Interaction Design

This course is a survey of the key principles and processes of human-centered interaction design across a range of contexts; from screen, software applications and products to constructed environments. In a studio environment, students experience an overview of the discipline and of the different professional roles a designer may play. This broad framework allows students to contextualize their more specialized future courses of study and understand the methods and applications of Interaction Design. Students will develop skills in sketching the user experience through low fidelity prototyping techniques such as paper, slideshow, animation, and simple interaction. Taken in conjunction with Interaction Prototyping 1 students will iteratively develop screen-based projects as well as personas, concept maps, process flows and user journeys across multiple media/customer touchpoints.

Digital Basics: LinkedIn Learning 1.0 is a self-directed course taught online that covers the basic principles of 2D design software such as Adobe Illustrator, Photoshop, and InDesign. It leverages the unique relationship ArtCenter has with LinkedIn Learning to educate students via a select set of online LinkedIn Learning videos. Students watch the videos, learn the content, and are assessed on their learning at the end of the term.

Digital Basics: LinkedIn Learning 1.0 is a self-directed course taught online that covers the basic principles of 2D design software such as Adobe Illustrator, Photoshop, and InDesign. It leverages the unique relationship ArtCenter has with LinkedIn Learning to educate students via a select set of online LinkedIn Learning videos. Students watch the videos, learn the content, and are assessed on their learning at the end of the term.

This class is an introductory exploration of the concepts and technologies in web design. Using largely static content, the student learns how to design and build a site of a promotional nature that is respectful of the communication objective while being visually distinctive and engaging.

This course explores modeling the user experience and understanding digital interaction such as action/response systems, events, behavioral states, and transitions. Students will experiment and research interface designs that elucidate principles such as usability, metaphor, simile, idiom, navigation, modality, direct manipulation, and abstract. Beginning with screen based systems such as web, mobile and tablets they will review the most pervasive design patterns and emerging trends. By observing real users and prototypes students will learn to plan, experiment, discover, interpret, discriminate, revise and justify their designs.

This course explores modeling the user experience and understanding digital interaction such as action/response systems, events, behavioral states, and transitions. Students will experiment and research interface designs that elucidate principles such as usability, metaphor, simile, idiom, navigation, modality, direct manipulation, and abstract. Beginning with screen based systems such as web, mobile and tablets they will review the most pervasive design patterns and emerging trends. By observing real users and prototypes students will learn to plan, experiment, discover, interpret, discriminate, revise and justify their designs.

Type 2 is a rigorous introduction to the fundamentals of typography, with emphasis on the formal aspects of designing with typographic elements, and the responsibilities inherent in working with visible language.

Course description and learning outcome: Messaging in different contexts. Design as: research/conception/form-giving/production. Research as catalyst for design ideas. Designing from a place of understanding (content, audience, context). Use of 2 contexts (ie.screen/print) /or audiences (ie. young/old)/ or formats (ie. poster/card). Use of modular division of space, simple grids. Use of color. Analysis of audience reaction and communication success or failure. Project types: 3 or 4 projects to give a variety of content types. One project with greater text component. Continuing emphasis on need for multiple ideas before designing.

Interaction Design 2 builds upon Interaction Design 1's human-centered UX methodologies and iterative design processes, exploring the details of making and modeling digital interactions from the macro to the micro. Students will develop skills in designing digital systems across scales -- information architectures (IA), appropriate screen-based user interfaces (UI - big screens to small screens), and detailed controls. Throughout the studio (Wk 1-14) students will research, concept, prototype, and design across multiple devices. Students will learn each platforms' specific posture, uses, and inputs. Students will also utilize principles such as usability, metaphor, simile, idiom, navigation, modality, as well as direct and abstract manipulation. Students will finally learn to plan, discover, interpret, iterate, justify, and execute their designs across multiple scales and contexts.

