ah teaches interactive objects & environments

P1: Practice

Working with a selection of the D&AD New Blood Awards Briefs we will practice moving through a design sprint process to develop realistic solutions to the brief. Final solutions will be a high-fidelity prototype (physical or digital) which demonstrates the solution appropriately in the context of the brief.

You may choose one of the three briefs to work with this term:

Please note that any of your work in this project may be randomly selected for use in weekly crits in front of the class. Ideally all students will have their work appear at least once in weekly crits.

Worth

20% of your final grade.

Instructions

This project contains weekly deliverables many of which are individual. Please make sure to read this document carefully before submitting.

Starting Jan 7

This week in the lecture you will have spent some time considering the problem, identifying gaps, and what may answer the gaps.

For next week you are to individually:

  1. Organize the in-lecture exploration into a digital document; the problem, the gaps, and what may answer the gaps.
  2. Define one exploratory research question going forward.
  3. Locate 3 secondary sources — i.e. books, articles, documentaries, podcasts, etc. — that summarize or synthesize material related to your research question.
    • Summarize what this source is in 100 words or less.
    • Briefly explain how this source will answer the research question.
  4. Identify 2 primary sourcespropose a person you could interview and another primary source such as newspaper accounts, recorded interviews, etc. — that you believe could provide you an understanding of someone's experience in the context of the research question.
    • Summarize what experience this source shares (or could share) in 100 words or less.
    • Briefly explain how this source will help share an experience that may answer the research question.

Assemble the pieces into a document that is designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed document.

Any revisions to websites after the delivery time will incur late penalties accordingly.

This submission is worth 3/20% of the project grade and is due by 5:00pm on Jan 13 to Canvas.

Weekly deliverables rubric
ABCD/F

Document is designed for minimal reader resistance and demonstrates significant development from the in-class exercises. For example:

  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules.
  • Additional sources — more than three secondary and two primary — are provided with accompanying summaries and explanations.
  • Exploratory research question included.
  • Summaries are clear and offer an effective explanation of the source in less than 100 words.
  • Explanation of how the source may answer the research question is clear and brief.

Document is designed for minimal reader resistance and demonstrates some development from the in-class exercises. For example:

  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules.
  • Exploratory research question included.
  • Sources make use of no examples shared in class (that were not their own) and the requested number are provided.
  • Summaries are clear and offer an effective explanation of the source in less than 100 words.
  • Explanation of how the source may answer the research question is clear and brief.

Document's design presents some reader resistance and demonstrates some development the from in-class exercises. For example:

  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules
  • Exploratory research question included.
  • The requested number of sources are provided.
  • Summaries are clear and offer an effective explanation of the source in less than 100 words.
  • Explanation of how the source may answer the research question is clear and brief.

Document's design presents significant reader resistance and demonstrates little to no development from in-class exercises. For example:

  • Inconsistent formatting of sources.
  • Exploratory research question may or may not be included.
  • The requested number of sources are not provided.
  • Summaries are unclear or unfocused and do not offer effective explanation of the source.
  • Explanation of how the source may answer the research question is unclear.

From Jan 14 to Jan 20

This week in the lecture you will have spent some time reviewing what you know, considering further questions, and your own biases.

For next week you are to individually:

  1. Based on our discussions in lecture revise your research question if necessary. Explain why the revision was or was not necessary.
  2. Organize the in-lecture exploration into a digital document; the (possibly revised) research question, the assumptions and what you want to find out about from potential interviewees.
  3. Write 3 questions for your interviewee and for each question list what you intend it to answer. Then make use of the consent and interview templates (as needed) to assemble a complete script for your interview.
  4. Try to locate and interview the primary source you proposed. If this is not doable, find a replacement primary source (newspaper accounts, recorded interviews, etc) and review the individual's experience. For all primary sources (this week and last) make sure to:
    • Summarize how the experience relates to your research question. Use 100 words or less.
    • Briefly explain what the experience was. Use 100 words or less.
    • Include any raw interview notes if you completed an interview.
  5. Derive two possible insights from your research. With each of the insights:
    • State the insight.
    • Summarize why this is valid insight using evidence from your research (this week or the prior). Use 250 words or less.
    • Explain how this insight is connected to the brief. Use 50 words or less.
    • Make sure to make no proposals of possible solutions.

Assemble the pieces into a document that is designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed document.

Any revisions to websites after the delivery time will incur late penalties accordingly.

This submission is worth 3/20% of the project grade and is due by 5:00pm on Jan 20 to Canvas.

