Interviews with children.

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HUMAN CENTERED DESIGN
METHODS

01. Mindmapping
02. Cultural Probes
03. Interview
04. Prototyping
05. Mood board
06. Storyboard
07. Animated GIF
------------------p r e s e n t a t i o n---
08. Scenario
09. Role Play
10. Morphological Chart
11. Survey (User Experience - UX)
------------------p r e s e n t a t i o n---
13. Think-Aloud

14. Survey (Usability Study - SUS)
15. Delphi Method
------------------p r e s e n t a t i o n---

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YOUR DESIGN CHALLENGE

As we've all experienced during the pandemic, extended periods of isolation - at home or elsewhere - present challenges and (maybe) a few opportunities.

Your HCD challenge this semester is to iteratively design, prototype, and test an interactive device (see example interactive devices) that makes better isolation 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

The following New York Times articles may help your thinking:

Your device must be a physical thing made interactive using the Grove kit.

The research question you will answer by way of HCD research is:

Can an interactive device improve extended periods of isolation?

------------------------------------------------

older participants
Surveys with older adults.

girl co-designer
Co-design with young child.

Earlier prototype
User study with child.


Prototyping in shop.

Usability Study.

two completing sheetsSurvey with tweens.

Role-playing.

Understanding the context.

S T U D E N T   E X A M P L E S
Fall 2020 | 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


Me-U [video] [paper]


Hit Lights [concept] [video] [paper]


Up Lift [video] [paper]


Back-Up [paper]


Buddy [paper]

S T U D E N T   E X A M P L E S
Fall 2019 | 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. 


Xtinguish
[video]

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. 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 (up to 10 points) as follows:
2 points for each absence
1 point for late arrivals/10+ min.
You are permitted one unexcused absence without penalty.

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).

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.




Human-Centered Design Methods   C o r e   C o u r s e
Keith Evan Green, RA, PhD
TA: Qi Yang, qy244@cornell.edu

Tu and Th, 11:25am-12:40pm, in MVR 1151

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
ª
Enrollment limited to 25; priority given to DEA students; otherwise by permission, with preference given to students of MAE and IS (my other Cornell 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 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

"Human-Centered Design Methods" (HCDMs) are used in the iterative, design-and- evaluation process of design practice and design research. HCDMs are not only used to design things but also to design the interactions between things and the people who use them and live in them. An "Interaction Designer" is the title for a designer who designs things and their relationships with other things, including people. As follows, Interaction design is not only about form-making and composition; it is moreover about creative and meticulous design, it's about technology, and it's about 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 physical and digital surroundings. This course, in particular, focuses on designing interactive artifacts, as interactive devices and environments are growing in number, kind, and complexity.

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 process of designing artifacts.

Outcome 2. To demonstrate the ability to develop and evaluate design prototypes responsive to the challenges and opportunities of supporting and augmenting human users.

Outcome 3. To communicate a design process in a rigorous written poster and video (that satisfy the requirements of a benchmark, design-research conference).

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.

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 artifact 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 artifact as a means to practice the numerous ideation strategies and evaluation methods that define this course. While some class time will be devoted to workshop activity during which students design and evaluate their interactive artifacts, in-class workshop activity is brief and you will need to work outside class.

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 intereacts wtih 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 often referred to as interaction design or 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.

If you still can't answer the question, What are we designing?, see these slides that answer the question with resepect to a recent, typical DEA 2730 Design Challenge.

M A T E R I A L S   N E E D E D - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Material costs 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 Grove Beginner Kit for Arduino (intro video) and additional Grove Components. Mouser eletronics offers Grove kits and components with competitive pricing and quick shipping. Grove products are also available from Amazon (often at a much higher price), from DigiKey, from other vendors listed on this page, below, and directly from Seeed Studio, the manufacturer, which now ships from its US warehouse. For assignment-1, you will need:
    - 1
    Grove Beginner Kit for Arduino ($23.88 from Mouser).
    - 1 Grove Servo ($5.90).
    - 1 Grove Ultrasonic Sensor
    ($4.30).
    -
    1 Grove Gesture sensor ($10.99).
    Brighter LEDs of various colors will be provided you in class.

  • Aluminum foil - 1 roll, any brand, as used in your kitchen (example).

  • 1 9V battery -or- 1 portable (phone) charger with USB port (here's one).

  • 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.

  • Fabrication materials for early, rapid prototyping. These include: cardboard from boxes, plastic from fruit and vegetable containers, and craft materials needed to construct your prototypes. Many of these materials you have already, like cardboard from boxes, plastic from fruit packaging; paper and glue. Other sources for materials are the Cornell Bookstore, Michael's at the Ithaca Mall, and online at Utrecht, Blick, and Amazon.

