week 7 lecture notes

Take roll - assessment two

The world's deepest bin - Thefuntheory.comhttps://www.youtube.com/watch?v=cbEKAwCoCKw

Top 10 gamification examples and fun theory   https://www.youtube.com/watch?v=CFeeSANGGlA

interactive wall installations https://www.youtube.com/watch?v=hqCeFdPoQLc&index=68&list=PLK01liO6QU8IVUm9wXu3Q_gwL8xtRXfRK&t=0s

See if they need any assistance

Assessment 3: Show rubric

give week 9 lecture - making things?

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.

example of an outcome for assessement 3:
Troy Baverstock
BD6Touch, 2016
https://www.youtube.com/watch?v=KvYTNrsWgZU

https://drive.google.com/drive/u/1/folders/1TPOGI_aFJQb-Z1NaBsKJ9uzogeTqnaKc


class activity:
Analyse the boardgame snakes and ladders
using the micro:bit reinvent/enhance/transform the game of snakes and ladders



CLASS EMAIL

Hi all,
Again, well done with your electronic board games.

By class next week write a 100 word description(approx):

Choose an existing interactive platform (a board game, a revolving door, an artwork, whatever), analyse its interactivity

We will be discussing this inclass, and how you might re-imagine, transform, or enhance it.

Links from class:

Top 10 gamification examples and fun theory  

https://www.youtube.com/watch?v=CFeeSANGGlA

interactive wall installations 

https://www.youtube.com/watch?v=hqCeFdPoQLc&index=68&list=PLK01liO6QU8IVUm9wXu3Q_gwL8xtRXfRK&t=0s

Troy Baverstock (wooden cubes/music player)BD6Touch, 2016

https://www.youtube.com/watch?v=KvYTNrsWgZU

Cheers

Tristan Griffin

1701QCA Making Interaction

1. Due Date for Assessment Two: We want to show our works in class and give a very short presentation. So we are going to do those on May 9th. Which is then, in effect, your due date.

2. Presentations: On May 9th, in class each student will show their work/prototype, describe what it does, and then make it work for us! You can have 5-10 minutes. And this is an informal presentation, so no need for Powerpoint etc. BUT...please have something to say and bring your work. If anyone has a reason why they don't want to give a presentation, just drop me an email explaining why (in detail!).

3. A video: Because it is vital, important, absolutely necessary for you to start documenting your work, everything you do in this degree, I am going to ask you to create a short video showing your prototype working. I won't expect any fancy editing. But some editing would be good!!! The video should be around 2-3 minutes (5 minutes max) and show your prototype, you discussing how it works and how it changes a space etc. Try to have a title page. You can put this video up on Youtube or Vimeo. Here are some free video editing tools: https://www.techradar.com/best/the-best-free-alternative-to-youtube-video-editor

4. The prototype: Bring it to class!!!! Make sure it works!

5. You need to also submit a 3-5 page essay/report about your work. Basically, this report is going to be similar to Assessment One. But as you actually made the prototype, you are going to: 1. discuss what you made, how it works, 2. how it transforms as a space, situation, interaction or some kind of something, 3. how you might finish it and make it a proper artwork, product, thing (think of the case, other parts and electronics and robots, colors, designs, location, durability etc), 4. Technical and design details (you should use images here), 5. explain other possible ideas and future uses etc. 6. discuss the research you did you make the prototype. 7. anything else you want to add!

Cheers

Tristan Griffin

1701QCA Making Interaction

Hi guys,

So sorry for the confusion regarding the last email titled IMPORTANT Update/details for assessment 2 , that email was intended for the other classes with incorrect due date and page count for the essay/report, and was sent in error by myself.

Due dates have not changed nor have word counts. See below for details to confirm.

1. Assessment 2 DUE DATE:  Monday of week NINE by midnight. That is the 7th of May. 
You will be submitting both documentation of the prototype working and your 500-800 word description on Monday.
During class on the 10th of May everyone will be presenting the prototype to the class. So that we can all see it working.

2. OPTIONAL video: Because it is vital, important, absolutely necessary for you to start documenting your work, everything you do in this degree. The video could be around 2-3 minutes (5 minutes max) and show your prototype. Try to have a title page. You can put this video up on Youtube or Vimeo. Here are some free video editing tools: https://www.techradar.com/best/the-best-free-alternative-to-youtube-video-editor. Perhaps include this video as part of you essay/report.

3. submit a 1-2 page (longer is fine) essay/report about your work.  In your essay/report discuss: 

- what you made, how it works 

- how it transforms as a space, situation, interaction

- Technical and design details

- a photo of the space you are focusing on

 - an image of how the prototype might look if it were installed in the actual location (photoshopped)

- a photo of the finished prototype 

- discuss the research you did to make the prototype.

Again sorry for the confusion,

Tristan Griffin

1701QCA Making Interaction

week 6 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.
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.
So id say around 500 - 800 words and it is essential to have some images of the space that the interaction is intended to be in.

•  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/

https://drive.google.com/drive/u/1/folders/1TPOGI_aFJQb-Z1NaBsKJ9uzogeTqnaKc

https://www.nchsoftware.com/voicechanger/index.html
Voxal Voice Changer
https://drive.google.com/drive/u/1/folders/1TPOGI_aFJQb-Z1NaBsKJ9uzogeTqnaKc https://makecode.microbit.org/

https://makecode.microbit.org/projects/guitar/lightsensor


It was a pleasure to hear all of your ideas for projects yesterday. Ive included a few links here and a few reminders.

Email Jason with the following by wednesday next week
a 100 word description of what you are doing
AND
a photo of the space you are focusing on


To recap on assessment 2:
1. Conceive and propose an interaction that transforms the user’s experience of a space, or their behaviour in it. Make sure you are focusing on the space and how you are changing it, most of you are on track with this, but keep it in mind when working on it. 

2. The finished project will include both a written explanation of the concept (1-2 pages, 500 - 800 words), 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.
Make sure that you include:
- a photo of the space you are focusing on
- an image of how the prototype might look if it were installed in the actual location (photoshopped)
- a photo of the finished prototype
- make sure that you describe the project so that anyone can understand what you are doing. Where it is, what is does, how it transforms the space or interaction, and why you are doing it.

Links:
prototype examples for assessment 2  https://blogs.brown.edu/visa-1720-s01-fall-2016/
urban armor project https://urbanarmor.org/
piano staircase https://www.youtube.com/watch?v=LNC5_17H-1A
rubric for assessments 2 and 3 https://v3.pebblepad.com.au/spaapi/api/File/Original?id=8kz7bb77cgpGMb4mdw5w9sZggc&attachment=false
you will find the rubric in the course content

Email for group 3.

Important information for

Assessment 2 DUE DATE:  Monday of week NINE by midnight. That is the 7th of May. 

You will be submitting both documentation of the prototype working and your 500-800 word description on Monday.

During class on the 10^th of May everyone will be presenting the prototype to the class. So that we can all see it working.

Make sure that you include:

- a photo of the space you are focusing on

- an image of how the prototype might look if it were installed in the actual location (photoshopped)

- a photo of the finished prototype

- make sure that you describe the project so that anyone can understand what you are doing. Where it is, what is does, how it transforms the space or interaction, and why you are doing it.

ALSO

Before class this week (april 26^th) :

Send me a 100 word description of your project AND a photo of the space you are engaging with.

Feel free to send any questions through as well.

Cheers

Tristan Griffin

1701QCA Making Interaction

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