week 16. project discussion & writing guides

1. students present work in progress

2. 寫作工具書:

英文研究論文寫作：關鍵句指引（第四版）廖柏森

英文研究論文寫作：段落指引（第二版）廖柏森

3. 英文工具網站:

(1)  段落範例句: http://www.ref-n-write.com/trial/how-to-write-a-research-paper-academic-phrasebank-vocabulary/

 

(2) 學術字列表 Academic Word List (AWL):

    https://www.eapfoundation.com/vocab/academic/awllists/

(3) 搭配詞 句酷

      http://www.jukuu.com/

week 15. project discussion

 final project deadline Jan. 11, 2021

in ACM CHI Publication Formats

project report submitted to  (Deadline Jan. 11, 2021)
ACM CHI 2021, Late-Breaking Work


other submissions:
ACM DIS 2021 pictorial or full paper (Feb. 11, 2021)

Example:

A World Following Farmer Almanac

Expected-Experience Entanglements
Confabulation Radio
Craft consciousness

week 14. designing frames of interactive things

1. students present annotated portfolios

2.

Understanding expressions of internet of things from Rung-Huei Liang



3.
能動性 (agency)

知覺交錯模型下的物件能動性.pdf (見FB 社團)


Exercise:
Design your artifacts with the above two frameworks.

Ref:

Rung-Huei Liang. 2015. Forms and Expressions of Internet of Things.　第一屆科技藝術國際學術研討會(ISAT 2015), Jan 10- 11, Taipei, Taiwan.

Leila Takayama. 2012. Perspectives onagency interacting with and through personal robots. In Human-Computer Interaction: The AgencyPerspective (pp. 195-214). Springer Berlin Heidelberg.

week 13. annotated portfolios

0. students present cultural probes and returned data.

1. what are the annotations of these music players?

Wild Urban Radio

skube

Spotify box from Jordi Parra on Vimeo.

spotify box

BERG Olinda Project

http://willodom.com/portfolio/wp-content/uploads/2015/11/Olly-shorten.m4v?_=1

olly

Discuss and sketch a new radio.
Ref: radio design in Pinterest

2. 

What are the possible annotations for Wake-up light?

X

What are the possible annotations for Scentonight?

What are the possible annotations for Fonckel?

What are the possible annotations for Twins?

What are the possible annotations for Goodnight Lamp?

Draw a new sketch based on these annotated portfolios

Ref: Lighting & Interaction in Pinterest

reference:

What should we expect from research through design?

Annotated portfolios 

suggested forms:

   (1) Ving + adj. + N.

   (2) N. and N.

   (3) Ving+ N. + as + N.

   (4)  N. + for + N.

 

suggested concerns:

• the functionality of the design (what should it do?) and by implication the value of certain activities (is this worth doing?)

• its aesthetics (what form and appearance should the artifact take?) 

• the practicalities of its production (what materials, skills, and tools are needed to make it?) 

• the motivation for making (why are we doing this? what are we trying to show?) 

• the identities and capabilities of the people for whom the artifact is intended (what will our users make of this? how can we best design for them?) 

• sociopolitical concerns (what sort of culture will this encourage or resist?)

The logic of annotated portfolios: communicating the value of 'research through design'

Strategies for Annotating Portfolios: Mapping Designs for New Domains

Final project annotated portfolios presentation:

Each group present at least 4 relevant artifacts and their annotations

as "stragegies for annotating portfolios", describe your annotations and design space 

Deadline: 12/14, 2020

week 12. phenomenology & ethnography

First :
 Things making Things: An Ethnography of the Impossible


What is ethnography ?
What is phenomenology?
How do they relate to design?


1.

Ethnographic vs Phenomenological Research Designs

2. Qualitative methodologies: ethnography, phenomenology, grounded theory and more

3. very short introduction:

Notes on Ethnography and Design

4. Blomberg et al. 經典:
An Ethnographic Approach to Design

5. Ethnographic Data Analysis:
     http://pages.cs.wisc.edu/~irene/l17-ethnography_analysis.pdf


Question:
1. how to apply ethnography (/phenomenology) to "cultural probes", how to apply ethnography (/phenomenology) to the study of design artifacts?

