D o c u m e n t s

S e e   m y   D E A   2 7 3 0

S T U D E N T   E X A M P L E S
• enabling tools

Helping Handhelping hand, tilting t. [video]

S T U D E N T   E X A M P L E S
• assistive surface for children

Haptic Desk Interface for Austismhaptic desk [video] [documents]

S T U D E N T   E X A M P L E S
• for a university campus

project 868
Lee Hall
[video] [documents]

proj 868-2
Library
[video] [documents]

S T U D E N T   E X A M P L E S
• on urban disaster response

pCAP [video] [documents]


SIS [video] [documents]


YOU [video] [documents]


IES-Favela [video] [documents]

S T U D E N T   E X A M P L E S
• for children

Flower [video] [documents]


iTOI [video] [documents]

S T U D E N T   E X A M P L E S
• on aging in place


ET
[video] [documents]


ReLiS [video] [documents]


IFF [video] [documents]


mKARE [video] [documents]

 

C O N S E N T
To prepare the required paper and video for this course, enrolled students may conduct peer-to-peer participant studies using their peers as participants. Methods may include interviews, observations, surveys, co-design activity, heuristic evaluations, and cognitive walkthroughs. As part of this design research activity, students conducting these studies may take written notes, photographs, and/or video as a means of documentation. This documentation may appear in papers, videos, and conferences for academic audiences. Student will not be identified by name, and no aspect of these studies should cause discomfort or risk to participants. Should any student in the class choose not to participate in any aspect of the study, or have questions about her/his participation, please make this known to the instructor. Additionally, for any work of the course submitted for publication, student authors will be identified as first authors of the submission, and the instructor and TA will follow in the list of authors of such work in recognition of their efforts in cultivating this work. If these term are not acceptable to you, please indicate so to the instructor. Non-participation will not impact your grade for this course in any way.

 

J O I N   S I G C H I   A N D   D R N
Students are encouraged to join (at no charge) email postings (listservs) for ACM SIGCHI ANNOUNCEMENTS and DESIGN RESEARCH NEWS (both of these for design opportunities) and also ACM SIGCHI JOBS (in design). Students are also encouraged to become a student member of SIGCHI which brings you a 1-year subscription to interactions magazine [print] and discounts on ACM conferences. Directions for joining all these.

 

D E A    S T A T E M E N T
DEA is dedicated to fostering a respectful and accepting learning community in which individuals from various backgrounds, experiences, and perspectives can embrace and respect diversity. Everyone in this community is empowered to participate in meaningful learning and discussion, regardless of an individual’s self-identified gender, sexual orientation, race, ethnicity, religion, or political ideology. We encourage students to share their uniqueness; be open to the views of others; honor and learn from their colleagues; communicate in a respectful manner; and create an inclusive environment.

Interaction Design (IxD) Studio
Keith Evan Green, Ph.D.
Teaching Assistant:
Carlos Araujo de Aguiar, ca449@cornell.edu
Tuesday and Thursday, 1:25-4:25pm, HEB 2L32 "Assembly Studio"

C O U R S E   D E S C R I P T I O N
  |   D E A   4 2 1 0
The built environment made interactive and adaptive by embedded computation has great promise to support and augment us at work, school, and home, as we roam, interconnect, and age. Students will design and prototype artful, meticulous, cyber-physical artifacts and environments responsive to specific challenges of an increasingly digital society.

P R E R E Q U I S I T E S   |   E N R O L L M E N T
• 4 credits; letter grade only
• The previous class had students (upper-level Bachelors, MS, M.Eng., and PhD)
from DEA, IS, CS, MAE, and FSAD. Students from ECE, Architecture, and other allied departments are also welcomed. All students from outside DEA require professor's permission.
• Prerequisites only for DEA students: 2 studios at 2000-level or higher.

S Y L L A B U S   |   C O U R S E    B L O G
---------------------------------------------------------------------------------------------------------------
M Y   F O U N D A T I O N A L   P U B L I C A T I O N S
• Green, Keith Evan. Architectural Robotics, Inevitably. ACM Interactions.
• Green, Keith Evan. Rethinking the Machines in Which We Live. IEEE RAS.
• Green, Keith Evan. Architectural Robotics. MIT Press, 2016.

