recipe Box wants to mediate interaction. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 30

Therefore, My Little Recipe Box is a tool making facilitation real-life activity. Its

focus is not gaining factual knowledge through rote learning. Learner will be motivated

to learn through doing, exploring, discovering stories in the past generations' history. My

Little Recipe Box aims to help grandparents and grandchildren be together, not 'alone

together' in cyberspace. (Sherry Turkle, 2005). We want My Little Recipe Box to be a

space for growth.

Goals and Objectives

With the project background in mind and an understanding of our target

audience, My LIttle Recipe Box has set forth the following Goals and Objectives to

guide our design:

1. To promote bonding between grandparents and grandchildren, or multi-generational

family members. a. After using My Little Recipe Box, children will have spent more time with

their grandparent(s) than would normally occur without this shared

activity, and will be able to demonstrate this by posting a photo of their their time

together working on the activity (e.g., cooking, writing, ‘skyping,’ etc.). b. Given the use of My Little Recipe Box, children will have learned something new about

their grandparents and be able to post a brief story within the Recipe Builder, which is

viewable by other site users.

2. Teaching children how to write and organize a dish so that they can record a family

recipe and prepare that dish. a. After using My Little Recipe Box, the children will understand the importance of

measurements when creating a recipe. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 31 b. After using My Little Recipe Box, children will apply basic cooking skills such as how to

cut, how to assemble ingredients, to use cooking utensils, and how to select

ingredients. c. After using My Little Recipe Box, children will be able to plan a recipe. d. After using My Little Recipe Box, children will learn how to follow steps in sequence to

complete a recipe.

3. To teach children how to reflect on what they learned, and reorganize it to present to

others.

a. After using My Little Recipe Box, children will learn how to compile and

categorize items.

b. After using My Little Recipe Box, children will be able to modify recipes

to present it in a personalized fashion.

c. After using My Little Recipe Box, children will be able to share their

recipes with others. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 32

Evaluation Considerations

In order to judge the effectiveness of our website as a tool, and a learning application we will employ the following evaluation tools:

Expert Review We will select experts with experience teaching children how to cook and building relationships between family members. We will then ask them questions to evaluate if our planned design will achieve our desired goals and objectives.

Usability We will invite our target audience to participate in usability testing. Our testing will take place in two phases. First, we will present users with paper prototypes of our design, and provide them with scenarios to complete. Based on their feedback, we will develop a computer prototype and invite a second set of target users for a similar evaluation. After the computer prototyping is complete, we will develop our first iteration of the site for live usage.

Content Assessment Being that most of the content on My Little Recipe Box is created by and for children the content assessment would revolve mostly around the users. The experience that the users have, if they would rather have more or less questions, how they prefer to organize their recipes, and how they want to interact with others or the public through the site could be gathered from interviews or surveys of with children, parents and grandparents or gathered from users data. This data could collect what elements of the site are used the most in order to show what might need to be expanded and what might be phased out.

Usage Data Analytics Analytics will be implemented to track general site usage.

Using analytics, we have the capacity to set goals, and run specific campaigns to DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 33 answer very targeted questions (i.e. Did our marketing achieve an expected result? Is our wizard helping people complete a recipe?).

Interviews Our team will contact users randomly to set up interviews. The goal of the interview is to establish if our learning goals were achieved through the design of our site. We will interview both children and grandparents.

Surveys/Questionnaire As part of our ongoing evaluation, we will send random surveys to registered site users. The surveys will address our site usability, and ask several open ended questions intended to discover how effective the site was in achieving expected outcomes.

Description of Delivery Platform with Rationale

In order to use My Little Recipe Box the user will need to have either a desktop computer, laptop, or mobile device that has the capability to go online. Since the platform is online the user will need internet access. Our platform will be built on HTML5 which will allow for access across most if not all mobile devices and desktop computers.

Uploading capability is needed if the user would like to add photos or videos of their ingredients, grandparents, or the recipe being prepared. Downloading capabilities are needed if the user would like to download and print the recipe builder as a PDF so that they can hand write answers to prompts and upload them to the site at a later time. My

Little Recipe Box should be accessible to users whether they are Window or Mac and should be available to meet the needs of users even with slow connections.

DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 34

Project Description/Concept

Design Features

My Little Recipe Box is a website that is compatible to use on computer, laptop, mobile device and tablet. It is made up of several pages, which together have many different features. The user is first presented with a homepage, which gives an introduction of the site; that is the My Little Recipe Box mission to bring together children and their grandparents (or people who are of their grandparent’s generation) and short concise directions for the user. The homepage also features recipes that are favorites of the week, there to inspire users and give examples for new visitors to the site. From the homepage the user can choose several options: signing up, logging in to see their own Recipe Box, searching recipes or building a recipe with the sites Recipe

Builder.

From the homepage a visitor to the site can search for a recipe that is on the site from all the recipes that are shared publicly. If they are a logged-in the user they can choose to search these recipes as well as any recipe that has been shared with them personally (by a friend or contact). They may flip through the recipes they find or if they wish to, they have the ability to save their recipes within their own Recipe Box from the search result page.

If a first time visitor chooses to sign up they will click on the sign up as a new user button on the homepage. They may also reach this page from the search results page or the recipe builder page. If they are invited to join the site by a friend through email they will be directed to this page. The new user will be taken through the terms and conditions of use as well as a more in depth interactive review of the mission and DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 35 reason for the website. They will also see a short tutorial, so they will know how to use the site. Once they go through this process they will be able to personalize their own

Recipe Box page, with colors, pictures and choosing ‘friends’ who are already using the site. After this the new user can start to add recipes of their own or save publicized recipes to their own Recipe Box page. The intended users are children ages eight through ten, so privacy is a concern. Some of these concerns will be addressed in this sign up area with the option of many privacy setting that will be set as private unless the user chooses specifically not to have them. For example unless the user decides against it, only their made up username will be visible to others. The setting will be at the most private and certain things will be made public, only if the user makes an active effort to publicize their settings.

Once the user has signed up or has logged in they will be directed to their own

Recipe Box page. This part of the site will be personal and only viewable by the individual user. It will have a list of the recipes the user has uploaded, including a picture of the recipe and a small blurb about the recipe. Also included here will be any recipe that the user has saved to their Recipe Box from publicly shared recipes or recipes that were shared with them by friends or contacts. Users can search within their own Recipe Box to find a recipe they are looking for, by title or words within the recipe.

The user can choose a particular recipe to flip through. The user will have the option to modify sections of recipes they have uploaded. Within each recipe the user will have the option to share that particular recipe with a friend or contact and will also have the ability to make that recipe public. If they decide to publicize the recipe they will be asked if they are sure they want to and if so which pictures they want to include with the recipe. This DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 36 means that the recipe may have different forms; more information may be available to the user in the private recipe than the same public recipe. When looking at individual recipes the user will have the option to print the recipe, or to create a book of recipes that they can have printed, bound and sent. If the user chooses this option they will be directed to a Book Building page. At this point the user would be brought through a simple process of choosing which recipes from their own Recipe Box they want to include in their cookbook. They would choose the photos for the book, create a cover page and back page as well as write a dedication. The user would also choose how they want their book to be bound, how many books they would like to order and where they want the books to be sent. This gives the users a way to have a physical representation of the recipes they have collect, in their own cookbook.

From the homepage the logged in user can choose the option to build a recipe. If they choose this option they will be directed to a page that gives the ability to either choose the online Recipe Builder, optimal on a tablet or mobile device that is easily used in a kitchen setting or they may choose to download and print out the Recipe

Builder as a form. If they choose to print their the Recipe Builder, it will download on to their computer as a PDF worksheet that they will be able to fill, write on and later add to the site using the same online Recipe Builder they would use if they were doing the

Recipe Builder online. If the user chooses the Recipe Builder online option they will be taken through prompts as they interview and/or prepare the recipe with their grandparent/grandfriend. The Recipe Builder consists of questions that ask about the recipes themselves as well as the meaning behind them, such as “What meaning does this recipe have in your family?” and “Is there a story behind this recipe?” DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 37

At certain points the Recipe Builder will ask the user to add or upload photos to their recipe. The user would also have the option of uploading pictures from the Internet to use in their recipe. The last question will ask the user if they would like to share their recipe with friends, publicly, or keep it private. When the process is finished the site will format the recipe so that it is viewable in book form, letting the user flip through its pages.

