0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

NTNU:TIA:REST

Institutt for design

Department of Design

Engelsk

Mer om vurdering

Anbefalte forkunnskaper

Faglig innhold

Kursmateriell

Læringsutbytte

Læringsformer og aktiviteter

Skissing og tegning sammen med brukere

Taktile, fysiske interaktive skisser med integrering av elektronikk i ulike materialer 

Konsepter og prototyper for gruppe prosjekt

Research by Design and Tangible Interaction

Datateknikk og informasjonsvitenskap

Designmetodikk

Interaksjonsdesign

Anvendt elektroteknikk

Design- og håndverkfag

Design for endring

Helse- og sosialfag

Musikkteknologi

Master in Interaction Design

Master in Interaction Design-part time

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We continued to develop the social format of having three concentrated 2-day's workshops in Gjøvik and the Designverkstedet Makerspace facilities, where students worked more intensive on creating, sketching, coding and ideating individually and in groups. The format was suggested by master students living on a distance from Gjøvik in 2019 as away to achieve more in a more focused meeting over two days. As the student evaluations shows, the social interaction (workshoping, doing crafts, dining, watching sci-fi movies relevant to the course, etc.) that this afforded was appreciated and many students experiences that they had time to try out , learn techniques and practical methods as laser cutting, textile felding and coding in Arduino and working with hardware. The downside for some was the higher and more intense work pace and the fact that they still had to do the reading and writing and group work in between the 3 workshops in Gjøvik. For the second time we were using Miro and Figma and Research Catalogue, all online practicebased platforms for collaborating Both Miro and Figma are optimised for real time collaborative work whre you can design with objects and actually draw together in realtime. I believe that many students thought it was positive to be able to learn tools for doing practical design work online, not just talking as in Zoom and Teams.

Almost all student learn to use Gamestorming, brainstorming, double diamond methods for creating and cocreating ideas. This is a fundamental skill as an Interaction designer in order to be able to lead teams of other designers, stakeholders, and users in workshops, and to get their ideas and work on them. All students did also try out the differnent mandatory techniques and methods for sketching to communicate, laser cutting, bulding sensors and hwardware, textile soft interaction, coding interaction in Arduino and designing in physical space outside of the screen. All students managed to use theories from the course literature in Gamestorming workshops in Miro , creating clouds of post-it sticky notes, using the theories and terms in creativ work where they basd on the theories created new concepts and ideas. Ideas that became sketches in concepts for the group project.All students managed to write essays about their design and workshoping experiences.Most students got the idea behind sketching in versions and creating a lot of material initially to be able to have something to chose from in the later stages. Other students did not put enpugh work into the sketching and creating but went straight to the goal and made only one version. This is in some cases due to the diverse backgrounds and less experience with practical desing work. But not allways. In many cases the students witha more theoretical background did embrace the bottom up, design techniques.

The course is important in the MIXD master program in INteraction Design as it introduces and works as a lever bringing students up to speed in some basic skills such as sketching, branstorming, and workshoping woth each others and with external users and partners. The course also works as a social platform early in the programme for the students to understand that they also learn from each others and that other students and users is a resource for them as designers.

