week 4 assessment 1 uploading tutorial

How to submit assessments via PebblePad

Step 1.

Click the I want to...  button then click Share from the menu that drops down.

Step 2. 

The Share popup window will then open, click For assessement

Step 3.

Select Making interactions from the menu, this is the tab for your first assessment

Step 4. 

Make sure your read through everything from this popup. Check the final submission time and date to avoid late submission penalty. And then click Share for Assessment when you are ready

week 3 lecture notes

• Take roll - assessment two - what are they doing. Conceive and propose an interaction that transforms the user’s experience of a space, or their behaviour in it. So think about another interaction so that we can discuss how you would go about prototyping it. Basically what we did with the sound project is all that is expected of a prototype. 

• assessment one - what are they doing

• Lecture vids

See robot dog run      https://www.youtube.com/watch?v=NtU9p1VYtcQ&t=17s
Braitenberg vehicles https://www.youtube.com/watch?v=A-fxij3zM7g

Adrien M / Claire B Pixel, 2013   https://vimeo.com/116234889

Anselm Kiefer
The Secret Life of Plants, 2002   http://estaticos03.fueradeserie.expansion.com/imagenes/2011/05/13/personajes/1305285653_extras_ladillos_1_0.jpg

• complete the impossible box PROTOTYPE

- simple solution

- discuss why we make the more complicated version of the code ( expandability )

- discuss state mechanics

- discuss different actions

• the other features of the microbit. go through the zip file one by one and show how they work

EMAIL for week 3

Facebook chat for Thursday 22nd March

Click the following link to set a time to do facebook chat on thursday:

https://docs.google.com/spreadsheets/d/19t9J5UsjgXTw9Funs4ggWAkkMsu8BDAtxO2ISxijBJ4/edit?usp=sharing

This is optional, if you prefer to be in contact via email or text chat that is fine. 

Links from week 3 lecture 'complexity from simplicity:

See robot dog run      https://www.youtube.com/watch?v=NtU9p1VYtcQ&t=17s
Braitenberg vehicles https://www.youtube.com/watch?v=A-fxij3zM7g
Adrien M / Claire B Pixel, 2013   https://vimeo.com/116234889  

Here are some new links to look at for assessment 2 to consider regarding 'Interactions as reinvention'
Laetitia Sonami, Lady’s Glove   

• http://sonami.net/ladys-glove/
• https://vimeo.com/43025087Anna VasofDown to Earth
• https://vimeo.com/98723807

Mechanisms of Happiness    

• https://vimeo.com/119686464AssociationCommon Ground
• http://assocreation.com/project/common-ground/Bump
• http://assocreation.com/project/bump/

Andrea Zittel  

• http://www.zittel.org/works

week 3 exercise the impossible box

Video source URL: https://www.youtube.com/watch?v=6xCd55oSgO4

Exercise outline
This exercise is to build the nessesary skills and knowledge to produce a prototype.The impossible box task requires a circuit board with a button and led as a start point. . The idea is to try and turn the light off. When you press the button to turn the light off, it will turn itself back on again after a random amount of time.  There will be an event triggered after 5 presses of the button.

Links:
Code editor https://makecode.microbit.org/

PART 1 of the impossible box

Step 1
Build a circuit board which has one LED and a Button.

Step 2
Test the prototype using the simple solution

What will happen:
The LED which is connected to P1 is turned on by default. When the button, connected to P0, is pressed. The variable time is set to a random number of 0 to 4000 milliseconds. The light is then turned off, then a pause of time is made and the light turns back on.


