Interviews with children.
HUMAN CENTERED DESIGN METHODS
02. Rapid Prototyping x 2
03. Cultural Probes
05. Mood Boards
06. Morphological Chart
08. Animated GIF
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10. Role Play
11. Survey (User Study / UX)
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Survey (Usability Study - SUS)
14. Delphi Method
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YOUR DESIGN CHALLENGE
The New York magazine article, "The Uninhabitable Earth," was the most-read article in the magazine's history. The article presents the scientifically projected fate of our planet due to climate change, organized by its impact: on water, on air, on the weather, on the economy, on war, and on other facets of life on Earth.
Your challenge: to iteratively design, prototype, and test an interactive device that helps make university students mindful of climate change. By displaying such a device, you would make visible, to students you encounter - as you move about the campus - far-off or otherwise invisible manifestations of climate change. Your device does this by evoking, by LED lighting, electronic sounds, and/or physical motions, a sign of climate change: flooding, fire, drought, sweltering heat, melting glaciers, rising seas....
Your device must be a physical thing made interactive using the Grove kit with at least one input and one output. Your design might take inspiration from the boxes of artist Joseph Cornell, one of which is in Cornell's Johnson Museum of Art.
Accessories on backpacks.
Your device must be displayable to university students in all 3 of these ways: on your backpack, in the library, at home.
The research questions you will answer by way of HCD research:
Can an interactive device make people more mindful of climate change?
Surveys with older adults.
Co-design with young child.
User study with child.
Prototyping in shop.
Survey with tweens.
Understanding the context.
S T U D E N T E X A M P L E S
Design, prototype, and test an interactive device that makes better home confinement in some way(s), such as in:
- better connections to friends
- better routines
- better mental health
- better diversions
- better focus
- better breaks from sitting
- better sleep
flo [video] [poster]
Up Lift [video]
S T U D E N T E X A M P L E S
Design, prototype, and test an interactive device that (a) makes people aware of climate's impact on one or more aspects of life on our planet; and (b) helps remedy these impacts.
P O L I C I E S
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 linked guides.
Attendance and Participation is worth 10 points of 100 points total for the course. Attendance at the start of class will be taken in the first ten minutes of class. For each absence or late arrival, email the professor and TA with an explanation, attaching supporting documentation (e.g., doctor’s note); the email and attached evidence will be considered as a valid excuse (hardship, medical appointment) without penalty, or not. It is your education, so take responsibility for attending all class sessions, arriving on time. Absences or late arrivals without an approved excuse will lower your Attendance and Participation grade 2 points for each occurrence (up to 10 points).
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.
If you need help with advising or mental health, please make use of the resources available on campus, found here: Cornell Mental Health Resources Guide.
Grading for this course is carefully determined by the professor and TA with thoughtful consideration. 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. You understand that the grade for work submitted for reassessment may result in a grade lower than originally assigned.
C O N S E N T
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 think-alouds. 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.
H C D J O B S & I N T E R N S
Hundreds of internships and jobs related to the skills and knowledge covered in this course. The IxDA (Interaction Design Association) lists on its webpages Also listing jobs is the IDSA (Industrial
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. Finally, Zintern.io is a site that reportedly helps students in design, information science, and engineering find jobs in the tech area.
C H I STUDENT COMPETITION
You might submit your poster and video, along with a paper you draft reporting your outcomes, to the CHI Student Research Competition which has a deadline each year in mid-January. (Here is a link to the competition for CHI'23.) Students should apply for a Gary Marsden Travel Award to help pay the high travel costs to attend CHI. The CHI conference is the benchmark conference for interaction designers (i.e., we in Cornell HCD & InfoSci).
H C D S T A T E M E N T
HCD 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.
