We have reached the midpoint of our journey into the wearable technology course. Rapid Prototyping and Journey Mapping was the theme for lesson four. The students began by presenting the progress of their prototypes. They walked through how their ideas were transformed through validating assumptions with targeted users. Building on knowledge and experience from the Venture Studio workshop, they used either the Lean Startup Machine Validation Board or the Javelin Experiment Board as part of their process.
DD alumnus Kim Oxlund’s work is featured in the April 2014 issue of Applied Arts. The article first outlines the process Kim went through to create his AACE (Applied Arts Creative Excellence) award-winning title sequence project, Paper War. This award is given to the top scorer in each of Applied Arts’ contest categories. Kim scored the highest in the student category. Some of Kim’s professional interactive design work is also showcased, and there is a discussion of his design inspiration.
Check out these recent communication design projects by Class 27. They were completed for a Packaging course taught by Vida Jurcic, who guided the students through the entire design process. It is a collection of whimsical and sinfully delicious designs intended to attract attention on store shelves.
Rosquias artisan biscuits by Alejandra Porta
Tech gadgets are fun to play with, but how can we build on existing technology to form new and innovative eHealth solutions? Our third lesson of the Wearable Technology and eHealth course investigated these possibilities.
I began by introducing students to a brief history of connectivity. Our discussion then focused on biohacking and principles for designing with empathy in order to humanize product systems. We concluded that context is king. Building off of the VanUE event hosted at VFS earlier in the week (coincidentally focused on Wearables) our key point landed on a quote from the speaker, Kharis O’Connell. He talked about how “the biggest challenge will be finding compelling use cases for all this technology.”
To apply these conclusions into tangible solutions, a studio-style workshop gave students an opportunity to use the devices from lesson two as prototyping tools. (hint: more playing with gadgets!). Groups built conceptual connected objects to respond to a health-related end goal and experience goal of their personas. This time they enhanced the available technology with cardboard, Legos, string, tape, straws and a variety of other materials.
One highlight of the session utilized the Sphero. A pair of students worked to create a digitally enhanced system for guiding the visually impaired. In the duration of the workshop they were able to prototype and test at least six iterations that enhanced the Sphero using balloons, string, a grocery bag, straws and cardboard. Starting with an ankle-based guide for a wheelchair user they learned that their hands were more adept in sensing directional movement. The students learned through testing their product that it worked best on carpet and needed further revision to be street-ready.
In this lesson, the class focused on tactile learning through making objects. As we move forward in the course we will be returning back to the smart phone and prototyping interfaces to test with our products. Stay tuned for more wearable and eHealth problem-solving fun.
In the early weeks of each new term, the students in Digital Design are encouraged to submit images from work that they did in the previous term. They are welcome to submit anything from character or logo designs, interface mockups, to even screen captures from their motion design work. The work is then posted online so that all of the Digital Design students can vote on the work, resulting in a “Of The Students, By The Students” selection of winners, who then see their work framed and mounted On The Wall around the campus.