Weekly deliverables rubric
ABCD/F

Document is designed for minimal reader resistance and demonstrates significant development from the in-class exercises. For example:

  • Exploratory research question included with effective rationale for keeping it or revising it.
  • Three interview questions with what they intend to answer are included.
  • Consent and interview templates included.
  • Additional sources — more than two primary — are provided with accompanying summaries and explanations. Summaries are clear and offer an effective explanation of the source. Explanation of the source's experience is clear and brief.
  • One additional insight — for a total of three — is included. Each insight is effectively supported using evidence from research and is demonstrably connected to the brief.
  • All word counts are met.
  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules.

Document is designed for minimal reader resistance and demonstrates some development from the in-class exercises. For example:

  • Exploratory research question included with effective rationale for keeping it or revising it.
  • Three interview questions with what they intend to answer are included.
  • Consent and interview templates included.
  • Two primary sources are provided with accompanying summaries and explanations. Summaries are clear and offer an effective explanation of the source in less than 100 words. Explanation of the source's experience is clear and brief.
  • Two insights are included. Each insight is effectively supported using evidence from research and is demonstrably connected to the brief.
  • All word counts are met.
  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules.

Document's design presents some reader resistance and demonstrates some development the from in-class exercises. For example:

  • Exploratory research question included with effective rationale for keeping it or revising it.
  • Three interview questions with what they intend to answer are included.
  • Consent and interview templates included.
  • Two primary sources are provided with accompanying summaries and explanations. Summaries are clear and offer an effective explanation of the source in less than 100 words. Explanation of the source's experience is clear and brief.
  • Two insights are included. Each insight is effectively supported using evidence from research and is demonstrably connected to the brief.
  • Not all word counts are met.
  • Consistent formatting of sources — i.e. using APA or MLA — though line-spacing does not have to follow formatting rules.

Document's design presents significant reader resistance and demonstrates little to no development from in-class exercises. For example:

  • Exploratory research question included with no rationale.
  • Three interview questions with what they intend to answer are included.
  • One primary source is provided with an accompanying summary or explanation. Summaries are unclear or unfocused and do not offer effective explanation of the source. Explanation of the source's experience is unclear.
  • One insight is included. The insight is not supported by evidence from research.
  • Not all word counts are met.
  • Inconsistent formatting of sources.

From Jan 21 to Jan 28

This week in the lecture you will have spent some time reviewing and revising insights, generating potential directions, and generating initial storyboards.

For next week you are to as a group:

  1. Critique the initial storyboard ideas you have each generated. Make sure each critique:
    • Presents the storyboard idea and explains as necessary.
    • Includes a written critique from each teammate including the individual who generated it. Maximum 150 words.
    • Speaks to the initial 'how might we' or project brief's prompt.
  2. Write down a one-sentence pitch for your design concept. It should identify the problem, insight, and solution.
  3. Develop a detailed storyboard for your one-sentence pitch which illustrates in 5-10 clearly interpretable panels:
    • Who may interact with the design.
    • What are their experiences leading up to, and after interacting with the design.
    • What does the design do or offer the individuals interacting with it.
    • Annotations explaining each of the cells (as necessary).
  4. Identify what you need to test to validate your design concept. Consider:
    • What about this idea is core to validating it?
    • What would you need to answer to be able to move forward with developing it further?
    • What may influence the success or failure?
  5. Based on what you have identified as things to test in the concept, develop a 'minimum testable prototype'. This will involve quick physical and/or digital fabrication. It should be sufficiently refined to evoke honest reactions from the audience.
  6. Locate two potential prototype testers to try out your initial prototype and get in touch with them to see if they will be available the following week (Jan 28 to Feb 4).
    • Please provide a one sentence description of the tester.
    • Please briefly explain why they are a suitable tester for your prototype. Maximum 50 words.
  7. Assemble a concept pitch presentation that illustrates the problem, insight, and solution. The presentation should:
    • Explain the context and research that support the problem and insight.
    • Show the prototyped solution.
    • Present all materials in a polished presentation, as if pitching the concept to a client.

Bring your concept pitch presentation to the next lecture on Jan 28. You will present it in-lecture, followed immediate by a critique session. The concept pitch presentation submission is worth 3/20% of the project grade.

Assemble the critique, concept, storyboard, and testers into a document that is designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed document. This document is worth 3/20% of the project grade and is due by 5:00pm on Jan 27 to Canvas.

Any revisions to websites after the delivery time will incur late penalties accordingly.

Concept Pitch Presentation Rubric
ABCD/F

Presentation is designed and delivered for minimal audience resistance. For example:

  • It is kept between 3-4 minutes.
  • Effectively and clearly conveys the problem, insight and solution.
  • Is honest about the limitations of research, and uses citations to support claims effectively.
  • Demonstrates an effective minimal testable prototype.
  • All team members participated.

