This is the slide presentation of an introductory talk given by our team for the “The Misbehavior of Animated Objects” workshop. The Workshop and the MisB Kit was developed for the TEI 2014 conference in relationship to the MIT Medialab–Tangible Media Group; initiated by EnsadLab/ Reflective Interaction (program under the direction of Samuel Bianchini),
with Emanuele Quinz, Cécile Bucher, Benoît Verjat and Alexandre Saunier; and EnsadLab/ Sociable Media (Program under the direction of Rémy Bourganel), with Émeline Brulé and Max Mollon; in collaboration with Didier Bouchon, Martin Gautron; with the participation of Jean-Baptiste Labrune and Nicolas Nova; and with the support of the Bettencourt Schueller Foundation.
• http://www.tei-conf.org/14/studios.php#s9
• http://misbehaviour.ensadlab.fr
• http://diip.ensadlab.fr/fr/projets/article/the-misb-kit
• http://sociablemedia.ensadlab.fr/workshop-misbehaviours/
EnsadLab/ Sociable Media conducted a seminar on design & research, proposed by Remy Bourganel, given by Jean-Baptiste Labrune, Ioana Ocnarescu with Pauline Gourlet, Jeremie Lasnier, Emeline Brulé, Max Mollon, Jeremy Boy (leader of the TimeLine Project), Ferdinand Dervieux & Louis Eveillard (Leaders of the Cartography project).
Throughout this seminar, we intended to contribute to the definition of design research, its practice and its means. This work in progress is delivered under an open source format, calling for contributions and improvements.
More info here:
• http://sociablemedia.ensadlab.fr/design-research-seminar-conference-ensad-report/
• http://nala.io/design-recherche
• Timeline & Cartography projects: http://sociablemedia.ensadlab.fr/portfolio/design-researcher-tools-cartography-timeline/
• Photos: https://flic.kr/s/aHsjYguXwa
• Video: https://www.youtube.com/watch?v=ycOIUnR2Q6I
Design fiction, designer pour une société qui n'existe pas (encore) (TEACHING)Max Mollon
Intervention présentant le design fiction – sa provenance, ses méthodes, quelques exemples et une partie de mon travail comme introduction – au DSAA du Pôle supérieur design Villefontaine (France).
• http://dsaa.designvillefontaine.com
• http://dsaa.designvillefontaine.com/
Design for debate, an introduction to design fiction and my research topic (T...Max Mollon
Mollon, M. (2013 Mar. 19th). Design for debate, an introduction to my research topic. Presented at Pôle supérieur de design, DSAA Interaction Design program, Villefontaine (38), France. – http://www.designvillefontaine.com/
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
This infographic was designed by Column Five: http://columnfivemedia.com/
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
This document provides tips for getting more engagement from content published on SlideShare. It recommends beginning with a clear content marketing strategy that identifies target audiences. Content should be optimized for SlideShare by using compelling visuals, headlines, and calls to action. Analytics and search engine optimization techniques can help increase views and shares. SlideShare features like lead generation and access settings help maximize results.
EnsadLab/ Sociable Media conducted a seminar on design & research, proposed by Remy Bourganel, given by Jean-Baptiste Labrune, Ioana Ocnarescu with Pauline Gourlet, Jeremie Lasnier, Emeline Brulé, Max Mollon, Jeremy Boy (leader of the TimeLine Project), Ferdinand Dervieux & Louis Eveillard (Leaders of the Cartography project).
Throughout this seminar, we intended to contribute to the definition of design research, its practice and its means. This work in progress is delivered under an open source format, calling for contributions and improvements.
More info here:
• http://sociablemedia.ensadlab.fr/design-research-seminar-conference-ensad-report/
• http://nala.io/design-recherche
• Timeline & Cartography projects: http://sociablemedia.ensadlab.fr/portfolio/design-researcher-tools-cartography-timeline/
• Photos: https://flic.kr/s/aHsjYguXwa
• Video: https://www.youtube.com/watch?v=ycOIUnR2Q6I
Design fiction, designer pour une société qui n'existe pas (encore) (TEACHING)Max Mollon
Intervention présentant le design fiction – sa provenance, ses méthodes, quelques exemples et une partie de mon travail comme introduction – au DSAA du Pôle supérieur design Villefontaine (France).
• http://dsaa.designvillefontaine.com
• http://dsaa.designvillefontaine.com/
Design for debate, an introduction to design fiction and my research topic (T...Max Mollon
Mollon, M. (2013 Mar. 19th). Design for debate, an introduction to my research topic. Presented at Pôle supérieur de design, DSAA Interaction Design program, Villefontaine (38), France. – http://www.designvillefontaine.com/
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
This infographic was designed by Column Five: http://columnfivemedia.com/
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
This document provides tips for getting more engagement from content published on SlideShare. It recommends beginning with a clear content marketing strategy that identifies target audiences. Content should be optimized for SlideShare by using compelling visuals, headlines, and calls to action. Analytics and search engine optimization techniques can help increase views and shares. SlideShare features like lead generation and access settings help maximize results.
Social media has opened the gateway to new types of learning communities. Educators in Finland have found this power of social media. The small linguistic region and uniform way of working are made into assets. Social media and the accompanying opportunity to innovate in communities of practice across organisational boundaries are at the core of their activity. Many teacher-networks, founded on voluntary activity, implement reforms both in pedagogical practices and social activities. The driving forces include the development work that takes place among peers and their learning from one another. We have good reason to speak of micro-revolutions.