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Tangible Interaction Design for Health Promotion IDG4112 has had the same scope and working methods for 3 years. The course introduces the field of Tangible and physical design and computing. It introduces the field both as practical design methods with prototyping, sketching, coding and as reflective work based in Artificial intelligence (AI) and Internet of Things (IoT) and the democratic, human, material, social and ethical consequences of those technologies within tangible and sensorial user-interaction. A cross-disciplinary target field and project has been introduced for the last 3 years based on Health Promotion (WHO). This broad scope, from practice based to reflective perspectives, is necessary for introducing practical methods in design and technology. It is necessary because the content and methods in some modules will be new to a student without previous experience, while another student may already know a lot in that particular module. Typically, persons with a technical background do not know design and aesthetical methods for working with expression and interface design and need practical training in those subjects. Similarly, students with a practical design and crafts background lack experience and understanding of coding and technology and need practical training in those subjects. The form/format of the course has changed over the years, from being organised as six 2-days meetings in Campus Gjøvik, via a weekly meeting structure, to the 2020 version with three 2-days mandatory physically meetings in Gjøvik, in combination with 6 non-mandatory physically meetings, also streamed and recorded for later watching, as well as extensive work online in groups. The last version of the course was planned based on feedback from remote, part-time students in previous reference working groups. These remote working students were not able to take the course in a weekly meeting format. In January 2020 the course responsible asked students who were not able to take the course how they wanted to schedule the physical work in workshops in Gjøvik during the autumn 2020. The comming year this action will be repeated to find dates that can be valuable for remote students and used for building a community and student groups based on geography, planned physical presence and working habits. The course broad scope and many practical modules will change for the 2021 version. The course will focus on less themes. The course will still have practical modules introducing to the field of tangible design, prototyping, concept and idea development. The reflective part will be lifted up with a clearer connection to the research field of Research-by-Design methods and practice based epistemology for art and design. The course will better suit the progression from the new BA in Interaction Design programme's related courses in physical and tangible interaction design (IDG1006-BA 1st year, IDG3750-BA 2nd year) at the campus, where many students potentially will come from in the future. The course has changed name to reflect this change from Tangible Interaction Design for Health Promotion to "Research-by-Design and Tangible Interaction Design". The focus will be on tangible and multi-sensory interaction and design methods. The cases and projects may still be found within health and care but are not limited to health and care.

In the student reference group's evaluation the learning outcome is commented as unclear and scattered due to the many and diverse theoretical perspectives. The reference group suggests clearer discussions on the expected outcome early in the semester. Both of the need of cross disciplinarity in theories and of learning different technical and design skills. The course still needs to be "open" in the sense of diversity and cross-disciplinary perspectives, because the students need to lift themselves up on either practical skills or theoretical understanding. They need to catch up on some practical skills in order to get up to speed in interaction design practice and research based methods. Typically, either technology/coding/hacking or sketching/drawing/making arts and crafts. The focus on Multi sensory environments and multi sensory interaction and stimulation in the planned next version 2021 will be closer to design and interaction design core subjects than was Health Promotion. This will hopefully help integrate some of the theoretical perspectives with the practice in the course and make the learning outcome clearer and the theory even more applicable. The focus on tangible interaction design in health promotion has made sense the previous two years 2018 and 2019 since we then worked directly with users at health, care and rehabilitation centres at the local municipality. Due to Covid restrictions on social distancing and hinders to visit care facilities this was not possible in 2020. Next year will have less focus on health promotion and more on multi sensory environments and multi sensory communication through tangible interaction design. This will put the focus on the body and the immediate closer environment, rather than on large scale social and political environments, while still having theories and methods based in and analysing the demoratic and political possible consequences of the tangible design interventions, as resources for a research by design methodology.

The learning activities has in 2020 been communicated via learning platforms and tools such as Blackboard, Figma, Miro, Research Catalogue, and in practical workshops and tutoring in diverse skill learning, individually and in groups. The three 2-day workshops have been well visited by all students and played a vital role in communicating and learning technical and practical tangible skills in design, working with sensors, coding, textiles, building prototypes , brainstorming in tangible materials, laser cutting, 3D printing, soldering, lighting and sound design. It has also led to the establishment of strong working project groups that has benefited the students' work in the online platforms Miro and Figma, Research Catalogue inbetween the physical workshops. In feedback from the students they ask for more structured communication in a digital classroom, continuously in the start and during the course. This will be implemented in Teams for the 2021 version and built up through sharing and peer review of examples and sketches accumulated in platforms such as Research Catalogue (earlier and current student projects in related fields). The individual student has been motivated to develop skills and understanding by doing his or her own mandatory work and deliveries (sketching, develop visual language, learning how to code and build hardware projects for the sensor platform Arduino, laser cutting). The learning environment in the NTNU Makerspace Designverkstedet is ideal as a physical place and we have this year started to implement project exhibitions of concepts and prototype in the online art and design platform Research Catalogue (concept, images, descriptions video).

