1. 2004.02.17 SLIDE 1IS290-01 – SPRING 2004 Session 09: Related Work on Bodystorming IS290-01 Digital Media Design Studio Prof. Marc Davis UC Berkeley SIMS Tuesdays and Thursdays 3:30 pm – 5:00 pm Spring 2004 http://www.sims.berkeley.edu/academics/courses/is290-1/s04/

2. 2004.02.17 SLIDE 2IS290-01 – SPRING 2004 Related Work Full bibliographic listing of the related work Pointer to the source file of the related work Abstract of the related work Brief paragraph and/or bullet points articulating what is relevant to your project about the related work In addition, select 2 of these items for the class to read and discuss. For each selection, write a brief paragraph and/or bullet points articulating why you think the class should read it and what about the related work will be relevant to other projects in the course.

3. 2004.02.17 SLIDE 3IS290-01 – SPRING 2004 Related Work on Bodystorming –Actors, Hairdos & Videotape—Informance Design. (CHI 1994). –Experience Prototyping. (DIS 2000). –Imagining and Experiencing in Design, The Role of Performances. (NordiCHI 2002). –Take it to the Next Stage: The Roles of Role Playing in the Design Process. (CHI 2003). –Technology Probes: Inspiring Design for and with Families. (CHI 2003).

4. 2004.02.17 SLIDE 4IS290-01 – SPRING 2004 Actors, Hairdos & Videotape— Informance Design Bibliographic Reference –Burns, Colin, Dishman, Eric, Verplank, William, and Lassiter, Bud, Actors, Hairdos & Videotape—Informance Design. in Conference on Human Factors in Computing Systems (CHI1994), (New York, New York, 1994), ACM Press, 119-120. Source File –http://portal.acm.org/ft_gateway.cfm?id=2601 02&type=pdf&coll=portal&dl=ACM&CFID=168 52455&CFTOKEN=54638914

5. 2004.02.17 SLIDE 5IS290-01 – SPRING 2004 Actors, Hairdos & Videotape— Informance Design Abstract –We have been developing a visualization technique that we call Informance Design. We render scenarios as plays and interactive environments. Designer “actors” role-play as users with simple prototypes employed as “props”. These performances open up informed dialogues between designers and an audience, to further explore the design issues raised. The use of performance techniques such as improvisation can promote multi-disciplinary, collaborative design work in ways that are as much visceral and experiential as intellectual and reflective. Informances, like user testing, are enactive and evaluative. Unlike user testing, they are intended to explore design ideas in ways that are generative rather than analytic.

6. 2004.02.17 SLIDE 6IS290-01 – SPRING 2004 Actors, Hairdos & Videotape— Informance Design Relevance –Early published work on “embodied” brainstorming aka “bodystorming” –Useful technique for enacting and reflecting on the embodied context of the design problem and space of solutions –An evaluative as well as generative technique –Helps build empathy with users, creativity in design process, and quick and easy early debugging of possible user experience

7. 2004.02.17 SLIDE 7IS290-01 – SPRING 2004 Experience Prototyping Bibliographic Reference –Buchenau, Marion and Suri, Jane Fulton, Experience Prototyping. in Conference on Designing Interactive Systems: processes, practices, methods, and techniques (DIS2000), (New York, New York, 2000), ACM Press, 424-433. Source File –http://portal.acm.org/ft_gateway.cfm?id=3478 02&type=pdf&coll=portal&dl=ACM&CFID=168 52922&CFTOKEN=24017807

8. 2004.02.17 SLIDE 8IS290-01 – SPRING 2004 Experience Prototyping Abstract –In this paper, we describe "Experience Prototyping" as a form of prototyping that enables design team members, users and clients to gain first-hand appreciation of existing or future conditions through active engagement with prototypes. We use examples from commercial design projects to illustrate the value of such prototypes in three critical design activities: understanding existing experiences, exploring design ideas and in communicating design concepts.

9. 2004.02.17 SLIDE 9IS290-01 – SPRING 2004 Experience Prototyping Relevance –Focus on “designing an integrated experience, rather than one or more specific artifacts” –Focus on “exploring by doing” and actively experiencing differences between various design solutions –Have designers make discoveries themselves through personal embodied (real and simulated) experiences –Importance of “setting the stage” for presenting experience prototypes –Use of variety of tools for experience prototyping Hardware/software tools, theater improv and role playing, audio/video recording, editing, keying/compositing, projection, and foam models and foam core environments

10. 2004.02.17 SLIDE 10IS290-01 – SPRING 2004 Imagining and Experiencing in Design, The Role of Performances Bibliographic Reference –Iacucci, Giulio, Iacucci, Carlo, and Kuutti, Kari, Imagining and Experiencing in Design, The Role of Performances. in Second Nordic Conference on Human-Computer Interaction, (Aarhus, Denmark, 2002), ACM Press, 167- 176. Source File –http://portal.acm.org/ft_gateway.cfm?id=5720 40&type=pdf&coll=portal&dl=ACM&CFID=168 52455&CFTOKEN=54638914

11. 2004.02.17 SLIDE 11IS290-01 – SPRING 2004 Imagining and Experiencing in Design, The Role of Performances Abstract –Several works have been published describing group performances to experience ideas during early design phases. Beyond practical accounts, performances have been poorly considered in the design literature. By analysing some of these works along with ours, we have inferred three roles of performance in the design of interactive systems: exploring, communicating, and testing. Starting from this categorization we discuss concepts that might be useful for a deeper understanding of the role of performances: the creation of a fictional space, the role of imagination, and interactional creativity.