R E A D I N G S
• Dourish, Paul. Embodied Interaction. MIT Press, 2001.
• Dow, Steve. Wizard of Oz Interfaces [WOZ].
• Golbeck, J. Back off, man. I’m a scientist.’Using Fiction to Teach Beginners HCI.
• Grönvall, E., et al. Causing commotion with a shape-changing bench.
• Höök, Kristina. Affective Interaction.
• Ishii, Hiroshi. Tangilbe Bits and Radical Atoms: Beyond Tangible Bits.
• Mau, Bruce. An Incomplete Manifesto for Growth.
• McCarthy, John and Wright, Peter. Technology as Experience. MIT Press, 2004.
• Mitchell, William, J. Computers for Living in" in e-topia. MIT Press, 1999.
• Negroponte, Nicholas. Soft Architecture Machines. MIT Press, 1970.

Picard, Rosalind. Affective Computing. MIT Press, 1997.

M A T E R I A L S
We will be working mostly with the Arduino-compatible Grove shield and suite of electronics modules. Material costs for this studio are expected to be approximately $100 per student. This includes the purchase, by each student, of:

  • 1 sketchbook like this one or a comparable one found in our bookstore.
  • 1 Seeedstudio "Grove for Arduino - Starter Kit V3" available widely (see retailers below) including Amazon for $39.91 at the time this document was prepared
  • 1 Arduino UNO R3 (or any current Arduino board compatible with the Grove shield). The standard Arduino UNO R3 is available widely from Amazon (for  $23.97 when this page was prepared) and other retailers (scroll down this page for a list). Note that there are: (1) many different Arduino boards adding different capabilities, (2) acceptable and cheaper UNO R3 clones that you can purchase instead of the standard one, and (3) other boards that work with Arduino IDE (the Arduino programming language. For help in making selections, see Make's Guide to Boards. For assignment one, again, make sure you have one board compatible with the Grove shield.
  • 1 USB 2.0 Cord USB Type A Male to B Male [e.g. one for printers]
  • 1 9V battery
  • 1 9V battery clip [e.g. one made for Arduino or a simple one connected like this]
  • Fabrication materials, as needed
    • Some fabrication materials are available to you at no cost from our D2FS.
    • Our campus bookstore has chipboard, corrugated cardboard, plexiglass...
    • Wood and plastic sheet materials can be purchased via the list posted in class.
    • Other recommended materials include:
    > Coroplast corrugated plastic: easy to work with; low-cost; I like the colorless, translucent finish; small quantities can be found on eBay and at Home Depot.
    > Plexiglass and other plastics are available online, cut to your size, and shipped.
    > Aluminum Composite Material (ACM): see, e.g., the red entry of HEB as well as my LIT ROOM project; available locally (Syracuse) from Polymershapes, contact Kevin Passerell.
  • More Grove modules and other electronics, as needed, from e.g. Mouser

U S I N G   G R O V E
My Powerpoint Slides to get Started with Grove and Arduino
- start here
Grove - Starter Kit v3 online guide
Intro to Grove
Project examples from "Instructables" with code and documentation
Project examples using Grove's environmental sensors with code and documentation
More Grove Tutorials

A R D U I N O   S O F T W A R E   D O W N L O A D   A N D   G U I D E
• Software download and intro: http://www.arduino.cc/en/Guide/HomePage
What's on an Arduino board and intro.
Visualino (free download) is a visual programming environment for Arduino. Like Scratch for kids Grasshopper for 3D CAD users, you code with puzzle pieces.

G R O V E   C O D E   I S   F O U N D   A T   I N T R O   T O   G R O V E - best bet
• Provides links to a Wiki page for each module - description, instructions, and code.
• On the "Intro to Grove" page, trace this path to the Wiki for a given module (my example is the Grove Button):
> Choose Your Grove > [Input] > [Grove Button] > Wiki

G R O V E   C O D E   I S   A L S O   F O U N D   O N   G I T H U B  
• GitHub is the current, open-source repository of code for Grove Arduino. Much of the code (without instructions or descriptions) for Starter Kit modules is found here. You can also search for your module (e.g. light sensor) or browse for project code here.

C O R N E L L   C O L L A B S P A C E   T U T O R I A L S
• Cornell Engineering with Instructables offer these tutorials on a variety of useful topics for this course, including: Arduino, 3D-printing, soldering, Rasberry Pi, Python....

A R D U I N O   T U T O R I A L S
• Jeremy Blum's http://www.jeremyblum.com/category/arduino-tutorials/page/3/
• Arduino's http://arduino.cc/hu/Tutorial/HomePage
• Ladyada's http://www.ladyada.net/learn/arduino/
• NYU ITP Intro to Physical Computing http://itp.nyu.edu/physcomp/Tutorials/Tutorials
MAKE Arduino projects.
• Search YouTube - it's a tremendous open-source resource for this community!