The first three foundational terms in the IxD program concentrate heavily on identifying, understanding, describing and designing interactive products, experiences and systems from the perspective of the end-user. Emphasis will be placed on the professional application of design methodology in the creation of new product concepts in various categories such as mobile, tangible, electronics, web and environmental applications, communicating them through personas, wireframes and usability research. The course introduces students to the theory and practice of various types of design research including human centered qualitative and ethnographic methods as well as formal and analytical techniques. Students will be required to analyze, describe and design end-to-end customer experiences in different product categories with a focus on developing user driven solutions. Classic problem solving methodology will be instituted early in the process to insure solid concepts, process and deliverables. A strong emphasis will be on the ideation techniques of brainstorming, rapid visualization drawing and human factors to formulate product concepts and illustrate proof of concept. Final deliverables will be evaluated under the criteria of their clarity of purpose and their delivery through verbal presentation.

Students learn key skills in Information Architecture, Content Strategy and Interaction across platforms. This is achieved by using the building blocks from Interaction Design 2 to tackle a responsive web application that spans a set of pertinent screen based contexts (such as desktop, mobile, and tablet) and is based on dynamic information. If taken with Prototyping for Interaction 3, students will be able to build a working system.

Students learn key skills in Information Architecture, Content Strategy and Interaction across platforms. This is achieved by using the building blocks from Interaction Design 2 to tackle a responsive web application that spans a set of pertinent screen based contexts (such as desktop, mobile, and tablet) and is based on dynamic information. If taken with Prototyping for Interaction 3, students will be able to build a working system.

Type 3 asks students to apply what they have learned in Type 2 to particular contexts, allowing the individual nature of the project content and audience to start influencing and determining their typographic choices.

Visual Interaction Design (VxD) covers the process of designing branded experiences through interactive systems that are largely visual in nature. Students are taken through the entire process of conceptualization, research, exploration, refinement, and communication of a project. The course emphasizes process. To that end, it explores the application Experience Design through the use of scenario based methods; branding and visual design through the development of brand values and identity marks; Interaction and User Experience Design through the employment of research, structuring frameworks such as information taxonomies and wireframes, user testing, and behavior design; And design communication through the application of cinematics and storytelling. It is possible, and even encouraged to use a project from a branding and identity class done previously or concurrently. Students will take a prototyping workshop concurrently to help them build prototypes of their designs.

Course description and learning outcome: Messaging in different contexts. Design as: research/conception/form-giving/production. Research as catalyst for design ideas. Designing from a place of understanding (content, audience, context). Use of 2 contexts (ie.screen/print) /or audiences (ie. young/old)/ or formats (ie. poster/card). Use of modular division of space, simple grids. Use of color. Analysis of audience reaction and communication success or failure. Project types: 3 or 4 projects to give a variety of content types. One project with greater text component. Continuing emphasis on need for multiple ideas before designing.

Introduces narrative sequence through temporal or spatial means. Messaging in 3 moves or more (images, screens, pages, sentences) or in 3 dimensions. Media agnostic (students may choose an appropriate medium/ method). Builds on CD1+2 but adds serial/multiple communication. Deals with series/stories/sequences/ choices/transitions. Introduction to larger scale environmental public communication. Deep research. Experimentation in different media.

Motion Design 1 is the first course where students learn how to bring their design to life in motion. Students will use their foundation learning outcome in typography, image based development and illustration studies to develop their creative suggestion before choreographing their solutions into animated form. Faculty will teach students the proper creative workflow as a motion designer from concept to final product. MD1 will feature a series of smaller in-class and homework assignments to build toward producing 2 larger term projects.

3D Motion Graphics introduces 3-dimensional world into the motion design workflow by learning to design and conceptualize in Z space. Students will learn about modeling, lighting and render in various styles via series of in-class / homework assignments throughout the term in order to become comfortable with 3-dimensional design and animation workflow. Two major assignments are given in the course of the term. The first project will be to construct and composite a scene integrating 3D assets with live action scene. The 2nd project is to design and animate in 3D space with topics at the discretionary of the faculty.