  • Fabrication materials needed for high-fidelity prototyping
    • Some fabrication materials are available to you at no cost from our D2FS.
    • Some wood and plastic sheet materials can be purchased from the D2FS.
    Coroplast corrugated plastic is easy to work with and low-cost. I like the colorless, translucent finish - small quantities can be found on eBay via Duco Plastics (clear and colors -- maybe your best vendor), on Amazon from various vendors, and from Home Depot (white in large, single sheets; clear by case of 10).
    Honeycomb cardboard is inexpensive, and rigid enough so to build furniture.
    • Acrylic sheets and other plastics are 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.
    Aluminum Composite Material (ACM): on the red entry of HEB and my LIT ROOM; available locally (Syracuse) from Polymershapes / Kevin Passerell.

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 three books:

The Pocket Universal Methods of Design: 100 Ways to Research Complex Problems,... (readings are assigned by method number, e.g. 01, 16). Available for about $13 from the Cornell Bookstore and from Amazon. Do not purchase the similarly titled, Pocket Universal Principles of Design: 150 Essential.....

Interaction Design (readings are assigned by chapter number, e.g. Ch.1, to p. 56).

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, ....

The shorter publications:
• 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 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

• Each class session begins with a video case-study from ACM Demo or 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.

08.23 | 01 Course Organization and Definitions 
> READ: this course webpage.
> ACTIVITY: listen, take notes, ask questions; purchase book, pad and Grove kit.

08.25
| 02 Introduction and Definitions-1 | Mind Mapping
> READ: Ch.1; 02; 56; Des. Cycle; view items under "WHAT TO DO FIRST" above.
> ACTIVITY: in-class look at Paper•Mech; MindMap the challenge and responses.

08.30
| 03 Introduction and Definitions-2 | Literature Review
> READ: Ch.9; Problem Definition; Requirements; Lit Review.
> ACTIVITY: read together An Incomplete Manifesto; Do lit review (ACM DL; ACM cit.).

09.01
| 04 Research through Design [RtD]
> READ: 70. RtD; Youtube on RtD; Frayling RtD; Zimmerman RtD.
> ACTIVITY: in-class look at Model posters 1, 2, 3, 4, 5; ReWear video. Growbot video.

09.06 | 05 Cultural Probes; Introduction to IRB
> READ: 24. Gaver, Cultural Probes.
> ACTIVITY: review Ideation ex.s 1, 2; Create, distribute, learn from a cultural probe.
EXAMPLES IRB application, approved protocol, Parental Consent) Form from my lab.

09.08 | 06 Prototyping-1: Rapid and WOz Prototyping
> READ: Ch.8 to p. 268; 11, 53; Prototyping; The Story Is; Nest; Marvel; Mechanisms.
> ACTIVITY: make 10 prototypes with craft materials, start with foil and cardboard.

09.13 | 07
Interviews with Stakeholders, and How To Code Them
> READ: Ch.13 to p. 398; 43; 48; Interviews; Focus Groups; The Coding Manual.
> ACTIVITY: conduct an interview with 5 participants; analyze the interviews, focused. on user experience with and user response to design alternatives.

09.15 | 08
Mood Boards
> READ: Ch.5 to p. 147; 14; 47; 66; 99; Mood boards; example.
> ACTIVITY: create two mood boards for the mood before & mood after interaction.

09.20 | 09 Morphological Charts
> READ: 36; Morphological Chart: 1, 2, and a student example from class.
> ACTIVITY: ideate with a morphological chart; select cells to generate alternatives.

09.22 | 10
Storyboards
> READ: 58; 82; Storyboard (more; example from cinema).
> ACTIVITY: ideate with storyboards - ex.1, 2 from class; user-study with storyboards.

09.27
| 11 Prototyping-2: with GIFs

> VIEW: PBS video on GIF; GIF by Photoshop
> ACTIVITY: Review GIFs, ex.s 1, 2, 3, 4, 5, 6.

09.29
| 12 Presentations [Present: Ideation]
> ACTIVITY: present your ideation strategies 01-07 (1 strategy per slide) in 3 minutes.

10.04 | 13 Presentations [Present: Ideation]
> ACTIVITY: present your ideation strategies 01-07 (1 strategy per slide) in 3 minutes.

- - - - - - - - - - - - - your design concept should be clear at this point - - - - - - - - - - - - - - -

10.06
| 14 Scenarios and Role Playing [DUE: Ideation: 10 pts]
> 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.

10.11 | Break No Class

10.13
| 15 Prototyping 3: Grove | Remember Paper•Mech; Bring Grove + laptop
> READ: Ch.11; Grove Beginner Kit for Arduino User Manual; my GUIDE & see below.
> ACTIVITY: Grove prototype; for next class, copy-paste a code that fits your project.