The document summarizes Jean Vanderdonckt's upcoming lecture on gestural interaction. It will cover the psychological, hardware, software, usage, social and user experience dimensions of gestural interaction. On the psychological dimension, it discusses definitions of gestures and theories of gesture types. On the hardware dimension, it outlines paradigms of contact-based and contact-less gesture interaction. On the software dimension, it provides an overview of gesture recognition algorithms such as Rubine, Siger, LVS and nearest neighbor classification.
This presentation discusses using mobile technology for field learning activities and multimodal presentations. It offers background on mobile learning and then transitions into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. It is intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.
Epistemic Encounters: Interdisciplinary collaboration in developing virtual r...Smiljana Antonijevic
This document summarizes an interdisciplinary collaboration to develop virtual research environments (VREs). It discusses three projects: 1) Alfalab, which brought together linguists, historians, and IT experts to digitize texts, 2) the Text Lab, which developed tools for named entity recognition and transcription annotation, and 3) Digitizing Words of Power, a bottom-up project between historians, ethnologists, and IT experts. It notes challenges in connecting different epistemic cultures and methods. Fieldwork highlighted the need for open source, interoperable, and sustainable tools built around user practices rather than generic solutions. Future work should be driven by research questions and educate scholars in digital approaches while
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Crafting Hackerspaces with Moodle and Mahara: The Potential of Creation based...Jingjing Lin
Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s
On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.
Inquiry-based learning and research-based teaching with (social) mediaMandy Rohs
Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART Conference
This document is Kees Overbeeke's inaugural lecture as a professor at Technische Universiteit Eindhoven on October 26, 2007. The lecture discusses Overbeeke's beliefs that have guided his research group, the Designing Quality in Interaction Group, in designing for human perceptual-motor, emotional, cognitive, and social skills. Some key projects from the group include interactive lamps that respond to touch. Overbeeke argues that meaning emerges from action and embodiment rather than rational thought alone. The goal of the department is to design intelligent systems, products, and services that adapt based on user needs. Overbeeke's research group sits at the intersection of professional design practice and academic research.
Title: "Sources of bias when working with visualisations". Introduction to the "Dealing with Cognitive Biases in Visualisations (DECISIVe 2014) workshop at IEEE VIS, Paris, November 2014.
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
"Selfie stories”: big data and personal narratives in Instagram.ToniTeki
This is my presentation for the ePatients' panel at the Medicine 2.0 conference (Med2) held at Torremolinos last 10th of October.
My intervention was focused on the cultural and sociel relevance of Instagram as a privileged site for deploying narratives of the self, as well as the selfie as a primer form of self expression and its applications in Health. Through my presentation I tried to dismantle some of the stereotypes regarding the selfie, showing its complexities, some relevant research on Instagram and selfies and our research proposal, combining quantitative and qualitative methods. This research proposal has been developed by the research group Mediaccions #digital culture, based in the IN3 and the Open University of Catalonia
Brenda Dervin's sense-making theory is a major user-centered approach to understanding information use. Dervin reconceptualized knowledge as a verb rather than a noun, seeing sense-making as an active process. She also viewed individuals as "information designers" who construct meaning as they move through time and space. Dervin introduced sense-making to library and information science to study how users understand information to bridge gaps in knowledge.
Open Learner Model As A Tool For Self Regulated LearningHeidi Maestas
Here are the steps to replicate Bollinger Bands in Excel for IBM US Equity:
1. Use the Bloomberg function =BDP() to pull historical closing prices for IBM US Equity into Excel. Specify the date range needed.
2. Calculate a simple moving average (SMA) of the closing prices over a period (typically 20 days). Use the AVERAGE function on a rolling window of prices.
3. Calculate the standard deviation of prices over the same period. Use STDEV.S on a rolling window.
4. Add and subtract twice the standard deviation from step 3 to the SMA from step 2. This gives the upper and lower Bollinger Bands.
5. Plot the closing
Social media has opened the gateway to new types of learning communities. Educators in Finland have found this power of social media. The small linguistic region and uniform way of working are made into assets. Social media and the accompanying opportunity to innovate in communities of practice across organisational boundaries are at the core of their activity. Many teacher-networks, founded on voluntary activity, implement reforms both in pedagogical practices and social activities. The driving forces include the development work that takes place among peers and their learning from one another. We have good reason to speak of micro-revolutions.
The document summarizes Jean Vanderdonckt's upcoming lecture on gestural interaction. It will cover the psychological, hardware, software, usage, social and user experience dimensions of gestural interaction. On the psychological dimension, it discusses definitions of gestures and theories of gesture types. On the hardware dimension, it outlines paradigms of contact-based and contact-less gesture interaction. On the software dimension, it provides an overview of gesture recognition algorithms such as Rubine, Siger, LVS and nearest neighbor classification.
This presentation discusses using mobile technology for field learning activities and multimodal presentations. It offers background on mobile learning and then transitions into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. It is intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.