Human-Computer Interaction (HCI) encompasses a range of research methodologies at the confluence of computer science, psychology and cognitive science. In this course, students will explore a range of commonly used HCI research methods as they apply to interaction design. Through readings, seminar discussions, and hands-on experiments, students will learn how to apply methods into their design practice, including qualitative and quantitative analysis, cognitive modeling, etc.

Web Design introduces students to web technologies and the basics of web design. They learn how to organize content, visually design sites, and build a working prototype by applying a basic understanding of HTML and CSS, also taught in the class. Students also take a workshop to help them with web technologies.

This lab focuses on designing for physical interaction in objects and spaces. Crafting innovative experiences using sensors, actuators and simple electronics, students will delve into the emerging theories and practices of physical computing. Building on our human centered design methodologies, students learn how to ideate and prototype tangible interactions driven by gesture, voice and motion in the fields of product, installation and screen design. Pre-requisite of processing or electronics required Students should have introductory prototyping programming skills.

This class is concerned with the processes and procedures of understanding and ordering complex data into useful and persuasive information tools.

Data Visualization as a discipline bestows us with venues and techniques to create interactive and dynamic displays of complex information. With proper execution, it positively impacts people's everyday life. It does so as it gives us insight into the hidden; and unravels complicated relationships into graspable visuals. As interaction designers, it is our duty to make the truth of the data become evident to the user. As artists, it is our prerogative to create an intentional emotional connection with your audience. As scientists it is our goal to serve in the better understanding of all phenomena around us. GOAL This year, our challenge is to tackle the visualization of the water reservoirs in underground repositories throughout the greater San Joaquin Valley. Water is being pumped out at a faster rate than it can be replenished. Warnings of forthcoming crises have been raised by many scientists and activists. But the impact can be seen already on the many communities throughout the San Joaquin Valley that have become ignored and pushed to the side by agroindustry's largely economical interests. We have the opportunity to clinically and objectively present current measurements of the water repositories, while further contextualizing all available information in terms of historical, cultural, and societal measurable impact. We can improve how researchers understand and analyze the current ecosystem, and aid in any forward thinking speculation and hypothesis creation on how the balance and movement of water will affect the local community, the agroindustry, and the country as a whole. We can also make it possible for policy makers to easily understand the current situation, and aid in more efficient discourse of policies, and guide them on how to act to help affected communities. Or we can even find ways of connecting directly with those affected, empower them with clear understanding of what is happening, give them access to resources than can help them cope with day to day survival, and embolden them connect with others in the same situation, with activists, with politicians, and with support organizations to create a common voice and empower meaningful action. In this class, we will embrace the interdisciplinary approaches needed to address any or all of these problems, leveraging design thinking and the latest methods from computing, User-Centered Design, interaction design, 3D graphics, and all forms of artistic discourse to positively impact those affected or with stakes in the groundwater reservoirs - all emboldened with truth and factual understanding via data visualization.

This class charts a course beyond traditional interactive media and standard presentation systems into the realm of interaction design for physical devices. It allows students to explore the possibilities when both the interface and device are being designed simultaneously. It does this in the context of collaborative projects with students from product and transportation.

Interaction Design increasingly reaches across many sectors, such as automotive, product, service, environmental and social platforms. In this studio, students will learn how to apply core techniques to mobile, desktop, car, consoles, applications and product. Individual and group projects will explore shared processes and tools as well as the unique human factors, experience design and technologies required by specific areas of application. Studio visits and invited guests will provide real-world examples.

Systems, Services, and Digital Products studio reaches across many sectors, such as automotive, product, service, environmental and social platforms in Interaction Design. In this studio, students will learn how to apply core techniques to mobile, desktop, car, consoles, applications and product. Individual and group projects will explore shared processes and tools as well as the unique human factors, experience design and technologies required by specific areas of application. Studio visits and invited guests will provide real-world examples.

