Human-Centered Design Methods  
Keith Evan Green, RA, PhD                            >  w h e e l   o f   n a m e s
TA: Bill Xu, tx66@cornell.edu
Tu. & Th., 10:10-11:25am, HEB 2L32 (MVR 4101 only if class it too large for 2L32))
office hours: please email us to meet or find us before or after class.                            

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 and environments. Lectures cultivate an understanding of the various methods, while hands-on activities provide opportunities to apply these methods to the design of a small device and its 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 is limited to 22 students to make full use of the D2FS shop and staff.
• Prerequisites: DEA 1101, DEA 1150 or DEA 1140, and DEA 1500 with min. of B-.
• An auto-enrolled, required class for DEA majors.
• Non-majors require my permission by email to get an enrollment code. Provide evidence that you have taken the DEA prerequisites and plus other coursework (e.g., from Info Sci or MAE) and/or other experiences that prepare you to enroll in this course.
• 3 credits; no final exam; for letter grade only (no Pass/Fail or auditing).
• No prior coding or electronics experience is necessary to do well in this course.

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 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 are growing in number, kind, and complexity and have great promise for supporting and augmenting human lives. Designers use Human-Centered Design Methods especially in industrial and product design, healthcare design, retail design, interaction design (IxD), user experience design (UX), human-computer interaction (HCI), and mechanical engineering. By focusing on people, human-centered design methods help us craft meaningful solutions while also offering insights into who we are, how we relate to the world, and our place within it.

                     "In order to understand things, we have to build them."
                              – Ruzena Bajcsy, a founder of modern robotics.

T H E   P O W E R    O F   A   S M A L L   C L A S S - - - - - - - - - - - - - - - - - - - - - - - - -

Unlike a large lecture class at Cornell, this small class offers a unique opportunity for meaningful conversation, discovery, and collaboration. Don’t miss out on this chance to engage! To ensure attendance, a sign-in sheet will be available during the first ten minutes of each session. Additionally, a significant portion of your grade will be based on your active participation in collaborative learning and discovery.

W H A T   T O   D O   F I R S T - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

• Listen to "The Power of Design" and "Are the Best Designers Rebels?" on the TED RADIO HOUR.
  
  
• Explore examples of interactive devices for inspiration.
  
  
• Learn from Julie Zhao, former Design VP at Facebook: What she looks for when hiring designers, How designers can best start their careers, and How to pitch a compelling vision.

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 life on our planet.

Outcome 3. To communicate a design process in a research poster and video that satisfy requirements of benchmark, design-research conferences.

R E Q U I R E D    B O O K - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

You are required to purchase one (inexpensive) book for this class:
The Pocket Universal Methods of Design: 100 Ways to Research Complex Problems,available from the Cornell Bookstore and from Amazon. Do not purchase the similarly titled, Pocket Universal Principles of Design: 150....

Read assigned readings ahead of each class session as per the SCHEDULE below. The Pocket Universal Methods book is assigned by method number (e.g., 01, 16); shorter readings (from various sources) are linked.

D E S I G N    C H A L L E N G E - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Design an Interactive Device for Emotional Connection

Imagine you are part of a design firm tasked with creating an interactive device housed within a rectangular, translucent box (8" x 5" x 1.5"), which will contain all the necessary electronics, including a rechargeable battery. The materials for this project will be limited to those provided by the firm’s lead designer (i.e., the materials supplied in class).

This device is intended to foster emotional connection between individuals, transcending traditional functionality. Through a combination of colors, sounds, movements, and sensor-driven interactions, your design should enable one person to communicate, "You are in my thoughts," to another in a meaningful, emotionally resonant way.

Your primary goal is to address the growing sense of isolation among college students. By allowing a family member or friend to subtly convey their emotional presence, the device will offer connection and support, promoting emotional well-being during moments of loneliness or stress.