Presentation is designed and delivered for minimal audience resistance. For example:

  • It is kept between 3-4 minutes.
  • Effectively and clearly conveys the problem, insight and solution.
  • Demonstrates an effective minimal testable prototype.
  • All team members participated.

Presentation is designed and delivered with some audience resistance. For example:

  • It is kept between 2.5-4.5 minutes.
  • Conveys the problem, insight and solution with some concerns of effectiveness or clarity.
  • Demonstrates an effective minimal testable prototype.
  • All team members participated.

Presentation is designed and delivered with significant audience resistance. For example:

  • It is over 4.5 minutes or under 2.5 minutes.
  • Does not convey all of the problem, insight and solution clearly.
  • Demonstrates a problematic minimal testable prototype, more refinement is needed before testing.
  • Not all team members participated.
Critique, Concept, Storyboard & Testers Document Rubric
ABCD/F

Document is designed for minimal reader resistance and demonstrates significant development from the in-class exercises. For example:

  • Critiques of initial storyboard ideas effectively link back to project brief or 'how might we' exercise.
  • Three pitches are included, each clearly identifying the problem and proposed solution.
  • Detailed storyboard is sufficiently high-fidelity and annotated to be understood with no further explanation.
  • Three realistic potential prototype testers with description and suitability effectively explained.

Document is designed for minimal reader resistance and demonstrates some development from the in-class exercises. For example:

  • Critiques of initial storyboard ideas effectively link back to project brief or 'how might we' exercise.
  • One pitch is included, each clearly identifying the problem and proposed solution.
  • Detailed storyboard is sufficiently high-fidelity and annotated to be understood with no further explanation.
  • Two realistic potential prototype testers with description and suitability effectively explained.

Document's design presents some reader resistance and demonstrates some development the from in-class exercises. For example:

  • Critiques of initial storyboard ideas included.
  • One pitch is included, with a proposed solution.
  • Detailed storyboard is sufficiently high-fidelity and annotated to be understood with no further explanation.
  • Two realistic potential prototype testers with description and suitability effectively explained.

Document's design presents significant reader resistance and demonstrates little to no development from in-class exercises. For example:

  • Critiques of initial storyboard ideas included.
  • One pitch is included, with an unclear problem or solution.
  • Detailed storyboard requires further explanation to be understood.
  • Two potential prototype testers with description provided.

From Jan 28 to Feb 3

Having received some feedback on your in-class presentations, storyboards, and potential testers the next week will involve you testing your ideas and assessing their level of success or failure.

For next week you are to as a group:

  1. Assemble a plan for your testing. The testing plan should define:
    • Clear roles for each of the team members.
    • What the test will involve.
    • Where will the test take place.
    • How you will deliver the test to participants.
    • An updated consent form to reflect the testing.
  2. Run the testing with as many of your participants as possible. Collect any notes or other materials captured during the testing to submit as part of your report.
  3. Write a brief report on your test results. The report should include:
    1. A summary of the test(s) performed. Maximum 150 words.
    2. A summary of the results of the test, using notes or visual examples from testing. Maximum 150 words.
  4. Analyze and identify 2-3 successes and/or failures of the concept from the testing. For each item, identify why they were successes or failures using examples from the problem, insight, solution, and/or testing. Maximum 50 words per item.
  5. Identify where to go from here and why. Maximum 150 words. This can include:
    • How to build on what you have.
    • How might you develop the concept differently.
    • What might be appropriate next steps.
    • Should this concept be further developed, or not?

Assemble the testing plan, notes, and report into a document that is designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed document. This document is worth 3/20% of the project grade and is due by 5:00pm on Feb 3 to Canvas.

Any revisions to websites after the delivery time will incur late penalties accordingly.

Final Report Rubric
ABCD/F

Document is designed for minimal reader resistance and includes additional materials to those necessary. For example:

  • Complete test plan is included with updated consent form.
  • Notes and other materials from three prototype tests are included.
  • Clear and concise summaries of the tests and results are included and they reference notes or visual examples from testing to effectively explain.
  • Analysis effectively identifies and explains why there were 4-5 successes and/or failures of the concept using examples effectively.
  • The why of the 'where to go from here' are reasonable and effectively supported by the results and analysis.
  • Report meets all word-count requirements.

Document is designed for minimal reader resistance and includes all necessary materials. For example:

  • Complete test plan is included with updated consent form.
  • Notes and other materials from two prototype tests are included.
  • Clear and concise summaries of the tests and results are included and they reference notes or visual examples from testing to effectively explain.
  • Analysis effectively identifies and explains why there were 2-3 successes and/or failures of the concept using examples effectively.
  • The why of the 'where to go from here' are reasonable and effectively supported by the results and analysis.
  • Report meets all word-count requirements.