This studio introduces students to the latest developments in web technologies, with a focus on web3, machine learning, and artificial intelligence such as ChatGPT and Copilot, as well as no-code platforms such as Webflow, Framer, and Bubble. Students will research, experiment, play, discuss, and gain valuable insight from these emerging technologies and workflow that will inform the design of their own final project. The course is for interaction design students who would like to advance their craft in web design and development and have some experience coding in JavaScript and Python.

An inter-disciplinary design studio exploring the current and emerging relationships between media, architecture and design.The synergy of electronic media and the built environment permeates and re-shapes our perception of everyday life; with moving images leaving the confinement of the TV screen to become a 3-dimensional building material in itself. The curriculum proposes and merges theory, research and practice towards the conception of new ideas and their embodiment and execution in a thought-provoking physical installation piece. Embracing the intersection of culture and technology, this course utilizes the tools at our disposal (software, digital film, video, modeling etc) to re-define or abolish the boundaries between thought and praxis. Open to senior students from all majors.

This review covers student development in terms 3-6. " Development Phase" Students learn how to apply the fundamental design techniques and methods to different interaction design "canvases", spanning the fields of graphic, spatial, transportation, entertainment, industrial and media design including physical computing. As well as participating in sponsored studios, students are encouraged to do 1-2 internships. This allows for further TDS and professional development. Core classes include electronic, data visualization, and physical computing. Students are able to select from a range of Studio classes during this phase of the curriculum. Studio Course offerings include Sponsored Studio Classes hosted by the Interaction Design Department, ArtCenter Transdisciplinary Design Studios (TDS) offerings hosted in collaboration with other ArtCenter Departments, and Studio classes offered through the Designmatters program.

In this transdisciplinary studios students explore the different technologies, advanced topics, and theories in emerging interactive narrative frameworks. Applying traditional crafted story and time based techniques to new forms of interactivity that allow for event -driven experiences; such as web, physical computing, and interactive entertainment, students will author screen-based narratives and immersive environments. Through storyboarding, wireframing and prototyping, students will work with users to delve into the possibilities of participatory experience design where user content, creativity and connections create unique experiences.

In this multidisciplinary studio students explore the different technologies, advanced topics, and theories in emerging interactive narrative frameworks. Applying traditional crafted story and time based techniques to new forms of interactivity that allow for event -driven experiences; such as web, physical computing, and interactive entertainment, students will author screen-based narratives and immersive environments. Through storyboarding, wireframing and prototyping, students will work with users to delve into the possibilities of participatory experience design where user content, creativity and connections create unique experiences.

Students will explore the different technologies, advanced topics, and theories in emerging interactive physical computing; such as product/service ecosystems, physical computing, and interactive entertainment. Students will author immersive experiences through storyboarding, wireframing and prototyping. Working in a Maker environment students will delve into the possibilities of participatory experience design where user feedback, creativity and connections create unique experiences. Students will : Focus on prototyping and deployment strategies Build demonstrations of tangible computing Understand the UX implications and strategy of physical computing Build portfolio ready assets.

Through individual and group projects students will tailor their use of interaction design to meet their creative and professional goals. They will craft and apply system and service thinking, new material exploration; rich interface design, emerging technologies as they are applied to spaces, relationships, objects and the body. The IxD Senior Projects Studio provides students the opportunity to develop a personal project with an emphasis on advancing skills required for their graduation portfolio. These projects may address "gaps" in a student's portfolio, or projects may be used as an opportunity to focus in depth on areas of strong personal interest. A range of topics can be explored, including Wearable Technologies, Data Visualization, Design for Social Change, Micro-interactions, and others. Students will Create a project brief (users or site, vision, scope, goals, rules, and UX strategy). Make a working product/interaction/performance (Prototype, Proof of Concept of UX simulation) build portfolio ready assets such as a video or series of documentation photographs. THE PROJECT CONTENT CAN CHANGE EACH SEMESTER. SEE SECTION INFORMATION OR COURSE SYLLABUS FOR MORE INFORMATION.