2. when to use ethnography? when to use phenomenology?

week 11. framing design

1. Calm Design presentation

2. work in progress report
   check: themes, and strong concepts

   example : interaction Tarot

2. Framing design

Framing design in the Third Paradigm

Reference:
The Three Paradigms of HCI

week 10. strong concepts

1. work-in-progress report of cultural probes


2. Strong concepts

1. Jonas Löwgren. 2013. Annotated portfolios and other forms of intermediate-level knowledge.interactions 20, 1 (January 2013), 30-34.

2. Kristina Höök and Jonas Löwgren. 2012. Strong concepts: Intermediate-level knowledge in interaction design research. ACM Trans. Comput.-Hum. Interact. 19, 3, Article 23 (October 2012), 18 pages.

(pp. 23:11- 23:13)
4 constructs:
1. contextual grounding
2. horizontal grounding
3. vertical grounding
4. reflection, articulation, and abstraction

4.

Between theory and practice: bridging concepts in HCI research

Guidelines for Design Process:
1. Interpret your data with rich interpretation, inspiration, imagination, and discourse.
2. Specify several "themes" related to the above interpretation.
3. Build "strong concepts" (in terms of 4 constructs) to meet these themes
4. Give form to these strong concepts, such as mood boards, and cards.
5. Discuss possible expressions (如何用 expression 開展設計) for your design based on these strong concepts

week 9. probe discussion & calm tech

1. students present work-in-progress of cultural probes

Cultural probes and the value of uncertainty

2. more detail examples in
 

Making design probes work

Designing for an other Home: Expanding and Speculating on Different Forms of Domestic Life (DIS 18)

Evaluation Probes

Perspective probe: many parts add up to a whole perspective

Medium probes: exploring the medium not the message

See you on the subway: exploring mobile social software

Vulnerability of displacement: challenges for integrating refugees and asylum seekers in host communities

Making history: intentional capture of future memories

3. 

 calm technology and calmness

Designing calm technology and peripheral interaction for offshore service vessels

Probing calmness in applications using a calm display prototype

4. preparing exercises in (deadline 11/23)
   https://calmtech.com/exercises.html

week 8. probe discussion

1. students present x-probe examples

2. students present probe and probing insights
3. more detail examples in
 

Making design probes work

Designing for an other Home: Expanding and Speculating on Different Forms of Domestic Life (DIS 18)

Evaluation Probes

Perspective probe: many parts add up to a whole perspective

Medium probes: exploring the medium not the message

See you on the subway: exploring mobile social software

Vulnerability of displacement: challenges for integrating refugees and asylum seekers in host communities

Making history: intentional capture of future memories

4. preparing exercises in
   https://calmtech.com/exercises.html

week 7. probology

1. students present Cultural Probes for each team
2. 

Cultural probes from Rung-Huei Liang

3. introducing
"How HCI Interprets the Probes":

2. X-Probes:
(1) identify probes
(2) urban probes
(3) domestic probes
(4) value probes
(5) empathy probes
(6) mobile probes
(7) digital cultural probes
(8) cognitive probes
(9) technology probes

3. original probes features v.s. x-probes

epistemology-> methodology -> methods
epistemology->probology->probes


References

Cultural probes and the value of uncertainty

Interpreting the Probes for final project, each team:
1. write down your own probology rules (or beliefs)
2. redesign your probes with various media and methods, according to your probology
3. collect probing data
4. interpret the data, seek the meanings, and perhaps the underlying intentionality behind phenomena.

Deadlines: Nov. 16, 2020.

week 6. probes as methods

References:
Gaver: Design: Cultural Probes, 1999
Wallace: How Design Probes Work, 2013

more detail examples in

Probe Tools (Task Cam)

TaskCam: Designing and Testing an Open Tool for Cultural Probes Studies (CHI18)

Making design probes work

Designing for an other Home: Expanding and Speculating on Different Forms of Domestic Life (DIS 18) (Diversifying the Domestic: A Design Inquiry into Collective and Mobile Living, DIS19)

Designing Memory Probes to Inform Dialogue (DIS18)

Share on

Evaluation Probes

Perspective probe: many parts add up to a whole perspective

Medium probes: exploring the medium not the message

Urban probes: encountering our emerging urban atmospheres (CHI05)

See you on the subway: exploring mobile social software

Vulnerability of displacement: challenges for integrating refugees and asylum seekers in host communities

Making history: intentional capture of future memories

Researching sensitive topics: Adjusting cultural probes to research and identify design spaces for sensitive HCI.

