S T U D E N T   E X A M P L E
• box inspiring wonder

interactive journey [video] [doc]

S T U D E N T   E X A M P L E
• box inspiring wonder

infinity wonder box [video] [doc]

S T U D E N T   E X A M P L E
• box inspiring wonder

bloom [video] [documents]

S T U D E N T   E X A M P L E
• box inspiring wonder

invisible stations [video] [doc]

S T U D E N T   E X A M P L E
• assignment-2 Spr18

Helping Hand
Fay, in the yard [video] [pub]

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

Helping Handhelping hand,...table [video] [pub]

S T U D E N T   E X A M P L E
• interactive furniture for seniors

Haptic Desk Interface for Austism
robotic furnishings
[video] [pub]

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

pCAP [video] [documents]

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

• flower
[video] [documents]

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

• mKARE [video] [documents]

S T U D E N T   E X A M P L E
home+ projects

Helping Hand
• smart storage [video] [site]

S T U D E N T   E X A M P L E
• for (those w/ a sense of humor!)

• iTOI [video 280+k views] [docs]

Required: attendance, timely arrival to class, participation, and the uploading of all documents
to the course Box or Google Drive folder strictly adhering to all formatting requirement and specifications detailed here, on the course webpage, and in the ACM conference website(s). Failure to fulfill these requirements will reduce your grade up to 10% of the total grade at the discretion of the instructors. 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); these will be considered 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 note or other proof of personal crisis or hardship. Failure to submit the printed documents and digital files on-time will reduce your final assignment grade 10 points.

Grading for this course is carefully determined by the professor (and TA, if any) with thoughtful consideration of student grading by your 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, if any) 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.You understand that the grade for work submitted for reassessment may result in a grade lower than originally assigned.

To prepare the requirements 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 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) S t u d i o
Keith Evan Green, RA, PhD
Teaching Assistant:
Kaustav Das, kd439@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   5 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, play, interconnect, and age. Students will iteratively design, prototype, and evaluate artful, meticulous, physical objects 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.
• Enrollment is limited to twelve students to make full use of the digital fabrication facility and its staff.
• Permission of instructor required (by email). Preference is given to MAE students, and DEA students who have completed two DEA studio courses at 2000 or 3000 level.
In previous years, this course had upper-level Bachelors, MS, M.Eng., and PhD students from DEA, MAE, IS, CS, and FSAD. Students from ECE, Architecture, Art, and other departments are welcomed.

S Y L L A B U S   |   S E E   A L S O   M Y   D E A   6 2 1 0     a n d   2 7 3 0

O B J E C T I V E S   /   L E A R N I N G    O U T C O M E S
The "Interaction Design Studio” aims to cultivate new vocabularies of design and new, complex realms of understanding towards realizing artifacts and systems responsive to people and the planet. Three learning outcomes are expected of this course.

Outcome 1:
To grapple with under-constrained, “wicked” problems and opportunities of living today.

Outcome 2: To identify design opportunities that may prove responsive to these problems and opportunities.

Outcome 3: To demonstrate an ability to realize interactive and adaptive things and physical environments as working prototypes responsive to these problems and opportunities.

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
• Keith Evan Green and Eric Gendreau. Configurative Design: Reshaping Dystopian Fiction as Preferred, Future States. Submitted to DIS 2019. Supporting Video
• Keith Evan Green. Rethinking the Machines in Which We Live. IEEE RAS.
Keith Evan Green. Architectural Robotics. MIT Press, 2016.
• Keith Evan Green. Architectural Robotics, Inevitably. ACM Interactions.

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

Richard Picard. Affective Computing. MIT Press, 1997.
• Terry Winograd. From Computing Machinery to Interaction Design.

While there are no book purchases required for this studio, material costs are expected to be approximately $150 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.
  • 1 Arduino UNO R3 (or any current Arduino board compatible with the Grove shield). The standard Arduino UNO R3 is available widely from Amazon, Mouser,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.
  • 1 USB 2.0 Cord USB Type A Male to B Male [e.g. one for printers]
  • 1 9V battery
  • Your laptop (You will need your laptop in class, every class session.)
  • Fabrication materials, as needed for your specific projects
    • Some fabrication materials are available to you at no cost from our D2FS.
    • Other sources: Cornell bookstore, Michael's at Ithaca Mall, Utrecht, Blick.
    • 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 via Duco Plastics (clear and other colors) and at Home Depot (white in single sheets; clear by case of 10)
    > Honeycomb cardboard is inexpensive, and very rigid - enough so to build furniture from it!
    > 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
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
• Arduino 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   GROVE - STARTER KIT v3 - best bet
• Provides, for each kit module, a description, instructions, and code to copy-and-paste.
• Note that the link to the "Grove - Starter Kit Sketchbook" is dead (as of this date) which means you will need to copy-and-paste code from the "Grove - Starter Kit v3" page and its linked pages for each module. Find the code you want, copy it, and paste it into the Arudino window (over-writing any sketch code you may find in the window).

