TDDD58 12 hp /Interaction design project
Instructions for Deliverables
The course include a number of different kinds of deliverables (both team and individual) that should be handed in during the course. You can here find instructions for how to make and write these deliverables. The following deliverables are described here:
Every team member is required to take an active part in the project teamwork. Active participation is reported in the participation statement. Each team must therefore have a participation statement from the group sessions. Such a report (maximum one page) must be handed in at the presentations for each task. It must be written down in the report if someone has not been able to participate in group work meetings. It must also be stated how that person has compensated for it. If no compensation is indicated the particular student can make an arrangement with the supervisor. This report makes it accordinfly clear whether someone has not been involved in the work. Note that it is not enough to be in place in the group work physically if your not there mentally. It must discussed with the supervisor immediately if someone can not participate in the group work, to come to an agreement on how it should be compensated.
A participation statement should include:
- Team meetings with date and activities and participants
- What missing team members have done or should do to compensate for what they missed
Give a critical review the most important aspects of the mandatory readings. A review for a seminar should be approx. 1000 words not counting cover and list of references.This is not a long text and that means you need to pick out the things you find most important. Writing a review implies an analysis and evaluation, and not only a summary of the text. To write a good review you need to understand the material, and apply appropriate techniques and criteria for analysis and evaluation. A good critical review with analytical distinction is required for the highest points. Attention to detail and quality of academic writing at a certain level is expected.
A review should include the following 6 parts, which it is graded according to:
- Cover with assignment number, course, name and LiU ID.
- Main points. For example:
- What are the most important things the author is saying?
- What kind of reasons and evidence are used to support the author's conclusions (sound scientific research, reliable sources, practical experience etc.)?
- Are there weaknesses in method, evidence, data or reasoning?
- What assumptions does the author make?
- Are there alternative perspectives that has not been considered?
- Why are the main points relevant?
- What is the contribution to the field of this work?
There are good examples of critical reviews available on the web. Note that you don't have to relate the readings to the project you do if you don't see how that would support your review. Critical academic reading and good academic writing is a skill that take practice to develop. We don't expect it to be perfect the first time, but we do expect progression so that you at the end of the course are able to write a good critical academic review.
The reports in this course should be approx. 2500 - 3000 words (not counting cover, tables, appendices and list of references). This is a short report which means that you should try to be concise. A good report with analytical distinction is required for the highest points. Attention to detail and quality of academic writing at a certain level is expected.
A report should have the following outline and is graded according to its contents:
- Cover with assignment number, course, name and LiU ID.
- Abstract: 80 - 150 words abstract of the contents of the report.
- What is the report about?
- What is its purpose?
- What are the main points in the readings
- What are the reasons, evidence and logic behind the main points
- Why the main points are relevant for the work reported.
- What should the reader have answers to after reading the report?
- What problem should be solved?
- What was done to address the problem/question and why?
- What steps were included and how are they done?
- What kind of data was gathered, or what kind of design artifacts were produced?
- How was empirical material and/or design artifacts analysed?
- What materials and equipment were used to gather empirical material or produce design artifacts?
- Who participated and what were their roles and characteristics?
- What ethical issues were there (eg. informed consent, anonymity, recordings)?
- What were the outcomes of the steps described in the method?
- Illustrate outcomes with excerpts from your produced design artifacts and/or gathered data (with quotes from participants, images or summarized in tables and diagrammes).
- Interpretations of results can be made in direct connection to the results in questions, but it should then be very clear what are facts and what are interpretations.
- What do the results mean for the design, for stakeholders, for users and for society (i.e. summary of results and interpretations and discussion of them)?
- What are the weaknesses in the methods that may have affected the results?
- How can the theory be used to analyse the results? Analysis means to put references in relation to each other and in relation to experiences from the method and results to build compound knowledge and reach conclusions. Focus on your own personal experiences from the project work and put them in relation to what you have read. Use the references not only to describe what you have done. Use the references to also say something about what you have observed or experienced, and use your observations and experiences to say something about what you have read. The analysis should be reasonable and well-founded.
- What were the lessons learned both generally and personally?
- What are the conclusions based on theory and results.
A sketchbook is organized sequentially and it is a visual documentation of insights and ideas (see also Curtis (2002), Greenberg (2014), and University of the Arts London (2007)). You free working memory resources by getting things out of your head and down on paper. It also allows you to benefit from your insights by continuous reflection.