Healthcare gamification Serious game about COVID-19 

Design in Quarantine

situated visualization & co-speculation

Sketching and Ideation Activities for Situated Visualization Design (DIS19)

Bespoke Booklets: A Method for Situated Co-Speculation (DIS19)

Botanical Printer: An Exploration on Interaction Design with Plantness (DIS18)

Exploring The Future of Data-Driven Product Design (CHI20)

IoT Data in the Home: Observing Entanglements and Drawing New Encounters (CHI20)

student example:

A World Following Farmer Almanac

Expected-Experience Entanglements
Confabulation Radio
Craft consciousness

Report:

  Each student present at least 5 interesting designs in Quarantine 

  (Oct 26, 2020)

week 5. discussion on BTTRW

 1. students present "living with data"

  Questions:

   (1) How do we frame data as something else?  

        for example, data as bio standard, data as living guideline, data as meaning-making, data as self representation, data as symbol, data as index

        how about data as food for home devices?

Data Hungry Home:

The Data Hungry Home

The Data Hungry Home: Humans Harvesting Data for Living Devices

 data as agencies  "beyond human-centred design" 

  (2) simple data vs. complex form?

   (3) perceptual & cognitive aspects of data

  (4) experiential quality of data (experiential data)

2. discussion on Back to the Real World

Final Project Probes (World of No Return):

Worlds before and after COVID-19,  quarantine. social distance, ...

What is the design challenges and chances in the world of no return.

What passed? What emerge? What wait for designing?

1. Design you Probe Package (deadline 2020/10/26)
    Shoot all your package elements in row and column, upload to google drive.
2. Conduct Probing
3. Interview and Report (Deadline 2020/11/2)

week 4. back to the real world

 1. students present "Broken IT Probes"

Questions:

1. What is the meaning when IT products break?

2. Why people keep broken IT products?

References:

Broken probes: toward the design of worn media

2. VR vs. AR

VR:  Sutherland, I. A head-mounted three dimensional display. In Proceedings FJCC 1968, Thompson Books, Washington, DC, 1968

Mark Weiser, Computer for the 21st Century, 1991

Communications of the ACM Volume 36, Issue 7July 1993Special issue on computer augmented environments: back to the real world

    

            Back to the real world

        

            Knowledge-based augmented reality

            Environmental technology: making the real world virtual

Milgram, Paul; H. Takemura; A. Utsumi; F. Kishino (1994). "Augmented Reality: A class of displays on the reality-virtuality continuum" . Proceedings of Telemanipulator and Telepresence Technologies. pp. 2351–34.

Mark Weiser, Designing Calm Technology, 1995

Tangible bits: towards seamless interfaces between people, bits and atoms, CHI'97

Magical Realist Design, DIS 2020

week 3. ubiquitous computing and calm technology

1. Broken IT probes 
reference frames: object -> practice -> meanings
reference theory: activity theory (on interaction design org)

reference book: Understanding Media by McLuhan (麥克魯漢， 認識媒體)
1, 媒體四大律:
增強?削弱?重拾?轉化?
(參考"數位麥克魯漢")
2. hot media vs. cool media (熱媒體 vs. 冷媒體)

3. rear-view mirror (後視鏡理論現象)

4. The medium is the message (媒體即訊息)

5. Understanding media: the extension of man (媒體: 人的延伸)

Thing ethnography?

Thing Constellation?

(The co-occurrence of things) 

2. Ubiquitous Computing / Calm Technology / Ambient Intelligence

Discussion on
Mark Weiser, Computer for the 21st Century
Mark Weiser, Designing Calm Technology

3. 

Questions:
1. How do we live with data?
2. How do we perceive (feel) the data we live with?
3. What is the form of data to live with?
4. How are the correlation of different data?

Conduct an activity to answer the above questions.
Presentation date: Oct. 12, 2020.