G R O V E   C O D E   I S   F O U N D   O N   GITHUB  - quick access to code
• GitHub is the open-source repository of code, including code for Grove Arduino. Much of the code (without instructions or descriptions) for Starter Kit v3 modules is found here. Find the code you want, copy it, and paste it into the Arudino window (over-writing any sketch code you may find in the window).

( N O T   T O O )   B E Y O N D   G R O V E :   CIRCUITO.IO - new!
circuito.io is an on-line retailer that let's you drag-and-drop Arduino and Raspberry Pi components you select from a menu, which then produces for you the breadboard prototype (wiring, circuits, components), the code for that system, and a bill of sale for the items. You have the option of buying no/any/all components from them. Prices seems reasonable. Whether or not you use circuito.io, I recommend using a breadboard (and not Grove) for assignment-2 to gain the experience of electronic prototyping.

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!

E X A M P L E S  O F   I N T E R A C T I V E   A R T I F A C T S
• An inventory of
interactive artifacts from "Interactions" magazine of ACM SIGCHI.
• The classic example: musicBottles (Hiroshi Isshi, Tangible Media Lab, MIT).

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).
• Example from my lab: Helping Hand
• Example from my students in DEA 2730: Xtinguish

D I G T A L   F A B R I C A T I O N :  S O F T W A R E    &   D 2 F S
It's easy to digitally fabricate components! Our partners for this course are the very friendly and capable D2FS staff in the shop next door.
• You can easily draw a 2D file of your component(s) for laser cutting by our D2FS staff. Use Adobe Illustrator (save as ai) or use a CAD program like SketchUp (save as DXF) which is free and very simple to use.
• Preparing files for 3D printing can be more difficult, but if they are simple geometries, you can again use SketchUp. If you need a more complex form, you might begin by seeking the file you need from repositories of 3D printing files like this one and this one.
If you need to create a form anew or modify an existing file, the standard application to do so in industrial design/architecture is Rhino, and in Engineering, Solidworks (both are available on the computer in the rear of our teaching space). Typically, files are saved as stl for 3D printing. Work with the D2FS staff on your 3D printing projects.
• Once you have saved your file for laser cutting (ai or DXF file) or 3D printing (stl file), "Request an Appointment" to submit your file and specifications for digital fabrication, and the staff will do the work for you, presenting to you ASAP the fabricated pieces you requested. Make sure to complee the online appointment form carefully with precise specifications. If laser-cutting sheetmaterials are not provided by the class (e.g. for assignment 2), you will need to provide the staff with these sheet materials to laser cut ahead of your request. 3D printing materials are supplied free of charge.
• Work with the D2FS staff (ched2fs@cornell.edu) - they are here to help you!

A B O U T   H A R D W A R E  
• About mechanical movements - 507 mechanisms to inspire you.
• About breadboard prototyping and basic electronics.
• About using relays - "electronic switches."
• About making Arduino robots.

S C H E D U L E   B Y   W E E K
Week 01.22 | Coure Introduction | Assignment 1 Introduction
Week 01.29 | Ideation: Rapid (Craft) Prototyping;; 2 Collages + Storyboard
Week 02.05 | Grove-Prototyping; Morphological Chart; Precedents (e.g. ACM DL)
Week 02.12 | Prototype Development; Video Production
Week 02.19 | Prototype & Video Iteration > DEMO
Week 02.26 | Prototype & Video Iteration > DEMO and SUS | Cornell Break Tuesday
Week 03.05 | DEMOS and SCREENINGS | Assignment 2 Introduction
Week 03.12 | Ideation, Storyboard, Scenario (Indiidual effort); Form Teams
Week 03.19 | Storyboard, Scenario; Prototype Development (Team Effort hereon)
Week 03.26 | Prototype Development; Video Production > DEMO
Week 04.02 | Cornell Break
Week 04.09 | Prototype & Video Iteration; > DEMO
Week 04.16 | Prototype & Video Iteration; Role Playing > DEMO
Week 04.23 | Prototype & Video Iteration; Role Playing, Observation; Survey (SUS)
Week 04.30 | Prototype & video iteration> DEMO; Course and Peer Evaluation
Final Class 05.07 | DEMOS and SCREENINGS

D E S I G N   M E T H O D S  
• A helpful design guide for human-centered methods.

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

There are two assignments for this course. The first assignment is accomplished individually (so that everyone engages in the full arc of interaction design); the second assignment is developed as a team of 3 or 4 (so that the outcomes are potentially more complex). Team composition for the seond assignment will be formed by the instructors, based on the concepts (i.e. ideation, storyboard, scnerario) "pitched" in lcass by individual class members.

The objectives of the two assignments are different. For the first assignment, the interactive artifacts strive to make people see differently by eliciting in them a sense of wonder. For the second assignment, the interactive artifacts aim to improve the state of affairs encountered in dystopian fiction and, in turn, the world we inhabit.

