Activate! Site Plans

April 4, 2010

Please note that you have been assigned the 10′ x 10′ space in the Main Space labelled “Jesse #1” (I realize you’re also installing your units elsewhere in the school). This is a different space than I’ve shown you previously.

Activate! Logo (better late than never. . .)

April 4, 2010

Project Three: Six Possibilities

March 16, 2010

You have chosen eight ideas that demonstrate promise as compelling interactive experiences for the Activate! event. You have also been assigned small groups charged with the task of propelling these ideas forward. These ideas and groups are as follows.

For next week, please prepare the following.

1) A fully specified experience. In your groups, re-read the project brief, and contemplate your assigned idea. Brainstorm variations on the idea, and develop a fully specified iteration of the idea that best suits the constraints described in the project brief: limited budget, material flows, intuitive functionality, temporal sequencing and site specificity. Explicitly account for how your iteration satisfies the five phases of a compelling experience: Attraction, Entry, Engagement, Exit and Extension.

2) A storyboard of your fully specified experience. Make a storyboard that outlines your new iteration. Post the storyboard to the blog, and annotate it (i.e. describe with text) with any important details. This storyboard will necessarily be more elaborate than the ones you prepared individually. Bring a physical copy of the storyboard to class.

2) A role-play of your fully specified experience. Come to next class prepared to role play your new storyboard: act it out for us. Bring any props and equipment you might require. Engage your colleagues: they can take part in your role-play too.

This is effectively a competitive exercise. May the best idea, that is the most convicingly storyboarded and role played, win us over.

Project Three: User Scenario Storyboards

March 8, 2010

In the second stage, you will each develop one experience for presentation to the class. This presentation will take the form of a user scenario storyboard: a graphical narrative of the experience through the senses of one or more specific persona(s).

“In a sense, scenarios are prototypes built of words. Scenarios are, at their heart, simply stories – stories about what it will be like to use the product or service once it has been made. The protagonists of these stories are the personas. Using a scenario, designers can place their personas into a context and further bring them to life. Indeed, scenarios are one of the factors that make personas worth having. Running through the same scenario using different personas is an excellent technique for uncovering what needs to be included in the final product. . . . Once a scenario and sketches have been created to show what a product or service could be like, designers can create a storyboard (figure 5.10) to help illustrate the product or service in use. Storyboarding is a technique drawn from filmmaking and advertising. Combining a narrative with accompanying images, designers can powerfully tell a story about a product or service, displaying its features in a context.”

(from Designing for Interaction)

For next class, propose an experience that would be appropriate for Project Three. Storyboard the user scenario experience: a graphical narrative of the experience through the senses of one or more specific persona(s). You may use the personas we began to develop in Class 8, or you may develop your own. Your graphics may be hand or computer drawn. It is likely though not essential that your storyboard include text; like a cartoon or graphic novel, your storyboard must narrate itself. Post your storyboard, as well as any necessary supporting information (sketches, personas) to the blog by 08:30 on Monday, March 15, and bring a hard copy of your storyboard to class. We will be reviewing each of your storyboards as a springboard to our collective development of a single proposition.

Your individual storyboards will form a significant proportion of your mark for Project 3.

Project Three: Activate!

March 8, 2010

Click here to download Project Three: Activate!

Project Two: Constructive Feedback

February 18, 2010

As discussed today in class, constructive feedback to your collegues’  Project Two toy concepts should take the form of answers to the following questions:

How (or how not) is the prototype fun? Here, discuss the design specifics of the toy–communication strategies, clever mapping, appropriate affordances, etc.–either ein terms of design successes, or missed opportunities (and suggestions for improvement). Make reference to course material presented to date where possible.

Why (or why not) is the prototype fun? Here, discuss your gut feelings about the toy’s “fun-ness.” This is a more subjective, synthetic and ultimately difficult question than the previous one. Make reference to our Exercise Six deconstruction of fun where possible.

Who (or who not) is the prototype fun for? This last question should be answered in terms of the personas you created in Exercise Eight, In short, list the which persona(s) the toy or game would appeal to. If none, posit a missing persona, or discuss why this toy is inappropriate for the target audience.

Project Two: Design for Fun

February 8, 2010

Click here to download Project Two: Design for Fun.

Project One: Final Thoughts

January 27, 2010

Hi Class:

Some final thoughts in advance of your deadline:

1) Use an imaginary client to give your project substance.
2) Use the title of your project to clearly and precisely establish its scope.
3) The structure of your presentation is as open to possibility as the structure of your interaction: craft it thoughtfully.
4) Don’t speak for more than 10 minutes: I will cut you off. Less presenting equals more discussion.
5) Make it awesome. Remember, we’re designers: nothing we do should be boring. To wit:

See you Monday,


Project One Interactions Brainstorm

January 11, 2010

Possible common interaction between people and their environment include:

Going through a revolving door
Walking a dog
Listening to a music player
Using the TTC
Going to the movies
Paying with the new credit card machines
Cleaning up after a pet
Doing the dishes with roomates
Parking a car
Using a ladder
Using the Toronto recycling system
Ironing clothes
Brushing your teeth
Using chairlift at a ski resort
Tim Hortons at rush hour
Riding in bike lanes
Using a parking meter
Finding items at the grocery store
Paying with self-serve checkout
Cutting vegetables
Security tags beeping
Using a vending machine
Using public phones
Using a drinking fountain
Using a hockey stick
Visiting the emergency ward
Operating a Hand Dryer
Toasting Bread
Peeling an Orange
Packing a bag for school
Roasting Marshmallows
Making the Bed
Tying your shoes
Locking a door
Operating a can opener
Going through a subway turnstile
Drinking coffee
Finding a light switch
Using a sink
Opening the blinds
Riding an elevator
Paying for parking
Using multiple remote controls
Sitting in a chair
Washing your hands
Crossing the street
Using a shopping cart
Folding a cardboard box

Project One: Deconstruct an Interaction

January 11, 2010

Click here to download Project One: Deconstruct an Interaction.

Click here to download the release form required for Project One.