PART 2 of the impossible box

Rationale
So now we want to create a set of behaviors similar to the original impossible box.
BUT after 5 button presses, we want it to do something different

What will happen:
Again the light will turn off when the button is pressed, and turn on after a random amount of time. But after the 5th button press the LED screen will now display an image. You can add any series of events here, think back to the video. You could add a fake on and off turn, move the platform in a direction using a motor or different set periods of delays ( for 30 seconds instead of the maximum 4 seconds). This method allows you greater flexibility in behaviour as opposed to the simple method.

week 2 lecture notes

Week 2
recap of assessment Rubric
conversation
talk about examples of existing interactions (which I asked them to find), and reinventing them. For example:

One strategy, examining existing interactions, the video of doors David sent around.https://www.youtube.com/watch?v=yY96hTb8WgI
Another strategy, taking existing tools and figuring out how else to use them, as in Evan Roth’s Propulsion Paintingshttp://www.evan-roth.com/work/propulsion-paintings/

Go around room for the chosen interaction for assessment ONE

introduction: this is the interaction and its specific context, and why you chose it (i.e., “this is the street crossing where I always nearly get run over”)
describe the physical interaction in some detail.
historical context: what did this interaction, or things like it (e.g. this street crossing, or crossing areas generally) look like previously? How has it developed?
site observation: who uses this interaction, and how? Do they use it in the way it was made for?
comparison: find one or two other examples of this type of interaction, and compare their efficiency, effect, etc.
analysis: how does the interaction succeed and/or fail? What are its strengths and weaknesses? How might it be improved?

Final works, assessment 3https://blogs.brown.edu/visa-1720-s01-fall-2016/


Lecture SOUND – the history of sharing sound through devices and the level of participation
PASSIVE AUDIENCE participation

• look at seths work – using the user to change the audio that is being produced
  
• we take for granted - but put yourself in the place of someone 1000 years ago, how would they perceive this device
  
• the Oracle at Delphi, indeed, audio projection from an object was seen as magic, here participantss believed they were talking to the statue (gods)
  
• skip forward in history and heres other 'devices' that create sound – which was created elsewhere
  
• this technology (the music roll) has been repurposed by wintergatan (show video)
  

ACTIVE AUDIENCE participantion

• simply put, requiring the audience to do something for something to happen
  

importants of sound, what level of participation does an interactive artwork have


Week 2 lecture notes


recap of assessments, Rubric
go around room for the item choosen for assessment ONE
recap of assessment TWO
throw around some ideas for assessment two


lecture
show video of the impossible lego box https://www.youtube.com/watch?v=6xCd55oSgO4
activity – the impossible box... time based activity

https://www.nchsoftware.com/voicechanger/index.html
Voxal Voice Changer

EMAIL for week 2

Hi All,

Ive attached a simple solution for the impossible lego box we were working on during class to save some sanity. Tho we will be looking at the expanded code version which was on the screen in class next week.

Also think about assessment two, Conceive and propose an interaction that transforms the user’s experience of a space, or their behaviour in it. So think about another interaction so that we can discuss how you would go about prototyping it. Basically what we did with the sound project is all that is expected of a prototype. 

Here are some of the links from todays class:

•  the video of doors .https://www.youtube.com/watch?v=yY96hTb8WgI
• Evan Roth’s Propulsion Paintingshttp://www.evan-roth.com/work/propulsion-paintings/
• prototype examples for assessment 2  https://blogs.brown.edu/visa-1720-s01-fall-2016/
• the impossible lego box https://www.youtube.com/watch?v=6xCd55oSgO4
• Voxal Voice changer  https://www.nchsoftware.com/voicechanger/index.html

See you next week, 

Tristan Griffin

1701QCA Making Interaction

Week 1 Introduction

Links:
Code Templates http://artworkprocess.com/makingInteraction/microBIT-code-templates.zip
Micro:Bit Projects https://makecode.microbit.org/projects/
Code editor https://makecode.microbit.org/
How to copy files to the micro:bithttps://makecode.microbit.org/device/usb

Time table for GC 2018

Primary activities

Week 1	Intro to class, PebblePad, micro:bit basics (examples 1 & 2 in Instructors kit)
Week 2	Inputs & outputs, adding components: examples 3 & 4 (if not already).
Week 3	Introducing communication via radio. In-class exercise: create a self-contained handheld interaction.
Week 4 (no in-person class at GC)	Assessment 1 due SB: Conversation about essays, brainstorming first project GC (remotely): Comment on at least 2 other students’ assessments, post brainstorming about your own first project
Week 5 (no in-person class at GC)	Brainstorming and development of Assessment 2 GC (remotely): post same
Commonweath Games
No class
Week 6	Dev & troubleshooting for Assessment 2
Week 7	Assessment 2 due: critique
Week 8	Final project ideation and brainstorming
Week 9	Intro to simple fabrication strategies (making cases etc.). Induction on laser cutter, at least, for any students who haven’t gotten it yet.
Week 10	Final project workshop
Week 11	Final project workshop
Week 12	Assessment 3 due: critique