Epistemic Encounters: Interdisciplinary collaboration in developing virtual r...Smiljana Antonijevic
This document summarizes an interdisciplinary collaboration to develop virtual research environments (VREs). It discusses three projects: 1) Alfalab, which brought together linguists, historians, and IT experts to digitize texts, 2) the Text Lab, which developed tools for named entity recognition and transcription annotation, and 3) Digitizing Words of Power, a bottom-up project between historians, ethnologists, and IT experts. It notes challenges in connecting different epistemic cultures and methods. Fieldwork highlighted the need for open source, interoperable, and sustainable tools built around user practices rather than generic solutions. Future work should be driven by research questions and educate scholars in digital approaches while
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
Crafting Hackerspaces with Moodle and Mahara: The Potential of Creation based...Jingjing Lin
Associated keynote talk can be found on YouTube: https://www.youtube.com/watch?v=slIITVfOhXg&t=1433s
On February 18, 2022, I delivered a rather interesting and important talk online to a group of 60ish educators, researchers, and practitioners on teaching with Moodle in MoodleMoot Japan 2022. If the following keywords interest you, you should not miss this video: ontology, epistemology, psychology, educational paradigms, learning theories, and pedagogy. This video also for the first time introduces an original untested learning theory called by me "creation-based learning (CBL)". I embrace the learning paradigms of #constructivism and #connectivism. I also am a strong fan of constructionism. I hope CBL will be one step further to promote active learning online. In this video, I also raised the idea of "sustainable learning behaviors" and raised the attention of the public towards sustainable learning behaviors of creating, maintaining, recycling, renewing, and sharing knowledge using networked digital technologies.
Inquiry-based learning and research-based teaching with (social) mediaMandy Rohs
Präsentation in Zusammenarbeit mit Sandra Hofhues, Ulrike Lucke und Gabi Reinmann zum Forschenden Lernen mit Medien im Rahmen der diesjährigen SMART Conference
This document is Kees Overbeeke's inaugural lecture as a professor at Technische Universiteit Eindhoven on October 26, 2007. The lecture discusses Overbeeke's beliefs that have guided his research group, the Designing Quality in Interaction Group, in designing for human perceptual-motor, emotional, cognitive, and social skills. Some key projects from the group include interactive lamps that respond to touch. Overbeeke argues that meaning emerges from action and embodiment rather than rational thought alone. The goal of the department is to design intelligent systems, products, and services that adapt based on user needs. Overbeeke's research group sits at the intersection of professional design practice and academic research.
Title: "Sources of bias when working with visualisations". Introduction to the "Dealing with Cognitive Biases in Visualisations (DECISIVe 2014) workshop at IEEE VIS, Paris, November 2014.
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
"Selfie stories”: big data and personal narratives in Instagram.ToniTeki
This is my presentation for the ePatients' panel at the Medicine 2.0 conference (Med2) held at Torremolinos last 10th of October.
My intervention was focused on the cultural and sociel relevance of Instagram as a privileged site for deploying narratives of the self, as well as the selfie as a primer form of self expression and its applications in Health. Through my presentation I tried to dismantle some of the stereotypes regarding the selfie, showing its complexities, some relevant research on Instagram and selfies and our research proposal, combining quantitative and qualitative methods. This research proposal has been developed by the research group Mediaccions #digital culture, based in the IN3 and the Open University of Catalonia
Brenda Dervin's sense-making theory is a major user-centered approach to understanding information use. Dervin reconceptualized knowledge as a verb rather than a noun, seeing sense-making as an active process. She also viewed individuals as "information designers" who construct meaning as they move through time and space. Dervin introduced sense-making to library and information science to study how users understand information to bridge gaps in knowledge.
Open Learner Model As A Tool For Self Regulated LearningHeidi Maestas
Here are the steps to replicate Bollinger Bands in Excel for IBM US Equity:
1. Use the Bloomberg function =BDP() to pull historical closing prices for IBM US Equity into Excel. Specify the date range needed.
2. Calculate a simple moving average (SMA) of the closing prices over a period (typically 20 days). Use the AVERAGE function on a rolling window of prices.
3. Calculate the standard deviation of prices over the same period. Use STDEV.S on a rolling window.
4. Add and subtract twice the standard deviation from step 3 to the SMA from step 2. This gives the upper and lower Bollinger Bands.
5. Plot the closing
NOTES OF THE PDF PRESENTATION
-
Mollon, M. (2016), Conflictual design artefacts reveal vertical power relationships (work in progress). Presented at the Intersectional perspectives on design, politics and power symposium. School of Arts and Communication (K3), Malmö University, Malmö (Sweden). (Nov. 14-15th).
–
Event page: http://bit.ly/designIntesect
–
Abstract
Contemporary issues of occidental society are multi-faceted and addressing them needs bringing multiple points of views around the table. However, making every voices heard is a challenge, especially the ones in the margins. On the other hand, the concept of intersectionality allows to consider how various categories – including sectarian ones as race, gender, age, ability… – simultaneously compose traits of one's identity. Here, rather than focusing on identity constitution or intersections of various categories, I address “domination” as a common attribute to these vertical relationships. In fact, many of these oppressions remain silent, because of being untold, unthought-of or unknown. They remain embedded and hidden in everyday life and everyday objects. Indeed, human-made objects often support these state of power – as they involve many actors and assumptions in their making and using. But they can also allow to identify them and to interfere with them, opening a space for horizontal discussion. I argue that “Speculative and Critical Design” (SCD) artefacts have this potential when bringing a state of “dissensus”.