Human-Centered Design Methods
Keith Evan Green, RA, PhD
TA: Qi Yang, firstname.lastname@example.org
Tu and Th, 10:10-11:25am, MVR 4301
C O U R S E D E S C R I P T I O N | D E A 2 7 3 0
This course explores the use of design methods to generate ideas and evaluate designed objects, environments, and interfaces. Lectures cultivate an understanding of the various methods, while hands-on activities provide opportunities to apply these methods to the design of artifacts and their interactions with people and things.
P R E R E Q U I S I T E S | E N R O L L M E N T
Enrollment limited to 25; auto-enrolled, required class for DEA students; otherwise by permission with preference given to students of MAE & IS (my other CU affiliations).
• Prerequisites for DEA students are DEA 1101 and 1150 unless by permission.
• 3 credits; letter grade only; no final exam.
S Y L L A B U S | S E E A L S O M Y D E A 5 2 1 0 & D E A 6 2 1 0
I N T R O D U C T I O N - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Designers use Human-Centered Design Methods in iterative, design-and-evaluation activity, especially in the design subfields of interaction design (IxD), user experience design (UX), industrial design, human-computer interaction (HCI), and mechanical engineering design. Human-Centered Design Methods are used to design things and the interactions between these things and the people who use or inhabit them. As such, Human-Centered Design is not only about form-making but also an attentiveness to the needs and opportunities of people and the planet, striving to improve lives, enhance existing places, and support interactions of human and other living beings with their surroundings. This course focuses on designing interactive devices, given that interactive devices (including interactive environments) are growing in number, kind, and complexity and have great promise for supporting and augmenting human lives.
W H A T T O D O F I R S T - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
L E A R N I N G O U T C O M E S - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Three learning outcomes are expected of this course:
Outcome 1. To develop an understanding of how and which design methodologies can be applied in the iterative design process.
Outcome 2. To demonstrate the ability to develop and evaluate design prototypes responsive to the challenges and opportunities of supporting and augmenting humans.
Outcome 3. To communicate a design process in a rigorous written poster and video (that satisfy the requirements of benchmark, design-research conferences).
NOTE: I do not share my lecture slides. Come to class, read the short, assigned readings, become familiar with the methods of human centered design, learn and explore by doing and sharing with us.
W H A T A R E W E D E S I G N I N G ? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
In this course, we are iteratively designing and evaluating a small, interactive device as defined by our DESIGN CHALLENGE (see the description of this challenge in the narrow column on the left of this webpage). We are designing this device as a platform to practice the numerous ideation strategies and evaluation methods of this course.
In more practical terms, what are we designing?
- A small, physical object (not a mobile app or an otherwise screen-based app). If you must create an app that interacts with or controls your physical object, you can WOz the app or develop the app rather easily using MIT App inventor).
- An object that is interactive - that may light up, change color, make sounds, and/or move or change shape - when someone does something (near or far from it) or something happens (near or far from it). The practice of designing interactive artifacts is referred to as interaction design and sometimes as physical computing.
- An object that provides an experience that impacts behavior, characterized as persuasive technology fostering sustainable behavior and also earth stewardship.
- An object that is not only impactful but also playful, fun, whimsical; an object that provides an experience worth talking about.
- An object that is more like a jack-in-the-box and less like a number counter, a measuring scale, a thermometer, and other measuring devices.
- Examples. The lovebox [link] is a good example of the kind of product we are striving for: small in scale, whimsical/poetic, beautifully crafted, interactive, meaningful/purposeful, and kinetic. Spend time reviewing, also: musicBottles, example interactive artifacts from the ACM "Demo Hour of Interactions: projects from TU Delft's Interactive Environments program. You might also find inspiration and ideas from Make and Instructables.
If you still can't answer the question, What are we designing?, see these slides that answer the question with reference to a typical DEA 2730 Design Challenge.
M A T E R I A L S N E E D E D - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
You will be provided the following in class (as part of the course fee of $60):
1 Grove Beginner Kit for Arduino ($23.88 from Mouser).
- 1 Grove Servo ($6.90 from Mouser).