Assessment Items

Assessment 1: Critical Context Review

The student must conduct a critical and contextual review of an existing interaction in the world. This can be of a simple mechanical object (a doorknob) or a more technologically complex experience (motion-sensitive sliding doors); it can be a common object like the above, or an art experience like a motion-sensitive light display. But it should be a single, discrete interaction rather than a complex device like a smartphone.

The context review will be 3-5 pages, and include:

• its intended use;
• its history (what need it was designed to meet, what existed before, how it's developed over time);
• some examples of how the similar interaction has been done (e.g., precedents);
• its intended audience;
• a site visit and personal observation, if possible;
• a concluding analysis discussing its effectiveness.

The context review is due in tutorial of week 4.

Sample topics

You may pick one of these topics for your assessment, or choose your own.

• Pick a simple interactive experience you have every day: sliding door, light switch, water faucet, camera. Do the research that wouldn’t ordinarily occur to you. What problem is it solving? What kind of interaction did it replace? What are different kinds of solutions for the same interaction (eg outdoor hand pump for water faucet, vs. motion sensor)? What weaknesses does it have?
  • Sliding door
  • Light switch
  • Faucet
  • Camera (not phone)
  • Lock & key

• Pick a public artwork or design event you admire, and find out all you can about how it worked and what its context is. Concentrate on finding historical precedents. For instance, if you like Craig Walsh’s projections onto trees, you might look at the history of landscaping as art, topiary, follies.
  • Craig Walsh, any
  • Camille Utterbach, Shifting Time
  • Marcel Duchamp’s last work
  • Any water installation (public fountain)

Assessment 2:  Working prototype

Conceive and propose an interaction that transforms the user’s experience of a space, or their behavior in it. The finished project will include both a written explanation of the concept (1-2 pages), and a working proof-of-concept prototype that might be very raw. Example: the concept is a motion-activated nightlight, and the prototype is a simple circuit with a sensor and an LED.

Sample spaces

You may pick one of these topics for your assessment, or choose your own. Be specific—choose a particular bus stop, kitchen, etc.

• Bus stop
• Kitchen
• Bedroom
• Hotel room (how is this different from your own room?)
• Backpackers room (how is this different from a hotel?)
• QCA Cafe
• An underused space at QCA

Assessment 3: Reinventing interaction

Choose an existing interactive platform (a board game, a revolving door, an artwork, whatever), analyse its interactivity, and develop a way it could be re-imagined, transformed, or enhanced. This will involve some investigation and analysis as well as technical work. The emphasis of the assessment is on experiment, play, and process; the finished project will include both a written explanation of the concept (1-2 pages), and a usable object or space.

You may build on your work in Assessment 2 for this project, but you cannot simply repeat or correct it. The new project must show ample evidence of re-conception, for instance moving from a motion-activated nightlight to a model house with interactive lighting.

Possible topics

You may pick one of these topics for your assessment, or choose your own.

• Photobooth: Find a new way to take a photo remotely, without the camera operator being present. Be specific about the time and place for this project—taking photos of animals at night is a common real-world example.
• Sculpture: Make a sculpture or installation that changes shape and/or look with the viewer’s participation. Think both about the physical object itself, and light and shadows.
• Signage/wayfinding: Design something to help people find their way around a specific area (e.g. level 4, or an office building, or other space). This might be a handheld device, or public signage (e.g. LED screens).
• Kitchen aid: How could a specific kitchen tool be improved, or is there a kitchen task for which there isn’t a tool? “Improved” might mean making the tool work better, or it might mean making it more fun, or funnier.
• Playground: Make a game you can play with your eyes closed.