The present text is a work in progress. Its main contributions are: a case study using a conflictual artefact to trigger participant responses, using SCD in collective discussion context; the firsts empirical results; and the future research directions that emerged from them. These research leads – based on new connections between existing academic works – are open to discussion with the symposium members before further development. The case study does not directly allow to avoid oppression to take place, neither to unveil it publicly. Rather, it allowed me to spot it, it allowed the participants to talk about the conflictual artefact, but most of all it allowed them to talk to each other despite the state of power. Based on this I briefly enumerate research directions and related literatures, under two main strategies: seating in-between; and breaching the norm. And I promote the use of the “dissensus” in “Participatory Design” contexts.
(2016) Conflictual design artefacts reveal vertical power relationships (work...Max Mollon
Mollon, M. (2016), Conflictual design artefacts reveal vertical power relationships (work in progress). Presented at the Intersectional perspectives on design, politics and power symposium. School of Arts and Communication (K3), Malmö University, Malmö (Sweden). (Nov. 14-15th).
–
Event page: http://bit.ly/designIntesect
–
Abstract
Contemporary issues of occidental society are multi-faceted and addressing them needs bringing multiple points of views around the table. However, making every voices heard is a challenge, especially the ones in the margins. On the other hand, the concept of intersectionality allows to consider how various categories – including sectarian ones as race, gender, age, ability… – simultaneously compose traits of one's identity. Here, rather than focusing on identity constitution or intersections of various categories, I address “domination” as a common attribute to these vertical relationships. In fact, many of these oppressions remain silent, because of being untold, unthought-of or unknown. They remain embedded and hidden in everyday life and everyday objects. Indeed, human-made objects often support these state of power – as they involve many actors and assumptions in their making and using. But they can also allow to identify them and to interfere with them, opening a space for horizontal discussion. I argue that “Speculative and Critical Design” (SCD) artefacts have this potential when bringing a state of “dissensus”.
The present text is a work in progress. Its main contributions are: a case study using a conflictual artefact to trigger participant responses, using SCD in collective discussion context; the firsts empirical results; and the future research directions that emerged from them. These research leads – based on new connections between existing academic works – are open to discussion with the symposium members before further development. The case study does not directly allow to avoid oppression to take place, neither to unveil it publicly. Rather, it allowed me to spot it, it allowed the participants to talk about the conflictual artefact, but most of all it allowed them to talk to each other despite the state of power. Based on this I briefly enumerate research directions and related literatures, under two main strategies: seating in-between; and breaching the norm. And I promote the use of the “dissensus” in “Participatory Design” contexts.
(2016) Dissensus: for a situated critical design, out of museums – At ARD#11Max Mollon
Mollon, M. (2016), Dissensus : pour un design critique situé, en dehors du musée (“Dissensus: for a critical design situated, out of museums”). Presented at ARD11 (Ateliers de la Recherche en Design), Beyrouth (Nov. 09-12th).
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Event page: http://bit.ly/ARD-11
(2015) Designers, don’t be afraid of design research methods! (TEACHING)Max Mollon
Mollon, M. (2015 Nov. 16th). Designers, n’aillez pas peur des méthodes de recherche en design! (“Designers, don’t be afraid of design research methods!”). in Tiphaine Kazi-Tani (Teacher). Presented at Condé, Global design master program. Paris.
(2016) From producing answers to delivering questionsMax Mollon
Mollon, M. (2016). De produire des réponses à chercher des questions (“From producing answers to delivering questions”). in Anne-Catherine Suter-Meister (Ed.), Chercheur-Designer : un “vrai” métier ?. Focus Recherche Design. Presented at HEAD – Geneva, Switzerland. (Mar. 7th).
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Event page: http://bit.ly/HEADfocusResearch
(2015) Speculation and the uncanny, design approaches to probe the acceptableMax Mollon
Mollon, M. (2015). Spéculation et étrangeté, une méthode de design pour sonder l'acceptabilité (“Speculation and the uncanny, design approaches to probe the acceptable”). Presented in Journée i3 : Théorie et méthodes de la conception. At Mines ParisTech, Paris. (Dec. 10th).
DOI: 10.13140/RG.2.2.34823.80800
(2015) Designing to trigger reflection: state of my telepresence researchesMax Mollon
Mollon, M. (2015). Designer pour faire réfléchir : état de mes recherches sur la téléprésence (“Designing to trigger reflection: state of my telepresence researches”). In Cécile Martin (teacher). Presented at Université Paris-8, Master 2 Numérique : enjeux & technologies (NET), Paris. (Dec. 15th).
(2015) Audience Construction & The Uncanny – At Goldsmith DFMax Mollon
Mollon, M. (2015). Audience Construction & The Uncanny. Presented in Tobie Kerridge (Ed.). Speculation as Design Research. At Goldsmith Design Festival, Goldsmith University, London. (Sept. 4th).
DOI: 10.13140/RG.2.2.22660.32645
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Speculation as Design Research was a symposium organised by Tobie Kerridge, part of the Goldsmith design festival 2015 Oct. O4th. With Luiza Prado de O. Martins, Max Mollon, Alison Thomson.
My initial reply to Tobie’s demand:
In my work, I argue SCD uses design speculations to look into “people's reactions” when facing alternative views to the world they know. Indeed, “people’s reactions are the true product” of these practices – as James Auger puts it, in his thesis. For that reason, I feel the word empiric to echo with the relationship of SCD to its audiences. Empirical Speculation can refer to specific phases of the design process: collecting the audience reactions.