Narrative of Project Design/User Experience/Walkthrough

Susie, a ten year old girl, walks up to her bedroom after eating a satisfying

Thanksgiving dinner. She cannot stop thinking about how delicious the sweet potato pie was that her grandma made for dessert. She remembers having it the year before and it being just as good. Susie wishes she knew how to make the sweet potato pie so that she could eat it more than once a year.

Susie takes out her iPad and begins surfing the internet for a recipe for grandma’s sweet potato pie. She googles “Sweet Potato Pie Recipe” but it returns a twenty two million results, how will she know which one is the right one? During her search Susie comes across a website called, My Little Recipe Box. A website that allows you to create a virtual recipe box with all of your family’s favorite recipes.

Susie starts by creating an account so that she can create her own recipe box.

She clicks onto the Recipe Builder portion of the website and sees there are two choices. Susie can print out a copy of the Recipe Builder and fill it out by hand or she can use her iPad to build the recipe online. She decides to use the online Recipe

Builder, but one of the first questions asks for a picture of the person who is giving her the recipe. Susie runs downstairs, luckily her grandmother is staying over tonight. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 38

Susie explains the website to her grandmother and how badly she needs to know the recipe for the delicious sweet potato pie. Susie snaps a picture of her grandmother and types her name into the online Recipe Builder. Now it’s Susie’s turn to put her photo into the Recipe Builder. Susie snaps a photo of herself and adds it to the Recipe

Builder.

After entering in some more information Susie comes across an interesting question she needs to ask her grandmother, “Where did your grandmother get this recipe from?” Susie is astounded to learn that her grandmother learned the recipe for the sweet potato pie from her own grandmother, Susie’s great-great-grandmother made this recipe over eighty years ago. Wow!

Now Susie can begin to enter the recipe itself. The recipe builder is asking for a picture of the recipe. Susie is a quick thinker so she runs into the kitchen grabs the last slice of sweet potato pie and brings it back to her grandmother. Susie then takes a picture of herself, her grandmother and the sweet potato pie.

Next Susie begins to type in the ingredients that her grandmother says she will need for the recipe. Susie’s grandmother says she will need ½ a teaspoon of nutmeg.

Susie’s head turns sideways, her grandmother senses Susie’s confusion. Susie’s grandmother leaves the room and returns with small container of brown powder and some spoon like objects. She lets Susie sniff the nutmeg and shows her all of the spoons she brought in. (Susie has just learned the difference between a teaspoon and a tablespoon.) Susie decides to add a picture of the nutmeg and the teaspoon so that she will remember what they are when she actually makes the recipe. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 39

Susie and her grandmother continue adding ingredients to the recipe until it is complete. When they are done Susie, clicks “Finish” on her iPad and the new recipe gets saved in “Susie’s Little Recipe Box.”

A few days later Susie returns to school and tells everyone about the delicious sweet potato pie she had during Thanksgiving. All of her classmates wanted to try the sweet potato pie but they didn’t have the recipe.

Later that day when Susie got home she went straight to her iPad. She visited

My Little Recipe Box and tapped on “Susie’s Little Recipe Box.” Susie located the recently created sweet potato pie and tapped on it. On the next page she saw the recipe she had created a few nights ago. On the same page she saw a “Share” button.

Susie tapped the “Share” button and began entering all of her friends email addresses.

A few moments later Susie was grinning because it so simple to share her grandmother’s great sweet potato pie recipe with all of her friends. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 40

Flow Chart

Following is the site flow chart that represents different paths through the site, and sections of content. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 41

Wireframes

The following are wireframes of key sections of My Little Recipe Box.

Homepage. The My Little Recipe Box home page gives an introduction to the the site with a mission of bringing children and their grandparents together to cook. The home page gives the user options to search, build a recipe, or go to their recipe box. At the bottom of the page some of the most loved recipes of the week scroll by and can be clicked to see more details.