12. 2004.02.17 SLIDE 12IS290-01 – SPRING 2004 Imagining and Experiencing in Design, The Role of Performances Relevance –Scenario-based design, developed for representing work practices, have limitations for use in designing “products for pleasure” and more unstructured lived contexts –Overview of numerous performance-based design cases and processes –While not yet a taxonomy of performance in design, useful distinctions are made Roles –Designers –Users –Clients Props –Low-fi –Hi-fi Setting –Real-life vs. simulated Function –Exploring, communicating, and testing

13. 2004.02.17 SLIDE 13IS290-01 – SPRING 2004 Take it to the Next Stage: The Roles of Role Playing in the Design Process Bibliographic Reference –Simsarian, Kristian T., Take it to the Next Stage: The Roles of Role Playing in the Design Process. in Conference on Human Factors in Computing Systems (CHI2003), (Ft. Lauderdale, Florida, 2003), ACM Press, 1012-1013. Source File –http://portal.acm.org/ft_gateway.cfm?id=7661 23&type=pdf&coll=portal&dl=ACM&CFID=170 19302&CFTOKEN=60342543

14. 2004.02.17 SLIDE 14IS290-01 – SPRING 2004 Take it to the Next Stage: The Roles of Role Playing in the Design Process Abstract –Using role play at every stage of the design process has been a vital tool for IDEO in working with clients and users. With the dual properties of bringing participants into the moment and making shared activities physical rather than just mental, role playing techniques make the process more experiential and creatively generative. Role playing is complimentary to traditional design techniques providing additional team dynamics and insights that bring the process and designs to another level. This paper describes how we have used role-playing in our design process and how it can be integrated into any HCI project.

15. 2004.02.17 SLIDE 15IS290-01 – SPRING 2004 Take it to the Next Stage: The Roles of Role Playing in the Design Process Relevance –Definition of role playing Being in the moment Physicalization –Applications of role-playing techniques to real- world product design and development –Clear articulations of applicability to various phases of IDEO design process: Understand, Observe, Visualize, Evaluate, Refine, and Implement –Workshop example

16. 2004.02.17 SLIDE 16IS290-01 – SPRING 2004 Technology Probes: Inspiring Design for and with Families Bibliographic Reference –Hutchinson, Hilary, Mackay, Wendy, Westerlund, Bosse, Bederson, Benjamin B., Druin, Allison, Plaisant, Catherine, Beaudouin-Lafon, Michel, Conversy, Stéphane, Evans, Helen, Hansen, Heiko, Roussel, Nicolas, Eiderbäck, Björn, Lindquist, Sinna, and Sundblad, Yngve, Technology Probes: Inspiring Design for and with Families. in Conference on Human Factors in Computing Systems (CHI2003), (Ft. Lauderdale, Florida, 2003), ACM Press, 17-24. Source File –http://portal.acm.org/ft_gateway.cfm?id=642616&type =pdf&coll=portal&dl=ACM&CFID=17019302&CFTOK EN=60342543

17. 2004.02.17 SLIDE 17IS290-01 – SPRING 2004 Technology Probes: Inspiring Design for and with Families Abstract –We describe a new method for use in the process of co-designing technologies with users called technology probes. Technology probes are simple, flexible, adaptable technologies with three interdisciplinary goals: the social science goal of understanding the needs and desires of users in a real-world setting, the engineering goal of field-testing the technology, and the design goal of inspiring users and researchers to think about new technologies. We present the results of designing and deploying two technology probes, the messageProbe and the videoProbe, with diverse families in France, Sweden, and the U.S. We conclude with our plans for creating new technologies for and with families based on our experiences.

18. 2004.02.17 SLIDE 18IS290-01 – SPRING 2004 Technology Probes: Inspiring Design for and with Families Relevance –Don’t just test the interface, involve the users in a participatory design process –A technology probe is “not a prototype, but a tool to help determine which kinds of technologies would be interesting to design in the future.” –Technology probes are used early in the design process to generate ideas for and influence later prototype design

19. 2004.02.17 SLIDE 19IS290-01 – SPRING 2004 02/19 Next Session ACAL Redesign Presentation (Ali and Nathan) Zooke Design Session I –Come to class with a specific design problem you are working on in your project –Assign any preparatory work to the class (e.g., readings, web sites, pre-work, etc.) –Come prepared to lead the class with a design exercise(s) to have the class help you solve the problem Think about group size, exercise structure, media, etc. –How will you document the in-class work and integrate it?

20. 2004.02.17 SLIDE 20IS290-01 – SPRING 2004 02/26: Zooke Design Session II and ACAL Related Work and Project Plan Zooke Design Session II Related Work Session (ACAL) –Assign preparatory work to the class “Readings” (e.g., texts, videos, web sites, etc.) “Questions” (summaries, open questions, targeted questions, etc.) –Come prepared to lead the class to help you assess and benefit from the related work –How will you document the in-class work and integrate it? Project Plan Presentation (ACAL)