Collecting people’s reactions can occur along two phases: the production & the reception of the artefact.
First, showing the project to potential users allows to crash-test the relevance of a speculation (regarding a specific audience’s background). These experiments allow to test the ability of a proposition to elicit “meaningful reactions” and so, to ensure good reception conditions for the project (eg. avoiding unintended debates). This is close to classical design’s pre-release user-testing, enabling to fine-tune the project. I like to call it “potential-user testing”.
The second step happens in live conditions of diffusion, collecting actual reactions of an audience. To put it in one word, Empirical Speculation is less about verifying the accuracy of a conjecture than its effect on people. It is therefore all about ensuring the relevance of a speculation to a public and collecting its reactions.
For a matter of brevity, we will not go deeper into the questions of unintended debates, and situated audiences, yet.
(2015) The three stances of the designer in a research team – At EAD#11Max Mollon
Gourlet, P., & Mollon, M. (2015). The three stances of the designer in a research team (pp. 1-14), Presented at the 11th European Academy of Design conference (EAD): The Value of Design Research (Paris). (APR. 22nd). DOI: 10.13140/RG.2.2.12593.99684
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Event page: http://bit.ly/EAD-11
-
This paper proposes a typology of “stances” that designers occupy when collaborating with research teams from other disciplines. The integration of designers has been discussed previously (Sanders & Stappers 2008) as well as the recognition of an emerging design practice of “co-design”. Along the research process, designers produce artifacts that are intermediary steps for mutual understanding and that team members can mobilize to orient the progress of the research. The concept of “intermediary objects” has already attracted a great deal of interest in studies on collaboration processes. Nevertheless, this double vision of the artifacts produced during the research process (intermediary objects) and the resulting collaboration, regarding the mutation of the design practice has not yet been described.
This new perspective on the role of designers in collaborative practices emerged from the observation of an ongoing experience where two designers worked on similar tasks but separately, feeding into the research needs of the same multidisciplinary group. We compared the artifacts produced, observed interactions in the team and collected feedbacks from the designers and from some researchers of the team. Based on our observations we propose a description of two designer “stances” toward collaboration. We expose their singularities, their interest for the research conducted, the collaboration modes they allow, as well as their limitations. Then we discuss the opportunities and the interest research projects to encourage a third mode.
Keywords: collaboration, design, research, intermediary objects, classical design, co-design, participatory design
(2014) The Rhetoric of Design for Debate: triggering conversation with an “un...Max Mollon
Mollon, M., & Gentes, A. (2014). The Rhetoric of Design for Debate: triggering conversation with an “uncanny enough” artefact (pp. 1–13). In the proceedings of the Design Research Society International Consortium (DRS), Umeå, Sweden. (June 18th)
DOI: 10.13140/RG.2.2.27693.49123
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Retrieved from: http://bit.ly/DRS14-mollon
(2011) Introducing the Abysses Project from Salone del Mobile de Milano 2010Max Mollon
Mollon, M. (2011). Introducing the Abysses Project from Salone del Mobile de Milano 2010 (pp. 1–39). Talk presented at the Pôle supérieur de design, JPO (“Open days”), Villefontaine (38), France (Mar. 18th).
Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey ...SirmaDuztepeliler
"Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey Toward Sustainability"
The booklet of my master’s thesis at the Department of Architecture and Civil Engineering at Chalmers University of Technology. (Gothenburg, Sweden)
This thesis explores the transformation of the vacated (2023) IKEA store in Kållered, Sweden, into a "Reuse Hub" addressing various user types. The project aims to create a model for circular and sustainable economic practices that promote resource efficiency, waste reduction, and a shift in societal overconsumption patterns.
Reuse, though crucial in the circular economy, is one of the least studied areas. Most materials with reuse potential, especially in the construction sector, are recycled (downcycled), causing a greater loss of resources and energy. My project addresses barriers to reuse, such as difficult access to materials, storage, and logistics issues.
Aims:
• Enhancing Access to Reclaimed Materials: Creating a hub for reclaimed construction materials for both institutional and individual needs.
• Promoting Circular Economy: Showcasing the potential and variety of reusable materials and how they can drive a circular economy.
• Fostering Community Engagement: Developing spaces for social interaction around reuse-focused stores and workshops.
• Raising Awareness: Transforming a former consumerist symbol into a center for circular practices.
Highlights:
• The project emphasizes cross-sector collaboration with producers and wholesalers to repurpose surplus materials before they enter the recycling phase.
• This project can serve as a prototype for reusing many idle commercial buildings in different scales and sizes.
• The findings indicate that transforming large vacant properties can support sustainable practices and present an economically attractive business model with high social returns at the same time.
• It highlights the potential of how sustainable practices in the construction sector can drive societal change.
Best Digital Marketing Strategy Build Your Online Presence 2024.pptxpavankumarpayexelsol
This presentation provides a comprehensive guide to the best digital marketing strategies for 2024, focusing on enhancing your online presence. Key topics include understanding and targeting your audience, building a user-friendly and mobile-responsive website, leveraging the power of social media platforms, optimizing content for search engines, and using email marketing to foster direct engagement. By adopting these strategies, you can increase brand visibility, drive traffic, generate leads, and ultimately boost sales, ensuring your business thrives in the competitive digital landscape.