10.18 | 16 Prototyping 3: Grove | Bring Grove + laptop
> READ: Ch.11; Grove Beginner Kit for Arduino User Manual; my GUIDE & see below.
> ACTIVITY: Grove workshop; upload demo Vimeo/YouTube URL for next class.

10.20
| 17 Ethnography, Triangulation [DUE: demo video: 10 pts]
> READ: Ch.12; 42; 57; 59; 61; 91; Observations; Perec's Observational Experiments
> ACTIVITY: conduct an observation with your prototype(s); screen demo videos.

- - - - - your design should be set at this point; consider/evaluate details hereon- - - - - -

10.25
| 18 Designing User Studies & Surveys, Especially for UX
> READ: Ch.13 pp. 398-407; 23; 97; 67; 83; Surveys; Tool to calculate sample size.
> ACTIVITY: Use Google Forms (help) to generate a survey focused on user experience and user response to design alternatives. Your survey should include 8+ Likert scale questions and 2+ short response questions. Conduct your study with 5 participants: introduce your study to them, have them interact with your prototype(s), and then have them complete your survey. Analyze results, reflect, and iterate your prototype. You can model your survey after my EXAMPLE surveys for kids and adults and, as a model for using Google Form, my SUS from 21 Usability (below). Other platforms for generating surveys are Qualtrics, Survey Monkey and Mechanical Turk.

10.27
| 19 Think-Alouds, Cognitive Walkthroughs, 3 Types of User Studies
> READ: Ch. 13 pp. 407-412 & 419-425; 13; 46; 87; Think Aloud; Methods Compared.
> ACTIVITY: perform a Think-Aloud with 5 participants, analyze, reflect, and iterate.

11.01 | 20 Prototyping-5: Money Shots & High-Fidelity Prototyping
> VIEW: Steve Jobs on presenting to an audience in spoken words and images.
> ACTIVITY: generate a
print ad for your concept, for WIRED (8″ by 10- 7/8″)- ex. 1.

11.03 | 21 Usability Studies, Heuristics, & Systems Usability Score (SUS) Surveys
> READ: Ch. 14 to p. 447; 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), reflect, iterate.

11.08 | 22 Presentations [Concept assignment: prototype + slides incl. print ad]
> BEFORE CLASS: upload to our shared folder (a) a Word doc with your URL (YouTube or Vimeo) linking to your video; (b) slides for your presentation (whichever slides make your case).
> ACTIVITY: pitch your design in 3 minutes.

  1. Describe the problem you’re solving.
  2. Demo some form of physical prototype and present slides that make your case.
  3. Talk about the experience, not the product. Why is it important? Do we want one?

Present what makes your case. You don’t have time to present all the assignment's slides and demo video (the hand-in assignment elaborated below and due next class): you decide which materials (from the start of the class, onwards) make the convincing case for your design in a 3-min. presentation (to your client, boss, or venture capitalist).

11.10 | 23 Does HCD matter or does HCD do harm? [DUE: Concept: 10 pts]
> 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.
> ACTIVITY: debate the merits of HCD: Where, why, and when does it work and not?

11.15
| 24 Delphi Method, Pre-Post Testing, Quasi-Experiments
[EXAM: 20 pts]
> READ: The Delphi Method; V Videos - see examples below.
> ACTIVITY: in-class exam; workshop to advance posters and videos, as time permits.

11.17 | 25 Showcase of Draft Posters
> BEFORE CLASS: upload to our shared folder a pdf to your draft poster.
> ACTIVITY: an opportunity to screen your draft posters for reactions.

11.22 | 26 Showcase of Draft Videos [DUE: IRB course: 10pts]
> BEFORE CLASS: upload to our shared folder a Word doc with your URL (YouTube or Vimeo) to your draft video.
> ACTIVITY: an opportunity to screen your draft video for reactions.

11/24 | Break No Class

11.29 | 27 Design in Practice; Agile UX
> READ: The IxDA (Interaction Design Association) webpages.
> ACTIVITY: meet a guest from ... (?)
> ONLINE: complete an online course evaluation.

12.01 | 28 Project Showcase
> BEFORE CLASS: upload to our shared folder your video and poster.
> BRING TO CLASS: your working prototype to display.
> ACTIVITY: share with us (by uploaded digital file, projected on classroom screen) your poster or your video for class comment. We hope to review one such document from each student in this final class session, as time permits. This review is ungraded; grades will be assigned for your final, uploaded video and poster as below:

12.14 WEDNESDAY, NOON DEADLINE: upload to our shared drive for grading:
(a) [My Name]-Poster.pdf < 15MB
(b) [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.

Your grades are based on what we find from you in our shared file when work is due, as per the schedule on this course page. Remember to label your uploaded file with your name and deliverable (i.e., MyName-paper.pdf and MyName-video.doc where this Word doc has the URL to your posted video).

