Eli Robinson moved to Austin four and a half years ago and continues to love it despite being raised a Vermonter. She moved here from Brooklyn, where she collected interesting work experiences and studied psychology and writing at the New School University. She has driven through every state in the continental US and sections of Canada and Mexico and studied in India, Egypt, Turkey, and at the Institute for Social Ecology at Goddard College. She spends her time playing with bicycles, children, dogs, clay, and on the Greenbelt.


Recent Tweets

@littleitem: I know who @Caitlyn_Jenner is because of her honesty. I know who #RachelDolezal is because of her dishonesty. Stop diluting bravery!

@littleitem: RT @KXAN_Weather: Lake Travis reached its normal June level today for the first time in five years! http://t.co/hPAU43TZFN

@littleitem: Scientists Warn to Expect More Weather Extremes http://t.co/trr3rUINoJ

@littleitem: "If you find a path with no obstacles, it probably doesn't lead anywhere." - Frank Clark

@littleitem: I have the slowest reaction time in the world. I just realized I really like @lordemusic's first hit. #goodjobgirl

Recent Blog Posts


Out for a Walk with Charles S. Pierce

For this position diagram, I attempted to translate “The Three Cotary Propositions,” a 1931 lecture by Charles S. Pierce, into contemporary language. I wanted Pierce’s views, which I consider quite transcendent, to be accessible to someone with a modern attention span and understanding of language. This is why I chose to illustrate a few of Pierce’s points, generously seasoned with my own views, in the format of a comic strip. Given the nature of the argument Pierce makes, I feel comfortable not only modernizing his points, but adding to them, as the frontier of these concepts have expanded considerably since 1931. Nonetheless, his work continues to be relevant and clarifying the polemics’ stance was a refreshing, fun, and engaging process.

Above is a random sample snapshot of Pierce’s lecture, which, at around twelve pages,  demonstrates the need for translation. Fortunately for me, my grandfather, the poet and St. John’s professor Charles G. Bell, who was friends with Einstein and was barfed on by Dylan Thomas one wild night, actually spoke like this. I was exposed to this type of language from an early age and understand it. However, in an effort to not default into the same highfalutin wordage, I translated the lecture, paragraph by paragraph, into Spanish and then back into English using Google Translate. I knew that translating it this way was crude, but I wanted to see what other word choices surfaced and be forced into articulating it myself.

My favorite part of this process was that “Abduction” consistently becomes “Kidnapping,” which is hilarious because I don’t think I could define the intended meaning of the word anyway. This process made distilling paragraphs into sentences very simple, I suppose because it was now a foreign language, the essence of which I understood. Like listening in on a Scottish conversation about something you are familiar with. I then started a comic strip from the paragraph sentences and presented it to the class last Tuesday.

The feedback was that it was too verbose (STILL!) and could better utilize illustration and the comic strip medium. It was also going to end up being insanely long and meandering. So, I continued the distillation process and came down with a few points that I wanted to illustrate. I got braver about my illustrating and more particular about the execution. I became clearer about my ideas and more comfortable sharing them in this way.  I would love feedback about the work and continued editorial suggestions from anyone who is interested in giving it. The final product is below….


Posted in Classes | Leave a comment

302 Position Diagram 1

For this assignment we were asked to create a position diagram on the role of technology in the world, and to argue it’s importance. We read articles by ten different designers of influence and were expected t draw upon them in our argument.

Responding largely to Dourish, I created a graph that establishes the parameters of “context,” showing transitional layers of change. I then positioned each of the designers we read within the diagram where I believe they are operating, at least at the time of creating the article. Lastly, I inserted my own viewpoint on the topic.

When presented, the page builds, beginning with Marsden, and ending with me, Robinson. For the sake of viewing convenience on this blog, I will show only the final slide, which has everything.

I am proud of this work for many reasons. For starters, it is very clear that I’ve come a long way with understanding the purpose of a position diagram and how to make one that says something in an understandable way. That said, I’d very much appreciate feedback– did I accomplish that? Also, do you think this is agreeable, or potentially helpful? Do you understand my language choices? I will to continue to revise this position diagram until it is awesome, so any and all feedback is welcome.

Posted in Classes | Leave a comment

Wireframes 6.0

In this final iteration for our wireframe assignment, I feel that I finally started to contain the scope of the issue in my mind while I worked. This resulted in a massive restructuring of the design and an overhaul of the look of the site after receiving help in basic InDesign skills and wireframe logic from Jon K. This final iteration is also a very new one and certainly could use a few more iterations before being called finished, however that seems to be the nature of wireframing such a complicated entity as a class scheduler. All in all I think this is a considerable improvement from previous versions and I am pleased with the accomplishment. I have found the entire project to be fun, humbling and educational.

As a reminder, the following is a template wireframe for a proposed academic scheduler, created specifically for athletes at UT Austin.






















Posted in Classes | Leave a comment

Wireframes 5.0

This iteration continues to expand on the visual buttons and a tidier look throughout. It’s easy to see where the obstacles are in this because as the iterations progress, the hanging chads in the design become increasingly obvious. Nonetheless, it took user testing with a professor at UT, who wanted many changes made to this design, to see that I was still struggling with fundamentals of the layout and wasting time changing the button sizes. This was a heavy but necessary blow, as our instructions in the design process have been consistently guiding us to draw the layout completely before increasing the visual fidelity. Even still my ability to follow these instructions has been inconsistent, partially I think because these tools are all so new that I easily become preoccupied by basic adjustments to the look when I just meant to be correcting a typo. Therefore, some pages in this iteration are at their sloppiest version yet, as I began to return to pen and paper these pages became dumping grounds and place holders. This felt like the natural result of exploring beyond the “hero flow” and so I include them in this collection because I think they show a process.




















Posted in Classes | Leave a comment