Key Design Components:

1. Interactivity: The device will be triggered by a set of sensors that detect specific interactions. These sensors include:

      • Proximity: Moving closer or farther from the device (ultrasonic sensor).
      • Rotation: Rotating the device (3-axis accelerometer).
      • Gestures: Making gestures with the device (gesture sensor).
      • Sound: Blowing on the device or making noise near it (sound sensor).
      • Manual Control: Adjusting a dial or knob of any shape (potentiometer).
      • Light Exposure: Covering or exposing the device to light (light sensor).
      • Pressure: Pressing against the device or resting an object on it (button sensor).
      • Environmental Changes: Altering temperature, humidity, or airflow (temperature         and humidity sensors).

The designer's role is to select and test the sensors that will trigger emotional responses, such as light, movement, or sound, based on the user’s interactions with the device. These outputs should be designed to communicate a range of emotions like calm, joy, love, or empathy.

2. Emotional Output:

      • Color and intensity: Controlled by LEDs.
      • Physical movements: Produced by a servo motor.
      • Sounds: Generated either by a buzzer or by attachments to the servo motor that           strike a surface.

Design Process:

1: Defining Emotional Goals
Begin by defining the emotional goals for your device. What emotional impact are you hoping to achieve? Do you want the device to evoke a sense of calm, joy, or love? Consider how colors, sounds, and movements can communicate empathy or support. Explore theories of emotional design (e.g., Norman’s Emotional Design or Desmet’s theories on emotion in interaction design) to help guide your thinking.

2: Customizable Control & Emotional Variability
Create a set of controlled parameters for emotional expression:

• Choose discreet combinations of color, movement, and sound that convey specific emotions. For example, a calm mood might use a soft blue light, gentle movement, and a low-pitched sound.
• Develop emotion presets for different emotional states (e.g., "calm," "joy," or "love") that can be selected by friend-1 (the person sending the message). These presets will then trigger specific interactions based on the device’s sensor inputs.
• Test how various combinations of output (e.g., red light with quick movement vs. blue light with slow movement) are perceived emotionally.

3: Emotional Personas
Instead of focusing only on a “target user,” create emotional personas for both friend-1 (the sender) and friend-2 (the receiver). These personas will help you design interactions that meet the emotional needs of both people involved. For example:

• Friend-1 might be someone who values subtle, low-energy gestures.
• Friend-2 might be someone who prefers more vibrant, high-energy interactions.

Consider how different emotional cues (color, sound, and movement) align with the emotional preferences of both personas, even though the device’s final settings will be chosen by friend-1.

4: User Testing & Iteration
Conduct user studies to test the emotional impact of different device interactions. This will inform your design decisions and help you iterate on your initial ideas.

• Friend-1 will test the emotional resonance of different output presets (calm, joy, love) by selecting options and conveying them to friend-2.
• Friend-2 will provide feedback on how effectively these outputs made them feel emotionally connected. Did they feel supported? Did the interaction align with the emotional gesture intended by friend-1?
• Iteration: Based on user feedback, adjust and refine the device’s sensor placements, output combinations, and emotional triggers to ensure clear, emotionally resonant outputs.

5: Design Evaluation
Before beginning the user testing phase, define clear criteria for evaluating your design:

• Emotional Resonance: How well do users (both friend-1 and friend-2) feel emotionally connected through the device? Ask participants to rate the emotional impact of various device interactions.
• Clarity of Interaction: How easily do users understand the emotional intent of the interaction (e.g., proximity, sound, or light exposure)? Does the device effectively communicate the "thoughtful gesture" the designer intended?
• Physical Interaction: How intuitive and engaging are the sensor interactions? Are the interactions easy to understand and use? Does the device trigger the desired emotional response in a natural way?

As you develop this device, your goal is not only to create a functional, interactive product but also to design a meaningful emotional connection between the student and their friends and/or loved ones. Through careful integration of sensors and actuators, the device should foster a sense of presence and support, transforming everyday actions into moments of emotional reassurance.