The Misbehavior of Animated Objects – Workshop at TEI2014 – EnsadLab & MIT MediaLab
1. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Misbehavioural objects
welcome!
ENSADLABs DIIP + SOCIABLE MEDIA with MIT MediaLab TMG
2. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Misbehavioural objects
The Workshop “The Misbehavior of Animated Objects” and the MisB Kit
was developed for the TEI 2014 conference in relationship to the
MIT Medialab–Tangible Media Group; initiated by
EnsadLab/ Reflective Interaction (program under the direction of
Samuel Bianchini), with Emanuele Quinz, Cécile Bucher, Benoît Verjat
and Alexandre Saunier; and
EnsadLab/ Sociable Media (Program under the direction of
Rémy Bourganel), with Émeline Brulé and Max Mollon; in collaboration
with Didier Bouchon, Martin Gautron; with the participation of
Jean-Baptiste Labrune and Nicolas Nova; and with the support of the
Bettencourt Schueller Foundation.
• http://www.tei-conf.org/14/studios.php#s9
• http://misbehaviour.ensadlab.fr
• http://diip.ensadlab.fr/fr/projets/article/the-misb-kit
4. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
share your experience
Twitter #tei2014 + #misbehaviours
Workshop documentation:
http://misbehaviour.ensadlab.fr/
5. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
schedule
09:00
10:15
10:45
12:00
13:00
15:00
15:30
16:30
18:00
20:30
1. INTRODUCTION
– BREAK
2. DISCOVER THE TOOLKIT
– BREAK
3. WRITE A BEHAVIOUR
– BREAK
4. MAKE A MISBEHAVIOURAL OBJECT
5. DEBRIEF, WRAP-UP, NEXT STEPS
6. TEI GATHERING
7. MISBEHAVIOUR DINNER
6. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Ensadlab, 7 research labs in Ensad, Paris,
Ensad is part of PSL, an art/design/science cluster
http://www.ensad.fr/recherche/ensadlab
Sociable media, for the development of
creativity, autonomy and empathy
http://sociablemedia.ensadlab.fr/en/
DIIP, reflective interactions,
http://diip.ensadlab.fr/en/
Tangible media group,
http://tangible.media.mit.edu/
about ensadlab/mit collaboration
7. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
self-introduction
First/last name
Where do you work/study
Main area of interest
8. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
self-introduction
table 1
Emeline, stimulate/facilitate/document
Bruns, Miguel TU Eindhoven
Fetter, Mirko Human-Computer Interaction Group, University of Bamberg
Schoessler Philipp, MIT MediaLab TMG
Alex, technical support
table 2
Max/or Samuel, stimulate/facilitate/document
Rizzo, Tim IMG Institut für Mediengestaltung,
Epp, Felix University of Applied Sciences Darmstadt
Rasmussen, Majken Aarhus University
Daniel Tauber, MIT MediaLab TMG
Alex, technical support
table 3
Yassine, stimulate/facilitate/document
Grah, Thomas Hochschule Darmstadt
Hanke, Christoph Muthesius Kunsthochschule
Ou, Jiffei, MIT MediaLab TMG
Didier, technical support, 2 tables
table 4
JB, stimulate/facilitate/document
Schmidt, Deborah Technische Universität Dresden, ?
Vandevelde, Cesar Ghent University, HCI/arts/sciences ?
Walmink, Wouter Exertion Games Lab, RMIT University, game lab
Niiyama, Ryuma, MIT MediaLab TMG
Cécile, technical support, 2 tables
table 5
Emanuele, stimulate/facilitate/document
Hamidi, Foad York University
LIU, Xin Rhode Island School of Design
Yao, Lining, MIT MediaLab TMG
Cécile, technical support, 2 tables
9. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
We aim for research through action.
“Instead of being extensible and verifiable, theory
produced by research through design tends to be
provisional, contingent and aspirational.”
Bill Gaver, What should we expect from research through design.
Rather than looking for refutability we aim at
exploring a mapping of possibilities.
Therefore our theories are contextual and
culturally situated.
Our production is an annotated portfolio.
about research by design (& by art)
10. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Please write down on a post-it your definition of
a misbehaviour in less than 120 characters.
First assigment
12. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
How far have we been since our start
in october 2013?
We aimed at converging 3 labs’ perspective.
introduction
13. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
What if a everyday object was made of radical
atoms?
introduction
15. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
What if an everyday object was made of radical
atoms?
These objects could be programmed with some
form of agency.
What if they were reflecting some form of
autonomy?
introduction
16. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
What if an everyday object was made of radical
atoms?
These objects could be programmed with some
form of agency.
What if they were reflecting some form of
autonomy?
What if they were performing mis-behaviours,
in order to manifest this autonomy and shift
away from the master—slave relationship?
introduction
19. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
We aim at exploring the design of interactions
from an alternative plausible perspective:
we’re starting from the object’s point of view,
initiating interactions.
problematics
21. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
What if an object’s misbehaviour was a route to
project an autonomy?
• How could (mis)behavioural objects
initiate (mis)interactions with humans?
• How could these misbehaviours nurture
a relationship with humans? And how can this
perception be sustainable?
problematics
22. PROBLEMATICS
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
• What is a (mis)behavioural object?