- 1 Grove Ultrasonic Sensor ($4.30 from Mouser).
- 1 Grove Gesture Sensor ($10.99 from Mouser).
- 1 Grove RGB LED Stick (15-WS2813 Mini; $5.40 from Mouser).
- 1 Grove Switch ($3.20 from Mouser).
- Panels (pre-cut) to make an enclosure for your design challenge. If you need a different size enclosure, you can work with D2FS on laser-cutting panels to-size from digital files you generate using CaseMaker.
Optional: Additional Grove components are available from Mouser electronics with competitive pricing and quick shipping. Grove components are also available from Amazon (often at a higher price), from DigiKey, from other vendors listed on this page, below, and from its manufacturer, Seeed Studio, which ships from its US warehouse.
You will also need:
- 1 sketchbook like this one or a comparable one found in our bookstore.
- Aluminum foil - 1 roll, any brand, as used in your kitchen (example).
- Lithium battery pack (this inexpensive one works and will charge your phone!).
- Your laptop. You need your laptop in class, every class session. If your laptop is not equipped with a port to plug in a USB-A cable (that comes with the Grove Kit), then you need a USB-C hub (here's one) that plugs into your laptop's port and provides a USB-A port. Newer Mac laptops need this USB-C hub, as Macs no longer have USB-A ports on them.
- Re-used packaging. Cardboard from boxes, plastic from fruit and vegetable containers, ....
• Coroplast corrugated plastic: easy to work with and low-cost. I like the colorless, translucent finish available in small sheet on eBay via Duco Plastics.
• Craft materials from Cornell Bookstore, Michael's at Ithaca Mall, Utrecht, Blick.
Acrylic sheets and other plastics available online from TAP Plastics (cut to your size with reasonable precision) and from ePlastics (cut to size and less expensive than TAP, but with less control over dimensions of multiple cuts).
• Cut2Size Metals will do what they promise in their name.
R E Q U I R E D R E A D I N G S - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Readings for each class meeting are listed in the CLASS SCHEDULE (below). Please read the readings ahead of their assigned class session. These readings consist of (parts of) three books and several shorter papers. Only one inexpensive book, The Pocket Universal Methods of Design: 100 Ways, must be purchased; all other readings are provided by links from this page.
• The Pocket Universal Methods of Design: 100 Ways to Research Complex Problems,... (readings are assigned by method number, e.g. 01, 16). Available from the Cornell Bookstore and from Amazon. Do not purchase the similarly titled, Pocket Universal Principles of Design: 150 Essential.....
• The Delft Design Guide (readings are assigned by letter linked from this page, e.g., A. Since the publication of the Guide as a printed book, a Wiki has been developed which expands and updates the print edition. The Wiki is part of a large TU Delft Industrial Design Engineering Wiki that is an ample resource for design methods, design tutorials (e.g. for Rhino), design conferences and journals, design definitions, design components, ....
• Carrol, J. M. Scenario-Based Design.
• Dow, Steve. Wizard of Oz Interfaces [WOz].
• Frayling, C. Research in Art and Design [RtD].
• Gaver, B. Cultural Probes.
Mau, Bruce. An Incomplete Manifesto for Growth.
• Nornman, D. et al. Human-Centered Design Considered Harmful.
• Perec, G. Observational "Experiments" in Species of Spaces and Other Pieces|.
* Saldaña, J. The Coding Manual for Qualitative Researchers.
• Thomsen, D. Why Human-Centered Design Matters.
• van den Hende, E. and Schoormans, J. P. L. The Story Is As Good As the Real Thing.
• Zimmerman, J., Forlizzi, J. and Evenson, J. Research through Design [RtD].
S C H E D U L E - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Most every class session begins with a video from ACM Demo or the like.
READ assigned readings for a given class session BEFORE that class.
ACTIVITIES are done AFTER the class session; upload yours for the NEXT class.
08.22 | 01 Course Organization and Definitions
> IN-CLASS: review this course webpage; listen, ask questions.