A B O U T   R E L A T E D   H A R D W A R E  ( I F    Y O U   M U S T )
• About relays
• About Arduino Robots

V I D E O   P R O D U C T I O N   G U I D E   +   E X A M P L E S
My guide for making videos (this applies less-so to the first assignment).
My previous students' videos from this course: see left-column of this page and these: Helping Hand Tilting Table; Xtinguish; Pandora's Box;
Examples from my lab: ART: AWE; CyberPLAYce; home+
Marble Answering Machine (Bishop, 1995) - example of hand-drawn WOz video.

P A P E R   E X A M P L E
Example from my lab.

S C H E D U L E B Y   W E E K
First Class 01.25 | Definition of Problem, Literature Review, and Ideation
Week 01.29 | 01 Assignment-1 Definition of Problem, Literature Review, and Ideation
Week 02.05 | 02 Prototyping with Arduino and Grove
Week 02.12 | 03 Prototyping / progress reports and discussion; video production
Week 02.19 | 04 Refinement | Cornell Break Tuesday
Week 02.26 | 05 Video and paper > DEMO/SCREENING
Week 03.05 | 06 Assignment-2 Definition of Problem, Literature Review, and Ideation
Week 03.12 | 07 Ideation, Storyboards, Scenarios
Week 03.19 | 08 Prototyping / progress reports and discussion
Week 03.26 | 09 Prototyping / progress reports and discussion > DEMO
Week 04.02 | 10 Cornell Break
Week 04.09 | 11 Prototyping / progress reports and discussion > DEMO
Week 04.16 | 12 Prototype and video iteration; testing; paper development
Week 04.23 | 13 Prototype and video iteration; testing; paper development
Week 04.30 | 14Prototype and video iteration; testing; paper development
Final Class 05.09 | DEMOS and SCREENINGS, Conclusions, Lessons Learned  

S U P P O R T I N G   D O C U M E N T S  /  (drawn from the design guide)
A Design Cycle
----------------------------------------
B Problem Definition (more)
C Lit Review
D List of Requirements
----------------------------------------
E Collage (more) and Mood boards
F Analogies & Metaphors
G Mind Map
H Morphological Chart (more)
I SCAMPER
----------------------------------------
J Storyboard (more), (an example)
K Scenario (more)
L Role Playing
----------------------------------------
M Heuristic Evaluation (Jakob Nielsen's Heuristics)
N
Observations
O Interviews
P Questionnaires (aka Surveys)
Q Focus Groups
R Cultural Probes
----------------------------------------

A S S I G N M E N T S   A N D   G R A D I N G

Intellectually, the two assignments for this course are framed by three perspectives on designing for emotion: (1) Roz Picard's Affective Computing (emotion as biologically-based cognition) (her TEDx Talk), (2) Affective Interaction (emotion as a culturally-determined construct) as offered by Phoebe Sengers of Cornell IS, Paul Dourish, Kristina Höök, and Technology as Experience (emotion as part of a larger interactive experience), as offered by John McCarthy and Peter Wright, Don Norman, and Bill Gaver.

Assignment-1 | A box inspiring wonder (30% of the course grade; individual effort)

Using Arduino and the Grove kit, create a box of moving parts, lights, and/or sounds that arouses wonder and serves as a portal to elsewhere. Your box will take inspiration from the boxes created by artist Joseph Cornell. Assembled according to a “dream logic,” Cornell’s boxes are “magical”: they “enchant their onlookers and entice them away to another world.” Brian Eno, producer (for U2, Coldplay, ...), ambient music pioneer, and member or the band Roxy Music, said that a key inspiration for him was such a box (listen). Pandora's Box from my DEA 2730 course exhibits some of these qualities, as does the haptic box from another course I've taught.

The following will acquaint you with Joseph Cornell and his boxes:

Your deliverables are:

  • documentation of your design (10%); your documentation includes all of the headings presented in this example from a previous class: (a) a unique name for your prototype, (b) an abstract, (c) a scenario, (d) the operation of the prototype, (e) a list of components, (f) the process of construction, (g) a discussion (of what worked and didn't work), (h) proposal of future work (as a response to your discussion), (i) a link to your video, and (j) the code.
  • your working prototype (10%)
  • your video, still photos of your prototype, and one-page video paper as per CHI Video Showcase CfP, using this template (10%)

Format for video: H.264 encoded MP4, at least 1280px x 720px, at most 5 minutes (2-3 minutes is a more common length), captioned for accessibility in .srt or .sbv format (example video from my lab).