• What are the means to develop one?
• What form for a tool for creating such
objects?
additional RESEARCH QUESTIONS:
26. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Hypothesis: the movement as a mean for
objects to express their character and their
intentions, beyond fulfilling a function.
We focus on exploring elementary
movements of non-figurative objects.
1. initiating interaction
28. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
MALFUNCTION
OR
UNEXPECTED
FUNCTION
WHAT IF AN OBJECT HAD:
PRESUPPOSED
FUNCTION
AN OBJECT HAVE:
1. initiating interaction
29. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
PRESUPPOSED
FUNCTION
› CAN NOT DO
› DO WRONG-
OR
› DO ELSE---.
1. initiating interaction
WHAT IF AN OBJECT:AN OBJECT HAVE:
30. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
› CAN NOT DO
› DO WRONG-
OR
› DO ELSE---.
= MISBEHAVIOUR
PRESUPPOSED
FUNCTION
1. initiating interaction
WHAT IF AN OBJECT:AN OBJECT HAVE:
31. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
VIA: OUR BOTTOM-UP INVESTIGATIONS
(FUNCTIONNAL)
(SOCIAL)
1. initiating interaction
A mis-behaviour can be perceived by contrast to
a norm.
33. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
MISBEHAVIOURS
SHY
AVOIDING
STARING
INTO FACES
LONG & SLOW,
EASE OUT,
SHAKING
1. initiating interaction
34. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
MISBEHAVIOURS
SHY
AVOIDING
STARING
INTO FACES
LONG & SLOW,
EASE OUT,
SHAKING
FROM OBJECT
POINT OF VIEW
1. initiating interaction
35. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
MISBEHAVIOURS
SHY
AVOIDING
STARING
INTO FACES
LONG & SLOW,
EASE OUT,
SHAKING
FROM HUMAN
POINT OF VIEW
1. initiating interaction
41. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
BEHAVIOURAL OBJECTS IN ART AND DESIGN
“The electric things have their lives, too.”
_ Philip K. DICK, Do Androids Dream of Electric
Sheep?
looking back into art/design history
42. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
BEHAVIOURAL OBJECTS IN ART AND DESIGN
“The electric things have their lives, too.”
_ Philip K. DICK, Do Androids Dream of Electric
Sheep?
looking back into art/design history
43. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
BRUNO MUNARI Macchina inutile, 1953
JEAN TINGUELY, Hommage to New York, 1960
44. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
HANS HAACKE, Blue Sail, 1964–65
CYBERNETIC SERENDIPITY, curated by Jasia Reichardt,
London ICA, 1968
45. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
NICOLAS SCHOEFFER, CYSP 1, 1956
EDWARD IHNATOWICZ, SENSTER, 1969
46. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
ROBERT BREER, Floats, 1970 / Installation view:
Osaka Pavillion, 1970
47. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
ROBERT BREER, Floats, 1970
Floor Drawing, 1970
48. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
Views of the exhibition Robert Breer Floats,
Capc, Bordeau, 2010-2011
49. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
JEPPE HEIN, 360 Presence, 2002
50. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
JEPPE HEIN Moving Walls, 2001, Moving Bench, 2000,
Self-Destructing Wall, 2003
51. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
CHARLES RAY, Tabletop 1988
CARSTEN HÖLLER, Upside Down Mushroom,
Milano Fondazione Prada, nel 2001
52. nıs·behavıøural objects | ENSAD › MIT | Febr 2014
looking back into art/design history
JEPPE HEIN, Not Level, 2009
MICHAEL ANASTASSIADES,
Social and anti-social Ligh, 2001
BENJAMIN CHANG, SILVIA
RUZANKA, DMITRY
STRAKOVSKY, (in)security
camera, 2003
57. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
WHY AND HOW TO DESIGN A TOOLKIT
MAKE AN “OPEN” TOOLKIT :
- OPEN SOURCE
- OPEN STRUCTURE
58. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
A MODULAR ROBOTIC TOOLKIT
USING AN OPEN SOURCE SOFTWARE
TO DESIGN
59. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
TEST OF 4 EXISTING MODULAR ROBOTICS SYSTEMS:
1- CUBELETS
2- ARCBOTICS
3- LEGO MINDSTORM
4- BIOLOID (ROBOTIS)
60. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
A ROBOTICS TOOLKIT BASED ON BIOLOID WITH DYNAMIXEL MOTORS:
1- VERY MODULAR
2- COMPATIBLE WITH PROCESSING / ARDUINO
3- SCALABLE FROM TOYS TO INDUSTRIAL ROBOTS
61. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
“VELCRO” SYSTEM AS “HIGH-DEFINITION LEGO”
62. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
HARDWARE AND MATERIALS
1- CORE AND HARD STRUCTURE: VELCRO MODULES
2- FLEXIBLE STRUCTURE: ANNEALD ALLUMINUM AND K’NEX
3- DRESSING ACCESSORIES: SKIN, SHELL AND OTHER MATERIALS
63. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
SOFTWARE
TO CONTROL THE MOVEMENT :
1- BY CONSOLE
2- BY RECORDING
3- BY EDITING
4- BY PROGRAMMING
64. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
The toolkit
SOFTWARE / MATERIAL
EXPLORING
A RELATIONSHIP BETWEEN (MIS)BEHAVIOR BY COMPUTING
AND (MIS)BEHAVIOR OF THE MATERIAL
82. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Assignment:
each table to explore 1 translation for each of the
following character traits through mouvements:
agressive, shy, lazy.