> ACTIVITY: (always) read for next class; purchase book, sketchpad, aluminum foil.
08.24 | 02 Introduction and Definitions-1 | Mind Mapping
> READ: 56; Design Cycle; view items under "WHAT TO DO FIRST" above.
> IN-CLASS: look at Paper•Mech; MindMap challenge and responses.
08.29 | 03 Rapid Prototyping with Generative AI
> BEFORE NEXT CLASS: download and explore DALL-E 2 and how to use it.
> IN-CLASS: make 10 prototypes capturing climate change in a box using DALL-E 2.
08.31 | 04 Rapid Prototyping with Aluminum Foil; WOz Prototyping
> READ: 11, 53; Prototyping; Grove intro (1, 2); 10 Grove Modules; Nest; Mechanisms.
> IN-CLASS: What are we designing? Make 10 prototypes with foil, your cellphone, ....
09.05 | 05 Introduction and Definitions-2 | Literature Review
> READ: Problem Definition; Requirements; Lit Review.
> IN-CLASS: read together An Incomplete Manifesto; do lit review (ACM DL; ACM cit.).
09.07 | 06 Cultural Probes; Introduction to IRB
> READ: 24. Gaver, Cultural Probes.
> IN-CLASS: review IRB application and parental consent form.
> ACTIVITY: Create/deploy/learn from a cultural probe; What did you learn? Record three unexpected insights about your users.
09.12 | 07 Research through Design [RtD]
> READ: 70. RtD; Youtube on RtD; Frayling RtD; Zimmerman RtD.
> IN-CLASS: look at posters: 1, 2, 3, 4, 5.
09.14 | 08 Interviews with Stakeholders, and How To Code Them
> READ: 43; 48; Interviews; Focus Groups; The Coding Manual.
> ACTIVITY: conduct interviews with 5 participants about your rapid prototypes; code them; What did you learn? Record three meaningful changes you will make to your design informed by your Interviews.
09.19 | 09 Mood Boards
> READ: 14; 47; 66; 99; Mood boards.
> IN-CLASS: look at videos 1, 2, 3, 4, 5.
> ACTIVITY: create two mood boards: the mood before & the mood after interaction.
09.21 | 10 Morphological Charts
> READ: 36; Morphological Chart: 1, 2, and a student example from class.
> IN-CLASS: look at Ideation ex.s 1, 2.
> ACTIVITY: ideate with a morphological chart; select cells to generate 3 alternatives.
09.26 | 11 Storyboards
> READ: 58; 82; Storyboard (more; example from cinema).
> ACTIVITY: ideate with storyboards - ex.1 from class; user-study with storyboards.
09.28 | 12 Prototyping with GIFs
> VIEW: PBS video on GIF; GIF by Photoshop; ex.s 1, 2, 3, 4, 5, 6
> ACTIVITY: Create a GIF; upload your draft IDEATION slides for next class.
10.03 | 13 In-class critique of draft IDEATION slides
> IN-CLASS: we will review selected students' draft ideation strategies 01-07.
- - - - - - - - - - - - - your design concept should be clear at this point - - - - - - - - - - - - - - -
10.05 | 14 Scenarios and Role Playing [DUE: IDEATION: 10pts]
> READ: 71; 72; 73; 84; Scenario (more); Scenario-Based Design; Role Playing.
> ACTIVITY: draft a scenario, ex.1; role-play: upload URL to Vimeo/YouTube, ex.1, 2; What did you learn? Record three meaningful changes you will make to your design informed by your role playing.
10.10 | Break No Class
10.12 | 15 Prototyping with Grove | Remember Paper•Mech; Bring Grove + laptop
> READ: review both the Grove Wiki and USING GROVE & ARDUINO CODE below.
> IN-CLASS: Grove workshop; copy & paste a code below and see it it works.