The kind of artifact you are striving for is small in scale, whimsical/poetic, beautifully fabricated (in hi-fidelity), interactive using the Grove kit (with at least one input and one output), and meaningful and purposeful. You are encouraged to construct your box enclosure from the corrugated plastic panels provided in class. If you need a different size or shaped corrugated plastic enclosure, or if you wish to cut-out or engrave the surfaces of the panels, or if wish to use MDF or acrylic instead of corrugated plastic, work with our partners in the D2FS on laser-cutting panels to-size from digital files you generate using CaseMaker. In any case, your finished product must not have ink-pen writing or coloring on it, or use craft materials like cotton balls or craft paper; any inscriptions should be subtracted by laser-cutter engraving; color should come from the LED stick provided. You are permitted (and even encouraged) to cut material away from the panels by laser-cutter or mat knife. You may also add on to your box other features that are meticulously fabricated and purposeful. The battery pack provided must go inside your box with all your electronics; design an elegant way for users to recharge the device.

You do not have to generate code on your own: you can select one of the codes provided under the heading below, “Arduino Codes You Can Copy & Paste.” (An effective way to tailor your code to your wants without coding experience is to use ChatGPT as described below.)

To satisfy the targeted sales price of this product for the identified market, the client expects you to design with the electronics and box provided or a box you fabricate of similar volume, made from the same material. To do otherwise, you will need to make a very convincing argument in writing, shared with the class.

Intellectually, your "small" assignment may take inspiration from the boxes of artist Joseph Cornell (one such box is in Cornell's Johnson Museum of Art), the words of Brian Eno (producer of, e.g., Coldplay's "Viva La Vida"), and the design research areas, designing for emotion and affective computing (Roz Picard's paper on same).

             "Design is the process of creating solutions within constraints."
                           – Chris Bangle, former Chief of Design at BMW.

Limit yourself to using only the Grove electronics and box panels provided. Ensure that the battery and all electronics fit inside the box, and that the battery is accessible for recharging. If you diverge from the panels provided, generate your cut-files using CaseMaker and work with the D2FS to have these cut. Don't make the mistake of creating a prototype that is not meticulously designed and fabricated; prototypes that look like craft projects created by a child will be graded accordingly.

To explore the viability of this new product, the client asks you to pitch the design three times: once (in a week’s time) to present your earliest, quick effort to generate a fully-working device, a second time in the middle of your design process to present your concept, and a third time at our last class session to "sell" your design to your audience: Cornell students (in class).

A Q&A to see if you understood the assignment described above:

Q: Do I have to use the electronics? Can't I just make a box without them?
A: You must use the electronics provided. Your client wants an interactive device that has one input (i.e., one sensor) and at least one output (LED lighting, movement, and/or sound).

Q: Can I purchase more and different electronics?
A: No, you must use the electronics provided. Your client understands the price point of the device for the marketplace; adding more cost is not permitted.

Q: Can I decorate my box by coloring it with a pen or adding craft paper or images?
A: No. Your prototype should look like a manufactured product, not a craft project. It is translucent corrugated plastic with electronics. No coloring, craft paper, printed images, cotton balls, .... You are a designer: make something magic with these means.

Q: How careful do I need to be in making the prototype?
A: Very careful. Your prototype should look like a manufactured product.

Q: Do I need to fit the battery in the box and have an easy way to recharge it.
A: Yes, the battery is inside the box and must be accessible for recharging.

S C H E D U L E - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

CASE STUDY VIDEOS (e.g., ACM Demos) are screened at the start of most classes.

READ assigned readings for a given class session BEFORE that class.

ACTIVITIES are done AFTER the class session; upload yours for the NEXT class.

LECTURE SLIDES are not shared. 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.

CLASS-SESSION ASSIGNMENTS: Each student will upload to the shared class folders evidence of completing the many class session assignments. This means that if the class topic is, "Mind Maps," you will upload your Mind Maps to the folder labeled "Mind Maps" before the next class session. At the next class session, student names will be selected randomly and the Mind Maps of students selected will be considered in class. This is a critical aspect of this course: we learn from each other!

08.27 | 01 Rapid Prototyping - I > Bring a laptop to class always!
> IN-CLASS:
• Students will get a Grove Kit "bag" and the plastic panels to make a box.
• Instructors will introduce Grove: 1, 2; 10 Grove Modules, my slides.
• Students download Arduino, explore Grove board, & try the 5th example (see slides).