Also, in more practical terms, the objectives of the two assignment are different. The first assignment is intended to be a fast-paced engagement with the full-arc of interaction design, from concept to evaluation. The second assignment is intended to slow down the process of interaction design, with hopes that it will be more ponderous compared to assignment 1, and produce results that are potentially impactful for society.

Throughout this course—an intimate and intensive “conversation” across students, professor, and TA— students will have ample opportunity to receive feedback on their work. As part of this conversation, students will grade each other. Student (peer) grading will be done by survey like this one and (a) will be considered in assigning assignment grades, and (b) will be shared (without identifiers) with peers as further feedback.

Grading is based on a 100-point scale.
The deliverables are the same for both assignments:

  • (45 points) your prototype, video, and documentation of your design.
    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 uploaded to YouTube or (better) Vimeo, and (j) the code. Your documentation must also include photos of your prototype (jpg, 300 dpi).

Review carefully the grading rubric for the course deliverables.

The final 10% of your course grade is for:

  • (5 points) attendance, participation, and documentation.
  • (5 points) peer-evaluation of your work as a team member.

Documentation includes your best photos, sketches, and other visual and written products, and the URL to your video - to our shared Google Drive folder. Name files and folders clearly with your name (for assignment 1) and your team name (for assignment 2). Peer-evaluation of your work as a team member is done by online survey at the near-end of the semester.

You can also earn ...

  • (2 points extra credit) "Best Video by a Team" award, judged by instructors. Each member of the winning team will have 2 points added to their 100-point (maximum) final grade.

In past deliveries of this course, students elected to submit posters, papers and/or videos of individual or collected projects to ACM conferences like DIS (Designing Interactive Systems), TEI (Tangible, Embedded and Embodied Interaction), IDC (Interaction Design and Children), and CHI (Human-Computer Interaction). For such ACM submissions, the calls for the Arts Track and Demos are especailly suited to our course products; these calls require a short paper, a video, and the promise to exhibit the project at the conference. For each project, the student designer(s) will be designated first authors and the TA and professor will be designated as, respectively, second-to-last and last author for any conference submission.

Assignment 1 | A box inspiring wonder (45% 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. New for this year: (1) your box enclosure must be constructed following the dimensional and material specifications required of all boxes for this assignment; and (2) your box must network with (at least) one other box developed for this assignment, so that all the boxes for this assignment have the same physical-enclosure dimensions and are communicating.

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 do the examples from previous years of this course found in the upper-left column on this page, and the haptic box from another course I've taught.

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

Intellectually, this assignments is framed by three perspectives on designing for emotion:

Assignment 2 | "After Soft Rains' (45% of your course grade; team effort)

Read Ray Bradbury's "There Will Come Soft Rains" (from The Martian Chronicles.1950), and in In teams of two or more, design an interactive/adaptive artifact that repairs something you discovered in this dystopian fiction.

Useful documents:

Requirements for the prototype:

  • It must be full-scale.
  • It must be made interactive by way of sensors and actuators to create combinations of movement, lighting, displays, and sound. You may integrate any manner of input device, actuator, hacked device (e.g. a toy, a camera) and any technological approach (e.g. machine learning, computer vision, AR, ...).
  • It must communicate or otherwise work with at least one project made by another team (as was required of assignment 1).

Keep in mind: this course is an "Interaction Design Studio," not a basic electronics course or an Arduino coding course. If you do not have an extensive electronics background, continue prototyping with the Grove components. There are many more Grove components available than found in the kit we used for assignment 1, providing you with countless IxD possibilities. If you want to try prototyping with a breadboard, you can use circuito.io that let's you drag-and-drop Arduino and Raspberry Pi components you select from a menu, which then produces for you the breadboard prototype (wiring, circuits, components) and the code for that system (more on this, above). If you want to go deeper yet, this is a great resource for electronics prototyping with a breadboard.

Intellectually and practically, this assignments is framed by my paper (co-authored with an alumnus of this course) and another paper by jen Golbeck, Info Sci professor at U. Maryland, College Park (both of these papers are required reading):

Your team should find all or parts of these related frameworks useful in developing the deliverables for this second assignment.

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:

  • Once per week, present a (maximum) 3-minute update on your developing project, noting what you did and why you did it. Use as supporting evidence a single page/slide document that you, ahead of class, prepare and upload to our class Box folder.
  • Once per week, select a peer who 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 D2FS staff on fabricating your project.
  • Engage in peer-to-peer grading and user studies.
  • Review and respond to critique and grades.

O N L I N E   H A R D W A R E   R E T A I L E R S
Maker Shed
Grove from Seeed
Grove from Mouser

P R O G R A M M I N G   R E F E R E N C E S
Many references for programming robotic and interactive systems are found on our password protected  D O C U M E N T S  page.

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
Interactive Environments Minor at TU Delft's ID-StudioLab