10.17 | 16 Prototyping with Grove | bring Grove kit + laptop
> IN-CLASS: Grove workshop; upload Vimeo/YouTube URL of your demo; ex.1
10.19 | 17 Ethnography, Triangulation [DUE: GROVE DEMO: 5pts]
> READ: 42; 57; 59; 61; 91; Observations; Perec's Observational Experiments
> ACTIVITY: conduct an observation; What did you learn? Record three meaningful changes you will make to your design informed by your Observations.
- - - - - your design should be set at this point; consider/evaluate details hereon - - - - - -
10.24 | 18 Designing User Studies & Surveys for User Response
> READ: 23; 97; 67; 83; Surveys; Tool to calculate sample size; Qualtrics.
> ACTIVITY: Use Google Forms (help) to generate a survey focused on user response to design alternatives. Your survey should include 8 Likert-scale questions and 2 open-response questions. Conduct your study with 5 participants: have them interact with your prototype(s) and complete your survey. What did you learn? Record three meaningful changes you will make to your design informed by your survey results.
10.26 | 19 Think-Alouds, Cognitive Walkthroughs, 3 Types of User Studies
> READ: 13; 46; 87; Think Aloud; Methods Compared.
> ACTIVITY: perform a Think-Aloud with 5 participants; code your transcripts informed (again) by The Coding Manual. What did you learn? Record three meaningful changes you will make to your design informed by your Think Aloud.
10.31 | 20 Prototyping: Money Shots & High-Fidelity Prototyping
> REVIEW: How to pitch a compelling vision.
> IN-CLASS: Steve Jobs on presenting to an audience in words and images.
> ACTIVITY: generate a print ad for your concept for WIRED (8″ by 10- 7/8″), ex. 1.
11.02 | 21 Usability Studies, Heuristics, & Systems Usability Score (SUS) Surveys
> READ: 93; 94; M Heuristic Evaluation, (Nielsen's Heuristics), SUS
> ACTIVITY: perform a Systems Usability Score (SUS) survey (my version) with at least 5 participants; score/analyze (how to score). What did you learn? Record three meaningful changes you will make to your design informed by your SUS.
11.07 | 22 Presentations: Pitch you design to investors in 3 minutes
> BEFORE CLASS: upload to our shared folder (a) a Word doc with your YouTube or Vimeo URL for your video; (b) presentation slides (whichever slides make your case).
> IN-CLASS: pitch your design in 3 minutes: describe the problem you’re solving; show how you're solving it; Talk about the experience (Why it's important? Whe we want it?).
* We can't review everyone's presentations; students will be selected randomly.
11.09 | 23 Delphi Method, Pre-Post Testing, Quasi-Experiments [EXAM: 20pts]
> READ: The Delphi Method; V Videos - see examples below.
> IN-CLASS: exam.
11.14 | 24 Does HCD matter or does HCD do harm? [DUE: CONCEPT: 10pts]
> BEFORE CLASS: upload to our shared folder a 1-page doc, "pros & cons of HCD."
> READ: HCD Matters & HCD Considered Harmful; Prepare a 1-page position paper.
> IN-CLASS: debate on the merits of HCD: Where, why, when does it work?
11.16 | 25 Showcase of Draft Posters
> BEFORE CLASS: upload to our shared folder a pdf to your draft poster.
> IN-CLASS: review Tips for Academic Posters; screen drafts for reactions.
11.21 | 26 Showcase of Draft Videos [DUE: IRB CERTIFICATE: 5pts]
> BEFORE CLASS: upload to our shared folder a Word doc with your URL to the video
> IN-CLASS: an opportunity to screen your draft video for reactions.
11/23 | Break No Class
11.28 | 27 Design in Practice; Agile UX
> READ: The IxDA (Interaction Design Association) webpages.
> ACTIVITY: meet a guest from ... (?)
> ONLINE: complete an online course evaluation.
11.30 | 28 Demo Day - 1 [DUE: WORKING DEMO: 10pts]
> BRING TO CLASS: your working prototype.