08.29 | 02 D2FS Shop Training (Come dressed with closed shoes. No sandals!)
> READ: The Uninhabitable Earth; 56; MindMap.
> VIEW: Materials under WHAT TO DO FIRST above.
> DO BEFORE CLASS: a MindMap (or two!) for this Design Challenge.
> IN-CLASS: D2FS Shop Training; Intro to our Design Challenge and to MindMaps.

09.03 | 03 Rapid Prototyping - II > Bring a laptop to class always!    
> READ: 11, 53; Prototyping; WOz; Nest; Paper•Mech; Mechanisms; ex. mechanism.
> IN-CLASS:
• Review some of your MindMaps. Do they capture your deepest thinking?
• Using the Grove components and the box (and some painter's tape to hold the box together), create a quick, early prototype of your interactive artifact for this Design Challenge. You are strongly encouraged to limit your design to the materials provided you: the box enclosure, the Grove modules, and the Arduino codes (see below; cut & paste one!). Get something simple to work that addresses the Challenge.

09.05 | 04 Course Organization and Intro to HCD
> READ: Design Cycle.
> IN-CLASS: Review this course webpage; read Bruce Mau: An Incomplete Manifesto.
> ACTIVITIY: Before next class:,upload to our Box folder a phone-video of your demo.

09.10 | 05 Pitch your concept as a Grove demo [DUE: GROVE DEMO: 5pts]
> READ: Problem Definition; Requirements; Lit Review.
> IN-CLASS: 2-minute pitch to the client (the class). Without saying a word, demo your Grove kit that conveys a manifestation of climate change (e.g., fire) using a sensor & 1 or more actuators. We will guess which manifestation of climate change it's conveying!
> DO FOR NEXT CLASS: literature & state-of-the-art reviews; use ACM DL; ACM cit.

09.12 | 06 Cultural Probes; Introduction to IRB
> READ: 24. Gaver, Cultural Probes.
> IN-CLASS: review IRB application and parental consent form.
> ACTIVITY upload in 1 week: 1. photos of your probe, 2. photos of how some of the 5 participants completed the probe; 3. a completed What did I learn? form.

09.17 | 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.

09.19 | 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 prototypes; code them; What did you learn? Complete/upload a What did I learn? form.

09.24 | 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.
What did you learn? Complete/upload a What did I learn? form.

09.26 | 10 Morphological Charts
> READ: 36; Morphological Chart: 1, 2, student example from class, & worksheet.
> IN-CLASS: look at Ideation ex.s 1, 2.
> ACTIVITY: ideate with a morphological chart using the worksheet; select cells to generate 3 alternative prototypes.
What did you learn? Complete/upload a What did I learn? form.

10.01 | 11 Storyboards
> READ: 58; 82; Storyboard (more; example from cinema).
> ACTIVITY: ideate with storyboards - ex. 1, 2; user-study with storyboards.

10.03 | 12 Prototyping with GIFs
> VIEW: PBS on GIF; GIF by Photoshop; GIF by Figma & Gif Maker; ex. 1, 2, 3, 4, 5, 6.
> ACTIVITY: Create a GIF; upload your draft IDEATION slides for next class.

10.08 | 13 In-class critique of draft IDEATION slides [not graded]
> IN-CLASS: we will review selected students' draft IDEATION slides.
> FOR NEXT CLASS: upload your IDEATION slides for grading.

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

10.10 | 14 Scenarios and Role Playing [DUE: IDEATION: 10pts]
> READ: 71; 72; 73; 84; Scenario (more); Scenario-Based Design; Role Playing [video]
> ACTIVITY: draft a scenario, ex.1; video record your role-play based on the scenario: upload: [a] a Word doc with your scenario and a Vimeo/YouTube URL for the role play video (ex.1, 2), [b] a What did I learn? form, [c] a photo of the prototype informed by these changes.