Assignment-2 | "Repairing 'Stellavista' (60% of your course grade; team effort)

In a team of two or more (tbd), read J G Ballard's short story "The Thousand Dreams of Stellavista" (1962) and design, an interactive/adaptive artifact at any scale that repairs something you discovered in Ballard's fictionalized suburban, architectural-robotic dystopia. Your user/clients are Fay and Howard Talbot, the couple in the story that is considering moving to a home in Stellavista; follow this paper for framework.

The prototype should be interactive by way of sensors and actuators that move physical mass, You are encouraged to add lighting and/or sound. You may also integrate any manner of input device, actuator, hacked device (e.g. a toy, a camera), machine learning, computer vision, augmented reality,.... Your deliverables are:

  • your working prototype (20%)
  • your videoand still photos of your prototype (20%)
  • your code (an Arduino ino file) and your paper (as per ACM DIS CfP for "Pictorials") (20%); you paper includes:
    (a) a problem definition;
    (b) a lit review (minimum of 10 references) using ACM DL and IEEE Xplore;
    (c) evidence of at least two of the ideation strategies (E-I above);
    (d) either a Storyboard or a written Scenario (J or K above);
    (e) reporting of two user studies (M-R above; follow this paper for framework)

Format for video: H.264 encoded MP4, at least 1280px x 720px, at most 5 minutes (2-3 minutes is a more common length), captioned for accessibility in .srt or .sbv format (example video from my lab).

• The final 10% of your course grade is for documentation of both assignments uploaded to our shared drive - all documents you produced in the course, including digital files for a selection of your best photos, sketches, and other visual products. Pleaes name files and folds clearly.

The above materials will be completed to meet the submission requirements for an ACM conference like DIS (Designing Interactive Systems), TEI (Tangible, Embedded and Embodied Interaction), IDC (Interaction Design and Children), or CHI (Human-Computer Interaction). For each project, the student designer(s) will be designated first authors and the TA and professor will be designated as, resepctively, second-to-last and last author for any conference submission, as the professor and TA will be integral to the success of the submission.

O R G A N I Z A T I O N
A key objective for this studio course is to have everyone in the class design not only their project but every project in the class. How? By benefiting from various inputs:

  • Every Tuesday, present a (maximum) 3-minute update on your developing project, noting what you did and why you did it. Use as supporting evidence a 1-2 page document that you, ahead of class, prepare and upload to our class Box folder. (Here is an example from previous class of these updates, collected.)
  • Every class, select a name from the Magic Box. This person will be your critique partner for the class session. Confer with your partner at least once in class.
  • Benefit from informal exchanges with peers.
  • Deliver formal presentations at designated milestones throughout the semester.
  • Advance your project through "desk crits" with the professor and TA.
  • Work with shop staff on fabricating your project.
  • Engage in peer-to-peer grading and user studies.
  • Consider formal responses and assigned grades to your assignments.

O N L I N E   H A R D W A R E   R E T A I L E R S
SparkFun
McMaster-Carr
Adafruit
JameCo
Maker Shed
Grove from Seeed
Grove from Mouser

C L O S E   A L L I E S   W I T H   O U R   C O U R S E  :  T U   D E L F T  x  2
Interactive Environments Minor at TU Delft's ID-StudioLab

P O L I C I E S
Attendance, timely arrival to class, and participation are mandatory and count for 10% of the grade. Attendance at the start of class will be taken for some class sessions without advanced notice. For each absence or late arrival, email the professor and TA with an explanation, attaching supporting documentation (e.g. doctor’s note); we will consider these as a valid excuse (hardship, medical appointment) without penalty, or not. It is your education, so you should take responsibility for yourself in attending all class sessions on time. 

Late submissions will NOT be accepted, except with a doctor’s certificate or other proof of personal crisis or hardship. Failure to submit the printed documents and digital files will reduce your mid-term or final assignment grade 10 points.

Grading for this course is carefully determined by the professor and TA with thoughtful consideration of student grading of their peers. If you believe the grade for any component of this class including the final grade is incorrect, you may submit a written argument along with the component-in-question for reassessment. The written argument must reference a specific issue with the graded component of the course and must be thoroughly substantiated. The professor and TA will together consider the request, potentially with the assistance of other faculty with expertise in the area. The reassessment will result in any of the following outcomes: no change of grade, a change of grade for the better, or a change of grade for the worse. Be warned: reassessment cases are too frequently cases in which a component (e.g. the paper, poster, or design diary) falls well short of the high expectations for the course such that the grade is changed for the worse! You understand that the grade for work submitted for reassessment may result in a grade lower than originally assigned.