> ACTIVITY: demo your working prototype. If you have an excused absence for this class, upload a demo video for grading.
12.XX | DEADLINE: POSTER and VIDEO, uploaded for final grading:
By date/time announced in October by Cornell U. registrar here, upload the following:
(a) [My Name]-Poster.pdf < 15MB
(b) [My Name]-Video.doc - simply paste the URL for your Vimeo or YouTube video.
(c) [My Name]-Video.mp4 < 30MB using Handbrake (free app to reduce file size.
Your grades are based on what we find from you in our shared folder at the deadline.
G R A D I N G / S E E G R A D I N G R U B R I C S - - - - - - - - - - - - - - - - - - - - - -
Assignments are individual efforts; however, you will be in class viewing the work of peers and sharing your own work to inform one another's human-centered design activity. In this way, DEA 2730 is an intimate, intensive “conversation” across students, professor, and TA during which you will have ample opportunity to receive feedback on your work, weighted as follows:
• 10 points ATTENDANCE & PARTICIPATION. Attendance will be taken by the TA in the first 10 minutes of class. Absences or late arrivals, without an approved excuse that was submitted by email prior to that class, will lower your grade 2 points out of 100 points total for each absence. Please review the details of my attendance, late-work, and related policies in the left-column on this page. Participation is graded by the quality of your contributions in class, mostly when you are randomly selected to (a) serve as a design critic responding to peer projects; and (b) present your work to the class for class critique. If your name is called in class and you are not present or your assignment is not submitted or you are not otherwise excused from class, you will lose 5 points of your 10-point "attendance and participation" grade.
Note: Each student will upload to the shared class folder evidence of completing the daily assignment. This means that if the class topic is, for example, "Mind Maps," you will upload your Mind Map(s) to the folder labeled "Mind Map" before the next class session. At the next class session, student names will be selected randomly, and the Mind Maps of those students selected will be considered in class.
• 5 points | IRB CERTIFICATE of completion of training on studies with humans.
From this Cornell IRB link, on the linked page, select this required IRB training by:
clicking on the blue box, "TAKE CITI TRAINING (CORNELL LOG-IN)
2. entering your credentials (email address, ....)
selecting, as your role, from the pull-down menu "Student Researcher - Undergraduate"
4. selecting, as the course you plan to take, from the pull-down menu, "Basic Human Subjects – Social & Behavioral Focus."
After finishing the course, email the certificate of completion you receive to the TA before the due date shown in the SCHEDULE above. Failure to complete this task or late submission results in a zero grade for this component of the course. No excuse.
• 10 points | IDEATION [Rubric] | Examples 1, 2 from DEA 2730.
Upload to our shared folder for grading by the due date shown in the SCHEDULE above - and be prepared to present in class - PowerPoint slides (or pdf pages, if you use an application other than PowerPoint to make slides). These slides contain your one best example of each ideation strategy, 01-08 (see the upper-left of this webpage for the list of these). The one exception to the rule of "one best example": you will show 10 physical and 10 AI-generated examples for "0.2 Rapid Prototyping," Your last slide should be your (animated) GIF as simply an embedded gif. file in your PowerPoint and a link (URL) to a video posted on Vimeo or YouTube. If you do not have a suitable Adobe product to create this print ad, Paint.net is a free image and photo editing app for Windows.
• 5 points | GROVE DEMO | Examples 1
Upload to our shared folder a demo video of a Grove prototype having at least 1 input and 1 output for grading by the due date shown in the SCHEDULE above. Do this by using this Word doc template, entering in the template a title for your demo that identifies your input(s) and output(s), a link (URL) to a video posted on Vimeo or YouTube of a "demo" of your working design using Grove (as it stands at this point in the semester) captured by video, and the code pasted into the same doc, where shown. Name this Word doc [My Name]-Grove-Demo.doc. The purpose of this video is to demonstrate your physical, interactive prototype with embedded, functioning Grove electronics. Show us something that works! The early prototype will be graded on a simple 5-point scale for overall quality.