This course is intended to provide students with an understanding of how to develop interactive products that have both significant physical and virtual aspects. Students learn how to identify a viable concept, research that concept for market opportunities, identify a viable target audience and how they would likely utilize such a product, transform that information into a usable and compelling interactive device design, and present that design in a clear, efficient, accurate, and compelling manner.

Students must be in 6th,7th or 8th term Students will select a senior or grad show project to document and demonstrate their unique IxD practice and point of view. Through readings, project documentation, and primary and secondary research, students will articulate how their senior project employs emerging technology, human centered design methodology, and prototyping techniques. Final deliverables include an essay and process book.

In this studio, students develop and diversify their craft in visual communication of the graphical user interface. They will explore foundational design elements and principles to expand the representation of action and information across various computational platforms. Students will conduct research, generate ideas, study form and time-based media, learn to analyze and discuss their own decisions as well as that of others, and advance the craft of interactive interfaces.

Course Description: Learn to create high fidelity prototypes of digital projects for mobile devices such as phones, tablets, and smart watches with the goal of presenting their interfaces, interactions, and behaviors as closely as possible. In order to focus the course's full attention on prototyping, it is advised that students enter the class with a project that is already designed (completed interfaces and flow). However, it is certainly expected that the design will get refined and perfected within the course. Course Learning Objectives: Students in Advanced Prototyping will be able to 1) learn and effectively use different fidelities of prototyping in order to aid in the design of a project. 2) Prototype a visual interactive experience to a high degree of fidelity. 3) Refine a detailed design based on issues learned from observing a target audience using their prototype.

Students will explore the different technologies, advanced topics, and theories in emerging interactive physical computing; such as product/service ecosystems, physical computing, and interactive entertainment. Students will author immersive experiences through storyboarding, wireframing and prototyping. Working in a Maker environment students will delve into the possibilities of participatory experience design where user feedback, creativity and connections create unique experiences. Students will : Focus on prototyping and deployment strategies Build demonstrations of tangible computing Understand the UX implications and strategy of physical computing Build portfolio ready assets

Students will bring in a project/product from a previous term they would like to evolve further, with emphasis on digital products, e.g., a service or application. This class works by combining design, branding, marketing, product making, and business thinking to create a working proof of concept (prototype) and business pitch deck. The class format will act like a guided study, where the students and instructor will meet weekly to discuss strategy and overall creative / business direction.

This studio class prepares students who plan to graduate. This includes finalizing senior projects, designing your graduation show, and creating a strategy for recruitment and post graduation creative life.

Tracked by personal cell phones, high-resolution urban sensors, snapped selfies, and satellite arrays, the human body is becoming digitized, documented, and distributed across a wide web of technologies. In this course students will use motion capture suits, character animation software, and virtual reality platforms to imagine an emerging digital nervous system. How might we design for this future body and its virtual shadow? What new interactions and inputs might we have when we can sense beyond the bounds of the skin and be tracked, down to the location of our fingertips? How might our identities change as we virtually and physically wander, becoming a part of other people, places, or things? In this course students will use hands-on prototyping to explore virtual and physical body parts, sensory devices, spatial interactions, and wearables. Topics will include cybernetics, Kinesiology, biomechanics, and sensory design.

Sports were invented to facilitate the display of physical performance. Whether as a player or a fan, sports have helped us imagine what might be possible with our own bodies through fabricated competition, rules, and choreography. How can we utilize 'sports' as an interactive platform to reimagine community spaces and global events during lockdowns, pandemics, and closures? Using motion capture software and multiplayer gaming platforms, students will design an at-home sport that rethinks multiplayer interactions, digital movement, online fandom, rules, scoring, and merchandise. Students will learn emerging motion capture technology while examining the history of sports and domestic spaces from their own cultural perspectives. The course will result in a live-streamed Home Olympic competition.