10.15 | Break No Class

10.17 | 15 Ethnography, Triangulation
> READ: 42; 57; 59; 61; 91; Observations; Perec's Observational Experiments.
> ACTIVITY: observe one participant interacting with your working prototype (a box with embedded electronics); take notes from the observation; upload (only): a short video capturing your working prototype as it stands now, with any changes you might have made to the design, following the observation.
> IN-CLASS: review selected students' Scenarios and Role Plays.

- - - - - you should have a working prototype; consider/evaluate details hereon - - - - -

10.22 | 16 Designing User Studies & Surveys - I
> READ: 23; 97; 67; 83.
> ACTIVITY: generate a survey focused on user response to design alternatives. Your survey should include 8 Likert-scale questions and 2 open-response questions. At least one Likert-scale question must be posited in the negative as considered in class. Use Google Forms (help) for your survey. Upload your survey for review at our next class.
> IN-CLASS: as time permits, review selected students' videos of working prototypes.

10.24 | 17 Designing User Studies & Surveys- II
> READ: Surveys; Tool to calculate sample size; Qualtrics.
> ACTIVITY: conduct your study with 5 participants: have them interact with your prototype(s) and complete your survey; upload: [a] slides with your survey questions, responses from 5 participants, and your bar charts. [b] a What did I learn? form.
> IN-CLASS: review selected students' survey questions (not yet the survey results).

10.29 | 18 Think-Alouds, Cognitive Walkthroughs, 3 Types of User Studies
> READ: 13; 46; 87; Think Aloud; Methods Compared.
> ACTIVITY upload in 1 week: perform a Think-Aloud with 5 participants; code your transcripts informed (again) by The Coding Manual.Complete/upload a What did I learn? form.
> IN-CLASS: review selected students' survey results and What did you learn? forms.

10.31 | 19 Usability Studies, Heuristics, & SUS Surveys - I
> READ: 93; 94; M Heuristic Evaluation, (Nielsen's Heuristics), SUS
> ACTIVITY: upload before 11.12: perform a Systems Usability Score (SUS) survey (my version) with at least 5 participants.
> FOR NEXT CLASS: upload your Think-Aloud activity for review.

11.05 | 20 Usability Studies, Heuristics, & SUS Surveys - II
> ACTIVITY: Score/analyze results from your SUS survey (how to score; how to do calculations in Google Forms; how to calculate the standard deviation; Complete and upload a What did I learn? form.
> IN-CLASS: review selected students' Think-Aloud activity and What did you learn?

11.07 | 21 Prototyping: Money Shots & High-Fidelity Prototyping
> REVIEW: How to pitch a compelling vision. VIEW IN-CLASS: Steve Jobs presenting.
> ACTIVITY: generate a print ad for your concept for the cover or WIRED (8″ by 10- 7/8″), Ex. 1; as time permits, we will review selected drafts of these in the first class session after Thanksgiving.
> NEXT CLASS: upload your SUS activity for in-class review.

11.12 | 22 Delphi Method, Pre-Post Testing, Quasi-Experiments
> READ: The Delphi Method (We won't do a Delphi.)
> IN-CLASS: review selected students' SUS activity and What did you learn? forms.

11.14 | 23 [No lecture] [EXAM: 30pts]

11.19 | 24 Efficacy study
> ACTIVITY upload in 1 week: Is your device cultivating conversations about climate change? Might it impact future Earth-stewardship behaviors? To help find out: [a] wear your device for 5 days to see if it generates conversations on climate change with Cornell students; [b] report results (How many conversations in 5 days? Where did the conversations occur and at what time of day? How long were the conversations? What was said?; [c] be prepared to share your results in our class meeting in one week.
> IN-CLASS: review selected students' WIRED magazine covers.

11.21 | 25 Design in Practice; Agile UX [DUE: CONCEPT 10pts]
> READ: The IxDA (Interaction Design Association) webpages.
> ACTIVITY: meet a guest from ...
> ONLINE: complete an online course evaluation.