• 10 points | CONCEPT [Rubric] | Examples 1, 2
In class, in a 3-minute presentation, you will "sell us" on your design concept, as if we were your clients or your investors. You can share slides with us -- slides showing whatever you judge will persuade us -- but you must make some physical manifestation of your design as part of your presentation. Ideally, this physical prototype, low to mid-fidelity, will be embedded with Grove electronics to demonstrate your interactive design. If you elect to show us slides, upload the slide file (pdf) ahead of the class presentation day as e file named, [your name]_presentation.pdf. Should you exceed the 3-minute time limit, we will cut you off at 3 minutes.
In addition to the 3-minute presentation (ungraded but for participation), you are required to upload to our shared folder your Concept (Grading Rubric) as PowerPoint slides (or pdf pages, if you use an application other than PowerPoint to make slides):
Slide-1: a title slide with a name and logo for your prototype and a money shot.
Slide-2: your 08. Scenario in written text.
Slide-3: your 09. Role Play captured by video: provide URL link to Vimeo or YouTube.
Slide-4: your 10. Morphological Chart showing three paths for three alternatives.
Slide-5+: your 11. Survey (User Experience - UX) showing questions and results.
Last Slide: print ad for your concept, for WIRED magazine (size 8″ by 10- 7/8″).
• 20 points | EXAM on key terms from this course up to the moment of the exam.
NOTE: I do not share my lecture slides. Come to class, read the short assigned readings, and become familiar with the basic terms of human centered design. If you do this, the exam will be very easy! For the exam, you will be provided a word bank of key terms and numbers (e.g., survey, focus group, ....) from which you select and enter the word that best completes the sentences (e.g., A _________is a kind of interview that that brings together a number of people in a room to provide feedback regarding a product. To answer, you would select from the word bank and enter focus group.)
• 10 points | WORKING DEMO, presented during our final class session.
If you have an excused absence for this class, you must upload a demo video for grading. Upload to our shared folder, using this Word doc template, a title for your demo that identifies your input(s) and output(s), a link (URL) to a video posted on Vimeo or YouTube of a "demo" of your working design using Grove (as it stands at this point in the semester) captured by video, and the code pasted into the same doc, where shown. Name this Word doc [My Name]-Grove-Demo.doc. The purpose of this video is to demonstrate your physical, interactive prototype with embedded, functioning Grove electronics. Show us something that works! The early prototype will be graded on a simple 10-point scale for overall quality.
• 15 points | POSTER | Ex.s 1, 2, 3, 4, 5
15 points | VIDEO | Ex.s 1, 2, 3, 4, 5
Example videos and posters may not satisfy all the requirements;
closely follow Rubric, guide, and section below.
To our shared folder, upload three files named as follows:
(a) [My Name]-Poster.pdf <15MB
[My Name]-Video.doc - simply the URL for your Vimeo or YouTube video
(c) [My Name]-Video.mp4 <30MB using Handbrake (free app to reduce file size.
M O R E A B O U T K E Y D E L I V E R A B L E S - - - - - - - - - - - - - - - - - - - - - - -
The POSTER [Rubric, guide], 30" wide x 40" high, communicating in a compelling way the iterative, human-centered design process for your development of an interactive artifact. You are not reporting on all ideation strategies and design research methods; only those that make the most cohesive, compelling reporting of your design process and final outcomes. Your poster will be named, [My Name]-Poster.pdf < 15MB.
The VIDEO [Rubric, guide] communicating s cohesive story of the designed artifact you produced, offering the societal problem, introducing your design, and answering why, for whom, and how your design was developed, including briefly key findings of your user studies. For the video, (a) upload a Word doc that simply has a URL link to your video posted to Vimeo or YouTube; and (b) upload to our shared folder an mp4 file reduced to < 30MB using, e.g., Handbrake, a free app that reduces video file sizes and changes the codec from, e.g., .mov to .mp4 (see my guide about this). Your two video uploads will be named My Name]-Video.doc that contains simply the URL for your Vimeo or YouTube video, and [My Name]-Video.mp4.