Visual representation is fundamental to all design, but a sketchbook is not about nice drawings, even though it does not harm to practice your sketching. Functional sketching is all about getting ideas down quickly to avoid losing them and to explore alternatives. You should never erase ideas. Even discarded ideas should be recorded along with the reason for discarding them.
The quality of a sketchbook about quantity. On a larger design project you can expect hundreds of individual sketches. Exploration is the quality sought in sketchbooks. We expect at least ten ideas to be generated, with ten variations of a selected idea, before a proposal drawn.
A sketchbook is a physical book that you can take with you anywhere and you can paste things in. You never know where inspiration comes from and when, but when it pops up, you need to be able to get it down on paper so you do not loose it. Use the sketchbook regularly, but only for the project of this course: One project - one sketchbook. Date also every page to keep track of the progress. Apply the things you learn during lectures in on your design work and develop the emerging ideas in your sketchbook.
The annotations in the sketchbook show how your design ideas are emerging (write legible). Jot down where the ideas come from and credite other people's ideas. Use a question mark to annotate design problems that you sketch out possible solutions to (indicated by option 1, option 2, etc.). Assess them with +/- lists that provide the basis for decisions, which are marked with an exclamation mark. To annotate a sketchbook you accordingly need five symbols: ? option + - !
In the first step, the sketchbook tend to take the form of a scrap book where inspirational material is collected and annotated with ideas that could be used in one's own design work. Make sure to record good ideas you see used elsewhere.
Make sure to indicate where one assignment ends and the next begins in your sketchbook. It will otherwise be difficult for us teachers to grade each assignment. There should hence be four parts in the sketchbook; one for every assignement.
The following criteria are used to assess the sketchbooks for each assignment:
- Explores alternatives (10 ideas + 10 variations)
- Assesses alternatives
- Identifies design problems
- Articulates design decisions
- Reaches synthesized proposals
- Has a cover with name and course name
Hanna Johansson, alumni from LiU, has been kind to contribute with an example of a really good sketchbook.
Other references on sketchbooks:
- Curtis, G. (2002). Idea Log? Stanford University. http://hci.stanford.edu/courses/cs247/2012/readings/WhatsAnIdeaLog.pdf (accessed 2014-08-05).
- Greenberg, S. (2014). Your Sketchbook. http://saul.cpsc.ucalgary.ca/pmwiki.php/Teaching/581Sketchbook (accessed 2014-08-05).
At critique sessions you are asked to bring a sketch board. It simply means that you bring the sketches and materials that you have produced and put them up on the wall or lay them out on a table so that everybody can gather around to see what you have done, while you tell them about your work. Show first and tell afterwards is a basic principle. The purpose is to get critique that can push you further in your design work. An example of a sketch board critique session can be found in Chapter 1 of Arvola (2014).
The Process Book describes the whole design process that led up from brief and research to your team's final design, and your individual role and contributions to the team. Reports and sketchbooks produced during the course form the basic material for the process book.
A process book is generally used to communicate the design rationale to clients at the end of the project so that they can appreciate the effort that has gone into the work. Include selected things you have created and design the book so that you can be proud of it and put it in your portfolio. You are not the main character in the book, the evolving design problems and solutions are the main characters. A good process book also include reflections on what you could have done differently at various points in the project.
The following criteria are used to assess the process book:
- Has a cover with name and course name.
- Identifies major design decisions and their rationale.
- Tells compellingly the story leading up to the final design.
- Describes one's own role and contributions.
- Contains concrete reflections on the quality of the process.
- Is polished and concise.
Examples of process books:
A poster should visually present your design project as a whole and explicitly include methodology and results of the usability test. Someone who has not been part of the course should be able to understand it. Include for example, title, contact information, design objectives, process, test results and conclusions. You should from a distance be able to see what the poster is about (at least 36 points text size). Never use less than 18 points for text that should be read when someone approaches the poster. You can also use for example bullet lists to highlight the most important things.
A good poster:
- Has a title and contact information.
- Shows what it is about from a distance.
- Is readable from a couple of meters.
- Tells about design objectives, process, and evaluation results.
- Shows the final design.
- Is polished and concise.
There is also an powerpoint template for making a poster which uses three A3-sized pages.
Posters from the course 2012-2013:
- Mitt hem
- Internet visualiserat
- Actia App
- ACM Saab 2000
- Min hemtjänst
- The Car-Bon Race
Page responsible: Mattias Arvola
Last updated: 2014-11-21