G R A D I N G   /   S E E   G R A D I N G   R U B R I C S - - - - - - - - - - - - - - - - - - - - - -

The assignments are all individual efforts, not team or group work; however, you will be working in parallel with your peers all semester, to exchange ideas and inform one another's human-centered design and evaluation activity. Throughout this course—an intimate and intensive “conversation” across students, professor, and TA—students will have ample opportunity to receive feedback on their work. Students will receive a grade in response to work, weighted as follows:

10 points Attendance and 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, and 1 point of 100 points total for arriving 10 minutes late or later. Please review 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 randomly selected to (a) serve as a design critic responding to peer projects; and (b) present their work to the class for class critique.

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. 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.

10 points Completion of Cornell IRB training for human participant studies.
From the Cornell IRB CITI link, follow this path to select the training:
Take CITI Training > View Courses > "Role in Human Subject Research" [pulldown] Research Assistant and "Which courses do you plan to take?" [pull-down] Basic Human Subjects – Social & Behavioral Focus.

Email the completion certificate to the TA on or before our last class session before Thanksgiving break. Failure to complete this task or late submission results in a zero grade for this component of the course. No excuse.

10 points Ideation [Grading Rubric]; EXAMPLES 1, 2 from DEA 2730.
(1) upload to our shared folder and 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, 01-07 (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 examples -- ten foil "rapid" prototypes -- for "04. Prototyping," Your last slide should be your (animated) GIF as simply an embedded file in your PowerPoint or 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.

10 points video of early demo with Grove [Grading Rubric]; EXAMPLES 1, 2, 3.
To create functioning, interactive prototypes, you are required to embed Grove electronics into your design (see the Grove Beginner Kit for Arduino User Manual).

Your prototype with embedded Grove modules will have at least 1 input and 1 output:

at least one Input (a sensor, such as a motion sensor or a light sensor)
at least one Output bit (an actuator, such as an LED or a servo motor).

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.

10 points Concept [Grading Rubric] EXAMPLE 1.
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.)

15 points Poster [Rubric] EXAMPLES [see next section below; note requirements]
15 points Video [Rubric] EXAMPLES
[see next section below; note requirements]
To our shared folder, upload three files named as follows:
(a) [My Name]-Poster.pdf < 15MB
(b) [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.
See more about preparing your poster and video in my poster guide and my video guide. The uploaded poster and video must be submitted to our shared folder by the date shown in red type above.

More about the two key deliverables for this course, each one uploaded by each student to our shared folder:

M O R E   A B O U T   K E Y   D E L I V E R A B L E S - - - - - - - - - - - - - - - - - - - - - - -

(1) A poster [my guide], 30" wide x 40" high, communicating in a visually compelling format, 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.

You are strongly encouraged to learn from posters for ACM Late-Breaking (aka "Work in Progress") contributions found in the ACM DL as well as posters from previous DEA 2730 students and from my lab: home+, Xtinguish, Qora, Bag-of-Words, 1, 2, 3, 4. But please view my guide for detailed requirements, as the example posters may not contain all my poster requirements. I will grade your poster following my Rubric.

(2) A video [my 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 that is an mp4 file of < 30MB.

You are strongly encouraged to learn from videos presented at the start of almost every class session, many drawn from the ACM Demo Hour, as well as videos from previous DEA 2730 students and from my lab: Muncher, GrowBot, Xtinguish, ReWear; 5, 6 and, on the narrow left-column of this webpage, more DEA 2730 student videos. But please view my guide for detailed requirements, as the examples may not contain all my video requirements. I will grade your poster following my Rubric. My guide essentially communicates 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.

Notes on video making:
[1] 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/

[2] 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
- start here: My GUIDE to the Grove Beginner's Kit
Grove Beginner Kit for Arduino Wiki
• The User Manual (pdf) is nearly identical to the Wiki linked above.
A video introducing the Kit's modules, how you work with them, and their code.
A video similar to the above, also very helpful.

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 - best, easy bet!
• A Button controls an LED and Buzzer [code]
• A Sound Sensor controls an LED [code]
• A Potentiometer (i.e., Rotary Angle Sensor) controls a Servo Motor [code]
• A Light Sensor controls a Buzzer [code]
• A Light Sensor controls a Servo Motor [code]
• A Light Sensor controls a Servo Motor and Variable Color LED [code]
• An Ultrasonic Sensor controls a Servo Motor [code]
• An Ultrasonic Sensor controls a a NeoPixel LED Stick [code]
• An Ultrasonic Sensor controls a Servo Motor, a Buzzer & a NeoPixel LED Stick [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 the code for your project.
• An Arduino Library LIst for Grove components. Find code for lots of modules here!

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 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) from Jeremy Blum, Cornell alumn! - great!

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 (ched2fs@cornell.edu) - they are here to help you!