Notes on video making:
 If you do not have access to video editing software (e.g., iMovie), try Open Shop, a free video editing app for windows https://www.openshot.org/
 My guide follows requirements for a Video Showcase submission to the ACM conference, CHI (a benchmark for design research). If you believe you have a great video, consider submitting yours to CHI and, if accepted, attend the conference.
 For your demo video, you may want to add a remote environment (e.g., a dorm lobby, the Cornell campus, a Parisian café, an assistive living unit, a museum lobby) as a preferred physical context for your design; however, such an environment is not always readily accessible to you. An easy strategy for adding this physical context is as follows: video record your working prototype (with “actors” or scale figures of people if your prototype is to-scale) on a white background (e.g. in front of a white wall); then, add your background context photo (e.g. a photo of the café) as a virtual background in Zoom and record your screen.
U S I N G G R O V E & A R D U I N O C O D E - - - - - - - - - - - - - - - - - - - - - - - - -
G E T T I N G S T A R T E D
• Grove Beginner Kit for Arduino Wiki.
Follow the Wiki to install Arduino IDE and the CP2102 USB Driver for your OS.
• View an intro to Grove (videos 1 & 2) and the 10 Grove Modules.
• An article, a video, and my guide on how to use ChatGPT to code Arduino for you!
• My useful notes on how to correct for common code Errors and what the code means.
A R D U I N O C O D E Y O U C A N C O P Y & P A S T E
Paste these codes in Arduino! Change values in the code! Modify with ChatGPT!
• A Sound Sensor controls a single LED [code].
• A Button controls a single LED and a Buzzer [code].
• A Potentiometer (i.e., Rotary Angle Sensor) controls a Servo Motor [code].
• An Ultrasonic Sensor controls a Servo Motor and an RGB LED Stick [code].
• A Gesture Sensor controls a Servo Motor and a single LED [code].
• A Light Sensor controls a
Servo Motor and an RGB LED Stick; a Switch turns the whole system on/off [code].
F I N D I N G A R D U I N O C O D E F O R G R O V E
• You can find lots of code already built into the Arduino software (IDE): Open up Arduino, select File > Examples, select an example and it will open in an Arduino window, ready to upload to your Arduino board!
• All of the built-in examples are thoroughly described here. Follow their logic to
construct code for your projects.
• An Arduino Library List for Grove components and associated code.
M O R E A R D U I N O P R O J E C T S W I T H C O D E
• Project examples from Grove
• Project examples from "Instructables" with code and documentation.
• Project examples from Arduino Project Hub
• Grove tutorial that has 9 simple codes you can copy-and-paste.
• Numerous Grove Tutorials.
• Many more Grove components are available for purchase than found in the kit.
A D E E P E R D I V E I N T O G R O V E & A R D U I N O GITHUB
• Seeed Studio's open source community (here and here) and Help Forum.
GitHub is the open-source repository of code, including code for Grove Arduino.
• 15-Video Tutorial for Arduino (free and wonderful) from Jeremy Blum, Cornell alumn!
D I G I 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 - - - - - - - - - - - - -
This course does not require the use of digital fabrication to produce the prototype. You can manually produce all deliverables for this class. Many students use Adobe Photoshop or a like app, but even this is not a course requirement.
It's however easy to digitally fabricate components for your prototypes. Our partners for this course are the staff or our very friendly and capable Digital Design Fabrication Studio ("D2FS") on LL2 in HEB adjoining MVR. D2FS staff in the shop in HEB 2L31.
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 the "Assembly Room,' HEB 2L32). 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 complete the online appointment form carefully with precise specifications. If laser-cutting sheet materials 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 (email@example.com) - they are here to help you!