Case study:
Objects of Research

Ambient Devices (where is ambient orb or umbrella?)


Reference:
Ambient Intelligence
connected home product
Experiencing the Affective Diary
Reflecting on the design process of the Affective Diary

Enhancing ubiquitous computing with user interpretation: field testing the home health horoscope

week 2. self-introduction & IoT presentation

Suggested Presentation & critique guidelines:

1. BPMRC
    Background (problem, idea, gap)
    Purpose (better future, intended future)
    Method (framing, approach, tool)
    Result (outcome, expected output)
    Conclusion

2. MEFF
    Material (idea, problem, issue)
    Expression (metaphor, scenarios, emotion)
    Function  (task, path, technology)
    Form (representation, affordance)


Activities:

1. 自我介紹，專長，個人惡趣味。
2. Students Present IoT examples

https://www.postscapes.com/internet-of-things-examples/

3. ACM student design competition Kick-off presentation
    What is the plan for design?
    How do you frame your problem?
    Which method do you want to use?
    What approach? Theory driven? Example based? Fictional paper abstract?
    Probing Example:

     Designing Memory Probes to Inform Dialogue

 
    Next presentation: Oct. 1, 2020

  2021 ACM student research competition

參考 2019 ACM student design competition
  2021 ACM CHI Late-breaking work
  DIS 2021 (Designing Interactive System)
   DIS pictorial example Botanic Printer

3. Discussion on Weiser's "The computer for 21st Century"

"The most profound technologies are those that disappear.

They weave themselves into the fabric of everyday life until

they are indistinguishable from it."

EX1: Broken IT probes (Oct. 5, 2020)
1. collect at least one "out-of-date" (old, worn) IT (information technology) product.
2. speculate with the object's viewpoint
3. complete a secrete-life diary of the object
上傳到Google drive (shown in FB community)

舊書修復:

week 1. introduction

1. 學生為主體的學習 (報告、討論、帶領工作坊、參與競賽)
    Students as learning subjects (report, discussion, workshop holding, competition)

2. 自主學習設計方法、設計工具、設計流程。
    self learning design methods, design tools, design process

3. 自行蒐集設計資料、定義問題、製作設計工具。
    self collecting data, framing problems, making design tool

4. 自行訂定設計評估方法，使用者調查方法。
    self designing evaluation methods, user study methods

學習內容:

1. 互動設計領域重要論文研讀 (上學期: Ubi-comp, Tangible interaction, Calm tech,  下學期:  Slow tech, critical/reflective/ludic/speculative design, material interaction)

2. 互動設計研究方法學 (上學期: probology, research through design, 下學期: dialogical meaning-making, phenomenology)

3. 互動設計個案實作 (上學期: SIGCHI/DIS submission, 下學期: TEI/other submission)

個人報告  (Sept. 21, /2020)
1. 自我介紹 (self-intro)
2. 惡趣味介紹 (complicated pleasure sharing)

3. 智慧型設計分享 (https://www.postscapes.com/internet-of-things-examples/) 五組擇一分享。

競賽相關
1. 組隊 (2-5 人/隊)
2. 報告比賽規則, Q&A, discussion (Sept. 21., 2020)

期末: (final)

 組隊投稿 ACM 學生設計競賽/SIGCHI  Late-Breaking Work。
 Team up to participate ACM Student Design Competition or SIGCHI Late-Breaking Work.

ACM Student Research Competition: (Deadline Jan. 11st, 2021)

https://chi2021.acm.org/for-authors/students/student-research-competition

ACM SIGCHI Late-Breaking Work:

https://chi2021.acm.org/for-authors/presenting/late-breaking-work

Example:

A World Following Farmer Almanac

Expected-Experience Entanglements
Confabulation Radio
Craft consciousness
footpal team 2010
paper
BlindNavi 2015

Readings:
Mark Weiser, Computer for the 21st Century

評分方式: (Grading)
1. 個人表現 60% + 團隊表現 40 %
    Personal performance 60% + Team performance 40 %

2. 評分項目: 課堂出席、參與討論﹐、互相評論、競賽作品完整度。
    Evaluation items: course participation, discussion, critique, completeness of ACM competition