(Figure 1 - My Little Recipe Box Homepage) DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 42

Recipe Box. Within the user’s recipe box they have the options to build new a recipe, print the Recipe Builder, and look at popular recipes of the week. If they choose to print the Recipe Builder, it will download onto their computer as a PDF worksheet that they will be able to fill in and later add to the site. If the user chooses the ‘build a recipe’ option they will be taken through prompts as they interview and/or prepare the recipe with their grandparent. Throughout the prompts they will be able to upload videos and/or photos showing their process. The site will be viewable on mobile, making this step easier, if for example they are building their recipe in their grandparent’s kitchen.

(Figure 2 - My Little Recipe Box Recipe Builder Homepage, Start Building a Recipe) DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 43

My Recipes. On the user’s personal site they can see all of their recipes. These

are recipes that they uploaded, but also recipes that they wanted to add to their own site, by their friends or other users on the site. Here they can also choose the option to

print any of their recipes. If that option was chosen, they would be brought through a simple process of choosing which recipes they want to include in their cookbook. They

would choose the photos for the book, make a cover page and write a dedication. The

user would also choose how they want their book to be bound and how many books

they would like to order. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 44

(Figure 3 - My Little Recipe Box, My Recipes Area, Saved Recipes)

Recipes. When the user chooses to view a recipe it will be shown as if they are looking at a book. As if they were looking at a book, the user will be able to flip from page to page. If they are looking at a public recipe or the recipe of a friend they will be able to follow that person (so they are notified when they add recipes). Also if the recipe is not their own they will be able to add the recipe to their own recipe box. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 45

(Figure 4 - Sample Recipe) DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 46

(Figure 5- Add a story to the recipe and share) DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 47

Recipe Builder As seen in figure 6, when the user chooses to build a recipe, they can start by uploading a photo of it (left side of screen). The user may also add information about the recipe (top right of screen) by answering the prompt or question presented. This question will change to the next item after they answer. The user can select from the related items (i.e. ingredient lab, icon) to add additional information to the recipe, or to identify it graphically.

(Figure 6 - tablet view of recipe builder) DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 48

Implications for Future Design

Future iterations of our website will need to accommodate changing needs of our users starting with any desired improvements. We might also want to provide users the functionality to export their content to save locally, and possibly reprint or republished saved projects. In other words, we need to prepare to archive content for an extended period of time, so our users’ recipe box has some permanency.

Secondly, our site will need to accommodate for changes in web and mobile technology, such as new browsers, updates to code, or new code, and new mobile devices. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 49

Project Workflow

Below is a responsibility matrix for our design document that indicates who was responsible for what areas of the paper, and work. Overall, it was a highly collaborative process and every team member contributed equally.

Evan Ruth Jordan Stella Background/Needs Target Audience Media Selection Context of Use Analysis Review of Existing Review of Existing Review of Existing Review of Existing Products Products Products Products Current Usage, Theoretical Affordances, Theoretical Content Analysis Foundation Challenges/ Foundation Constraints Goals and Goals and Theoretical Foundation Learner Characteristics Objectives Objectives Wireframes and Wireframes and Goals and Objectives Goals and Objectives Screenshots Screenshots Flowcharts/Sitemaps Design Features Narrative/Walkthrough DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 50

Conclusion

My Little Recipe Box is a website that is meant to be a platform that facilitates and strengthens the bond between generations - e.g., Grandparents and/or grandfriends and grandchildren. An intergenerational bond has been shown to be healthy for children, and My Little Recipe Box is meant to facilitate this bond, by giving the children and grandparents a shared activity; a way to teach and learn through cooking.

Through the My Little Recipe Box experience, children will learn about their grandparents/grandfriends in addition to related cooking skills. Learning will be demonstrated through the final artifact children will produce a recipe with an embedded story from the grandparent/grandfriend. These recipes will be shareable so that site users can benefit from each other’s experiences. The site design and workflow support our goal of sharing, and the site is based on related learning theories to inform our design.

Overall, My Little Recipe Box will bring families closer, but it’s only the beginning for our site. As we test our tool, we will learn how to improve to meet the learning outcomes set forth. We will also see the limitations of our design, and the potential for future iterations. Either way, for those who use it, there will be a record of what children/grandparents learn about each other, proof of children’s learning of related cooking skills, and a family heirloom for future generations. DESIGN DOCUMENT FOR MY LITTLE RECIPE BOX 51

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