The course has mandatory assignment deliveries under ways and two reflective deliveries in the end of the course, a group project report and an individual essay. The course will keep these examination forms next year as well. The feedback from students is that we should change the book about health promotion. Instead we will chose a book on multi sensory environments and sensing and focus on texts and examples of Research by Design and practice based research from fine art and design. The students reckommend to continue with studying relevant tangible theories from history, philosophy, art and design as well as practicing techniques, design skills, concept development (Gamestorming) and prototyping. Next version of the course will continue these forms of examination and also include and focus on exhibitions, physically, cross-media and online exhibitions as epistemologically design and practice based forms of understanding and expressing design and prototyping of tangible interaction design as part of a research by design paradigm.

Tangible Interaction Design for Health Promotion

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See also attached student reference group report.The quality has increased since we moved into spacier rooms with electronics workshop, 3d Printer and lasercutter in the same house as lecturing halls and social rooms for the students in the Makerspace. The quality has increased in each course section on particular techniques in lasercutting, 3D print with MA Interaction Design students with special expertice as student assistants, textile techniques with guest lecturer from The institute of Design at the Oslo School of Arcitecture and Design. The course has increased the quality in the real world health related projects with assignment at the local municipal care and rehab centres. A collaboration that is now on its 4th year. Nwe for this year is that NTNU health researchers is part of the group that evaluates the students' concepts and gives professional feedback to the students. This collaboration is part of a multi dispiplinary strategy to form research collaborations and joint classes as the BA welfare technology courses between Design and Occupational therapy, Physiotherapy and Nursing at NTNU. Finally, the quality has increast due to restructuring of the relation between lecturing, practice-based work and concept development following the double diamond design methods. This means that the lecrtures has been cut in time to an introduction the the different therethical subjects in faviour of student active workshops on the theories in the course on Health Promotion; Development of knowledge through practice based research; Tangible, ubiquitous, multi-sensory and physical interaction design; Future scenario creation based on knowledge of disruptive technologies, History of ideas, Science and Technology Studies design based on storytelling techniques in film, games, and aesthetics expressions.The quality lacks in that the course has two much content and for next autum one of the practical techniques and one of the theretical perspective will be cut. The course will go back from having every day and every week course meetings to having concentrated workshops of two days every second week. The reason is to meet the online and distance students' demands of scheduling the course meetings in a way that they can plan ahead and participate. This has been discussed among staff and the management at the dep. of Design and would increase participation and increase the quality further.

The learning outcome is updated each year and made relevant based on feedback from student evaluation and reference groups.The reference group in combination with information on blackboard on every exercise and sub assignment and conversations in class on an everyday basis is used to communicate learning outcomes. In order to reach students in groups and individually and in different channels. A special group forum has been used for the online distance students. It has not worked in practice with very few discussions and low student activity. Next year the distance student group will be addressed personally to make sure that each student needs is met.

The student learn how to design, how to be as a designer in relation to other groups, users, professional health workers, technology and each others through practice based research and experiemntation i prototyping, sketching, system sketching, material practice and in observations, interviews and concept development in participatory design and co-design processes. The practice based research is developing the sutdents design skills and through that the intermediary-level knowledge comming form designing and developing prototypes, artifacts, products and services that meet the goal of knowledge in research by design and co-design.The student motivation is very high and a large majority is developing skills in practice-based design, know-how, analytical and synthesized knowledge (Blooms taxonomy) as well as reflection-in-action based on a Pragmatist theoretical tradition (Donals Schön, John Dewey).The learning environment quality has very much increased since we moved to a bigger space of interconnected rooms for 3D printing, lasercutting, electronic workshops and social rooms and a Makerspace in direct connection with lecturing halls. The environment is a success factor and has helped students understand the goal of research by design and to experiement with practical design methods individually and in groups.

Practical design techniques and composition in 3D, 2D, lasercuttign, interaction design in electronics and sensors with arduino are evaluated in individual and group assignments that are mandatory (passed/fail).Complex design research and reflection over design literature, theories, prototype, process and user stories, user evaluation and synthesized making and critique is evaluated in a group report and an individual essay (both graded F-A).

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Research by Design and Tangible Interaction - IDG4112