We encourage you to:
roleplay/mimic.
Engage in the SW control.
Enhance the provided structure with mopho-
structure elements.
Deliverable: 1 translation for each of the
following character traits through mouvements.
Each exploration to be documented by our team.
discover the toolkit, character
85. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
schedule
09:00
10:15
10:45
12:00
13:00
15:00
15:30
16:30
18:00
20:30
1. INTRODUCTION
– BREAK
2. DISCOVER THE TOOLKIT
– BREAK
3. WRITE A BEHAVIOUR
– BREAK
4. MAKE A MISBEHAVIOURAL OBJECT
5. DEBRIEF, WRAP-UP, NEXT STEPS
6. TEI GATHERING
7. DINNER
86. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
schedule
09:00
10:15
10:45
12:00
13:00
15:00
15:30
16:30
18:00
20:30
1. INTRODUCTION
– BREAK
2. DISCOVER THE TOOLKIT
– BREAK
3. WRITE A BEHAVIOUR
– BREAK
4. MAKE A MISBEHAVIOURAL OBJECT
5. DEBRIEF, WRAP-UP, NEXT STEPS
6. TEI GATHERING
7. DINNER
87. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Assignment:
choose one translation from this morning and
build a library of animations to assemble and
compose from later.
Deliverable: a library of animations.
Each exploration to be documented by our team.
write a behaviour
91. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Assignment:
build your score, taking into account the
environment/introducing sensors.
Deliverable: 1 score.
Each exploration to be documented by our team.
write a behaviour
93. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
write a behaviour, behaviour card
+_ Does it look alive?
+_Does it look in control of its movement?
+_ Does it look reactive to external events?
+_
Does it look motivated?
+_ Does it look emotionally aroused?
+_Does it look stressed by external events?
General
Action /
Perception
parameters
Motivation /
Intention
Emotion
+_ Does it look aware of its environment ?
+_
Does it look goal-directed?
94. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
schedule
09:00
10:15
10:45
12:00
13:00
15:00
15:30
16:30
18:00
20:30
1. INTRODUCTION
– BREAK
2. DISCOVER THE TOOLKIT
– BREAK
3. WRITE A BEHAVIOUR
– BREAK
4. MAKE A MISBEHAVIOURAL OBJECT
5. DEBRIEF, WRAP-UP, NEXT STEPS
6. TEI GATHERING
7. DINNER
95. nıs·behavıøural objects | ENSAD › MIT | DEC 2013
schedule
09:00
10:15
10:45
12:00
13:00
15:00
15:30
16:30
18:00
20:30
1. INTRODUCTION
– BREAK
2. DISCOVER THE TOOLKIT
– BREAK
3. WRITE A BEHAVIOUR
– BREAK
4. MAKE A MISBEHAVIOURAL OBJECT
5. DEBRIEF, WRAP-UP, NEXT STEPS
6. TEI GATHERING
7. DINNER
96. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Assignment:
Finalise a proposal for your character trait
assignment to be presented to other teams.
Deliverable: 1 mis-behavioural animated object,
with score and behaviour cards.
Each exploration to be documented by our team.
Make a mis-behavioural object
99. nıs·behavıøural objects
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
Assignment:
Please write down your definition of
what you’ve explored today for someone joining
the room, in less than 120 characters.
Debrief
102. 2. nurturing a relationship
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
• Arts productions (+ exhibitions)
• Design objects (+ scenarios)
• Documentation of the workshop (+ consolidate)
TONY DUNNE, PERSONAL COMMUNICATION, DUBLIN 2011
NEXT STEPS
103. 2. nurturing a relationship
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
• Arts productions (+ exhibitions)
• Design objects (+ scenarios)
• Documentation of the workshop (+ consolidate)
TONY DUNNE, PERSONAL COMMUNICATION, DUBLIN 2011
NEXT STEPS
104. 2. nurturing a relationship
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
2.NURTURE RELATIONSHIPS
1.INITIATE INTERACTIONS
105. 2. nurturing a relationship
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
1.INITIATE INTERACTIONS
2.NURTURE RELATIONSHIPS
106. 2. nurturing a relationship
nıs·behavıøural objects | ENSAD › MIT | Febr 2014
“Speculative design, Conceptual Design,
Contestable Futures, Cautionary Tales, Activism,
Design for debate, Design fiction, Discursive
design, Interrogative Design, Probe design,
Radical Design, Satire, Social Fiction…”
TONY DUNNE, PERSONAL COMMUNICATION, DUBLIN 2011
DESIGN FICTION IS ALSO RELATED TO:
107. SOME PEOPLE INVOLVED WITH DESIGN FICTION:
JAMES AUGER (RCA),JIMMY LOIZEAU (GOLDSMITH UNIVERSITY), FIONA RABBY, ANTHONY DUNNE
(RCA),JULIAN BLEEKER (NEARFUTURELAB), PAUL GARDIEN (PHILIPS), BILL GAVER (GOLDSMITH
UNIVERSITY), ELIO CACCAVALE, NOAM TORAN… (FROM TOP LEFT TO BOTTOM WRITE)