Document's design presents some reader resistance and includes all necessary materials. For example:

  • Complete test plan is included with updated consent form.
  • Notes and other materials from two prototype tests are included.
  • Summaries of the tests and results are included but have some concerns with clarity or conciseness — i.e. there is a lack of connection to examples from testing.
  • Analysis identifies 2-3 successes and/or failures of the concept. The explanation of why these were successes and/or failures is lacking due to limited support from testing evidence.
  • The why of the 'where to go from here' are reasonable, though not effectively supported by the results and analysis.
  • Report meets all word-count requirements.

Document's design presents significant reader resistance and is missing necessary materials. For example:

  • Test plan is included but missing pieces — i.e. no updated consent form provided.
  • Notes and other materials from two or less prototype tests are included.
  • Summaries of the tests and results are included but have some concerns with clarity or conciseness — i.e. there is a lack of connection to examples from testing.
  • Analysis identifies two or less successes and/or failures of the concept. The explanation of why these were successes and/or failures is lacking due to limited support from testing evidence.
  • The why of the 'where to go from here' are unclear and not supported by the results and analysis.
  • Report meets all word-count requirements.

From Feb 3 to Feb 11

The last piece of this project is an individual reflection which is your opportunity to organize the project into a portfolio piece. The following sections must included:

  1. An introduction that provides context and summarizes the problem, insight, and solution. Maximum 50 words.
  2. A process analysis of the project in three steps — we suggest research, insight, solution — that shows a clear narrative of development and identifies your contribution(s) and decision making, not just the team. Maximum 250 words.
  3. A reflection/conclusion on what your key takeaway for the project is, and why it is your takeaway. Maximum 100 words.

The content of the sections must consider the following:

  • Make use of images, research and evidence (artifacts) from your process to effectively convey your analysis.
  • Writing frames the analysis to be honest about the limitations of the research.
  • Use language understandable by a lay — possibly non-design, non-professional — audience.

Submit the reflection as a document that is designed for minimal reader resistance. The format (PDF, website, etc) is of your choosing but should demonstrate a refined and well-designed document. This document is worth 5/20% of the project grade and is due before the lecture on Feb 11 to Canvas.

Any revisions to websites after the delivery time will incur late penalties accordingly.

Final Report Rubric
ABCD/F

Document is designed for minimal reader resistance and includes additional materials to those necessary. For example:

  • Maintains exceptional focus on the topic; there is a strong narrative link between sections.
  • Clearly identifies own contributions separate from the team.
  • Reflection makes an excellent case for why the takeaway is valuable using evidence and the process analysis to inform it.
  • Clear connection between artifacts and written analysis.
  • Provides relevant supporting details with appropriate documentation in consistent formatting standard (i.e. APA, MLA).
  • Word choice creates appropriate tone for the intended audience and purpose.
  • Presents an effective and engaging written and visual language that is organized and consistent across the document.
  • Meets all words counts.

Document is designed for minimal reader resistance and includes all necessary materials. For example:

  • Maintains consistent focus on the topic; there is an understandable link between sections.
  • Clearly identifies own contributions separate from the team.
  • Reflection makes a good case for why the takeaway is valuable using evidence as appropriate.
  • Clear connection between artifacts and written analysis.
  • Provides adequate, relevant supporting details with appropriate documentation.
  • Word choice creates appropriate tone for the intended audience and purpose.
  • Presents an effective written and visual language that is organized and consistent across the document.
  • Meets all words counts.

Document's design presents some reader resistance and includes all necessary materials. For example:

  • Demonstrates an inconsistent focus on the topic; may include extra or unrelated artifacts or documentation.
  • Clearly identifies own contributions separate from the team.
  • Reflection does not make a good case for why the takeaway is valuable. Evidence or an effective argument are missing.
  • Some lapses in connection between artifacts and written analysis.
  • Provides supporting details with appropriate documentation.
  • Word choice may not be appropriate for the intended audience and purpose.
  • Presents a limited written and visual language that often lacks clarity in organization and consistency.
  • Meets all words counts.

Document's design presents significant reader resistance and is missing necessary materials. For example:

  • Demonstrates little to no focus on topic.
  • Does not identify own contributions separate from the team.
  • Reflection does not present a clear takeaway.
  • Little to no connection between artifacts and written analysis.
  • Word choice is not appropriate for the intended audience and purpose.
  • Presents little to no consistency or organization in written and visual language.
  • Does not meet all word counts.