11.26 | 26 Showcase of Draft Posters and Videos [DUE: IRB CERTIFICATE: 5pts]
> BEFORE CLASS: upload a URL for your draft video + your draft poster pdf.
> IN-CLASS: review selected students' efficacy study results and draft videos/posters.
> BEFORE NEXT CLASS: prepare and upload to our shared folder a pitch deck of 5 slides that support your 3-minute, in-class pitch during our final two classes. In preparing these slides, see the requirements detailed below under WORKING DEMO and review this webpage.

11/28 | Break No Class

12.03 | 27 Final Pitch: Demo Day-1 [DUE: WORKING DEMO 10pts]
> BRING TO CLASS: your working prototype. It will be graded in-class when you "demo" it as part of your 3-minute pitch.
> IN-CLASS: Half of the class will pitch their designs, one-by-one, in 3 minutes, in front of the class. In the unlikely event you have an excused absence for both Demo days, upload a doc. with a URL to a YouTube or Vimeo movie showing you giving this same presentation, for grading.

12.05 | 28 Final Pitch: Demo Day-2 (our last class) [DUE: WORKING DEMO 10pts]
> BRING TO CLASS: your working prototype. It will be graded in-class when you "demo" it as part of your 3-minute pitch.
> IN-CLASS: Half of the class will pitch their designs, one-by-one, in 3 minutes, in front of the class. In the unlikely event you have an excused absence for both Demo days, upload a doc. with a URL to a YouTube or Vimeo movie showing you giving this same presentation, for grading.

12.16 | 4:30pm | DEADLINE: POSTER and VIDEO, uploaded for final grading:
(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.
This deadline s the date/time specified in October by Cornell Registrar.
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   B E L O W - - - - - - - - - - - -

Please review carefully the Course Policies (link). These policies are not negotiable except under grave circumstances.

Assignments are individual efforts; however, in class, you will be viewing the work of peers and sharing your own work to inform one another. In this way, DEA 2730 is a “conversation” across students, professor, and TA during which you will have ample opportunity to learn and receive feedback on your work.

The list that follows names and describes the graded components for this course. Each component is worth so many points, as shown in red type. The sum of all of these components equals the final grade of 100 points. The numerical scale for grading is as follows: A+ (98–100), A (93–97), A- (90–92), B+ (88–89), B (83–87), B- (80–82), C+ (78–79), C (73–77), C- (70–72), D+ (68–69), D (65–67), D- (below 65).

• 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:
1. clicking on the blue box, "TAKE CITI TRAINING (CORNELL LOG-IN)
2. entering your credentials (email address, ....)
3. 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.

• 5 points | EARLY GROVE DEMO
This demo is done as a 2-minute pitch in class following two days of focusing on rapid prototyping (see course schedule above). Show us that you can make work, using Grove, any example code that I provided on this course webpage under the heading, "Arduino Code You Can Copy & Paste." In class (see scheduling above), you will demo your Grove kit that conveys a manifestation of climate change (e.g., fire, smog, ...) using a sensor and 1 or more actuators, without saying a word!. We will then guess which manifestation of climate change your demo is conveying! This assignment is Pass or Fail: you receive 5 pts if you pitch a working demo; you receive zero points if you fail to do so. Ahead of the demo: upload to our shared Box folder a quick phone-video of your demo, just in case you run into problems in class. If you miss the class for the pitch, then you make and submit a video of your pitch and your demo to our shared folder. What to upload: a Word .doc with a link to a video (Vimeo or YouTube) of the working system, uploaded to our shared folder by 11:59pm on the due date shown on this webpage. Name your Word .doc [My Name]-Grove-Demo.doc.

• 10 points | IDEATION [Rubric] | Examples of better strategies 1, 2 from DEA 2730.
Upload 2 files to our shared folder for grading, by the due date above in SCHEDULE:

• A file with collected slides of your best example of each ideation strategy, 01-08. (See the upper-left of this webpage for the list of these). Collect these 8 ideation strategies together in one PowerPoint file (or pdf file, if you use an application other than PowerPoint to make slides). Name your file [My Name]-Ideation. Your last slide should be your animated GIF embedded into a slide (or, if you save your slides as a pdf, a representative still image from the GIF) and a link (URL) to the same gif upload as a video to Vimeo or YouTube. Advice: you miight add a "detail" slide to any ideation strategies where it is difficult to read its contents or where there are a lot of results. For instance, for the Cultural Probe and the Interview, add a slide that "zooms in" on the most exciting thing a participant offered you in completing a cultural probe or answering the interview question.

