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, titlting 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]

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.

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.

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 A P E R S
"Architectural Robotics, Inevitably." ACM Interactions.
"Rethinking the Machines in Which We Live." IEEE RAS.

R E A D I N G S
• Green, Keith Evan. Architectural Robotics. Cambridge, MA: MIT Press, 2016.
• Dow, S. Wizard of Oz Interfaces [WOz].
• Grönvall, E., .... "Causing commotion with a shape-changing bench...."
• Ishii, H., ... “Radical Atoms: Beyond Tangible Bits, Toward Transformable Materials.”
• Jolliffe, Daniel. “Arduino Fever."
• Mau, Bruce. "An Incomplete Manifesto for Growth."
• McComb, G. "Making Robots with the Arduino." Servo (02/2011) pp. 67-75.
• Mitchell, William, J. "Computers for Living in" in e-topia.
• Negroponte, N. “Intelligent Environments,” Soft Architecture Machines.

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 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 wtih 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 capababilities, (2) acceptable and cheaper UNO R3 clones that you can purchase instead of the standard one, and (3) other boards that work with Arduno 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 wtih the Grove shield.
  • 1 USB 2.0 Cord USB Type A Male to B Male [e.g. one for printers]
  • 1 9V battery 
  • Typical studio project consumables (cardboard, plastic, ...) and possibly other electronic and mechanical hardware, as needed.

To learn how to use Grove, review the following:

Intro to Grove
My Powerpoint Slides to get Started with Grove and Arduino

Grove - Starter KIt v3 online guide
Grove System Wiki with availabile modules and their code
More Grove Tutorials
More help on uploading code to Grove (if you need it)

To learn how to use Arduino, see resources below.

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.
My previous students' videos from this course: see left-column of this page and these: 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 à wk. 12 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  /  (entire 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)
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
----------------------------------------
S Design for Emotion
T Emotion Measurement
----------------------------------------

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

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.” (Pandora's Box from my DEA 2730 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 concept(s) and articulation of the aims/motivations for your design (10%); this includes:
    (a) a problem definition;
    (b) a brief lit review (minimum of 4 references) using ACM DL and IEEE Xplore;
    (c) evidence of at least one of the ideation strategies (E-I above);
    (d) either a Storyboard or a written Scenario (J or K above);
  • your working prototype—its functionality, aesthetic refinement, response to stated aim (10%)
  • your video and one-page paper (10%)

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.

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:

  • documentation of your design concept(s) and articulation of the aims/motivations for your design (20%); this 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) elaboration of two user studies (M-R above)
  • your working prototype—its functionality, aesthetic refinement, response to stated aim (20%)
  • your video with one-page paper, or video with short (4 page) paper (20%)

• The final 10% of your course grade is for documentation of both assignments on a CD - all documents you produced in the course, including all photos, sketches, and videos.

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).

Format for one-page paper: Extended Abstracts Format (example one-page paper from my lab).

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 professor and TA will be designated as last authors for any conference submission, as the professor and TA will be integral to the success of the submission.

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
http://www.arduino.cc/en/Guide/HomePage

G I T H U B   O N   A R D U I N O
• Find lots of Grove Arduino and Arduino code for your projects on GitHub, e.g. here

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!

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
THE HYPERBODY research group at TU Delft
Interactive Environments Minor at TU Delft

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.

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.