• A pdf file of your collected What did I learn? forms when these are assigned (as assigned above in our weekly schedule).

For IDEATION, we are looking for your capacity to:

1. use each method
2. present it in a captivating way (the way designers do), and
3. gain insights that advances your design (with evidence of your design changing).

Review the Rubric. A grade of "A" for this assignment means that your work is so accomplished that I will use it as an example for next year's class.

• 10 points | CONCEPT [Rubric] | Examples 1*, 2* (*requirements may be different)
Upload to our shared folder your Concept (for grading, worth 10pts; Grading Rubric) as PowerPoint slides or pdf pages (if you use an application other than PowerPoint to make slides). Upload your slide file as [your name]_CONCEPT.xxx, organized as follows:

Slide-1: a title slide with a name and logo for your prototype and a money shot.
Slide-2: your 09. Scenario in written text.
Slide-3: your 10. Role Play captured by video: provide URL link to Vimeo or YouTube.
Slide-4+: 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″). 

• 30 points | EXAM on key terms, names, numbers, and case studies from this course. Anything presented, discussed, assigned, and reviewed through the last class session prior to the the exam date may be examined. (NOTE: I do not share my lecture slides. If you miss a class, ask a classmate for notes.) For the exam, you will be provided a word bank (that includes, e.g., 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 this example, you would select from the word bank and enter focus group. If you need to make-up the exam due to an excused absence, the make-up exam will be an essay format, proctored by the TA, where you will be offered key terms, names, numbers, and case studies; you will be asked to define them, compare/contrast them, and/or provide a practical examples of them in a written narrative completed in the time offered students who took the exam as scheduled.

• 10 points | FINAL WORKING DEMO, presented during our final class sessions.
You will graded on the demonstration, in class, of your physical, interactive prototype with embedded, functioning Grove electronics. Show us something that works! Grading is simple: you earn...

• 10 points if you demo for us, in class, a substantially finished, physical prototype with a fully-functioning, interactive Grove system (i.e., at least one input and one output).
• 5 points if you demo for us, in class, a partly-finished, physical prototype or a partly-functioning Grove system.
• 0 points of you fail to present a physical prototype in class.

The demonstration of your working prototype will be the key component of your 3-minute pitch, delivered in class, aimed at "selling us" on your design, as if we were your clients or your investors. TIP: Speak more words than you show in slides. Slides should have very few words and figures.

To support your pitch, you will prepare and upload to our shared folder a pitch deck of no more than 5 slides that will help you present: [a] the problem you’re addressing; [b] how you're addressing it; [c] what the experience is; [d] why it's important; [e] why we want it - in 3 minutes! In preparing these slides, this webpage might be helpful. Upload your slide file as [your name]_presentation.pdf.

Ahead of the demo: upload to our shared Box folder a quick phone-video of your demo.

In the unlikely event you have an excused absence for the WORKING DEMO days, upload to our shared folder a Word doc. with a URL to a YouTube or Vimeo movie showing you giving this same presentation. Your Word .doc must be uploaded by the due date for final deliverables for this course(i.e., our Poster and Video) as set by the Cornell registrar (see date above). Given that you will have extra time to complete this assignment, the grading of your demo will be more rigorous to be fair to your peers that presented their demos in class more than two weeks earlier.

• 15 points | POSTER | Ex.s 1, 2, 3, 4, 5
• 15 points | VIDEO | see examples in the left column on this webpage
Example videos and posters may not satisfy all the requirements; closely follow Rubric, guide, and section below. To our shared folder, upload a folder with your name as follows: [yourname] - final poster and video and include in that folder four 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.
(d) [My Name]-What_did_I_learn.pdf - a pdf containing a scan of all the forms you completed over the entire semster.