The college campus represents so much more than an arrangement of land and buildings. As courses continue to move online, how can we support our community beyond the classroom? What aspects of a student's college experience are now missing now that we are all at home? How can we use digital software and accessible social platforms to imagine new spaces and events needed within higher education now? In collaboration with CalTech, we will use the online platform Second Life to concept, design, and build a shared virtual campus. Students will learn the history of higher education and the collegiate campus, conduct online interviews, and use 3d modeling tools to launch their work within Second Life and learn from their results.

The IxD Senior Projects Studio provides students the opportunity to develop a personal project with an emphasis on advancing skills required for their graduation portfolio. These projects may address "gaps" in a student's portfolio, or projects may be used as an opportunity to focus in depth on areas of strong personal interest. A range of topics can be explored, including Wearable Technologies, Data Visualization, and Design for Social Change, Micro-interactions, and others.

Getting ready for graduation. We will focus on clearly defining each student's unique perspectives, strengths, and interests as designers. Students will build a graduation ready portfolio, a graduation show on-line presence, and be able to clearly articulate their individual strengths, interests, skills, and points of view as Interaction Designers

TestlabBerlin is a sponsored studio abroad project. Projects utilize the city as a direct source for research, inspiration, and experimentation. One core faculty member will run the project for the entire semester, additionally there will be guest faculty/lecturers/guest critics in Berlin. Available to fifth term and above students by application, preferrably with Mediatecture experience. Students will experiment with new creative strategies for art and design production, which will be informed by responses from a European and American audience. This feedback process will be enabled both through traditional and social media and through in-person and secondary interaction with the audience. the resulting projects are cross-cultural in nature and dramatically broaden the creative horizon of all participants.

TestlabBerlin is a sponsored studio abroad project. Projects utilize the city as a direct source for research, inspiration, and experimentation. One core faculty member will run the project for the entire semester, additionally there will be guest faculty/lecturers/guest critics in Berlin. Available to fifth term and above students by application, preferrably with Mediatecture experience. Students will experiment with new creative strategies for art and design production, which will be informed by responses from a European and American audience. This feedback process will be enabled both through traditional and social media and through in-person and secondary interaction with the audience. the resulting projects are cross-cultural in nature and dramatically broaden the creative horizon of all participants.

Virtual avatars, designed based on social media analytics, are now hired as models and brand representatives. Pop stars and their music can now be algorithmically manufactured in entirety from an executive's office. In the course, Machined Influencers, we will critically examine the historical and future role of these new culture influencers, both real and imagined, from youtube stars to Washington DC. Using machine learning as a design medium, we will explore future autonomous avatar representations (beyond the human), AI behaviors, neural networked systems, and interactive media. Students will design new machined autonomies, crafting their experiential platform to perform an online and offline display of their identity systems, cultural values, and interaction guidelines. How can design learn from influencers, as a vehicle to embed ideals, scale a point of view, and foster change? How will these machined influencers (crafted within the internet) change how we see ourselves, our desires, our communities, our borders, our countries, and our world? Course Learning Outcomes: Students will be able to [1] design content utilizing strategic prototyping (machine learning techniques and software) [2] clearly define the scope of an avatar informed by conceptual and technological research insights [3] use visual and conceptual strategies to develop a narrative structure, employing storytelling techniques [4] design systems, networks, forms, and identities [5] propose novel concepts (research propositions) that exhibit an understanding of historical celebrity concepts and contemporary virtual avatar critique [6] collaborate with machine learning to explore live co-creation identities [7] define a design brief through emerging technology experimentation and explorative research [8] utilize rapid iterative design methodologies to develop their ideas, test their assumptions, refine their interactions, and justify their work.

Explore wearable technology through research, concepting and prototyping. From devices to skins, and medical to expressionistic, we will investigate what it means to put technology on the body, and generate ideas for why and how. Students should expect to experiment and prototype at multiple levels: functionality/behavior, materiality/fabrication and test deployment. We will be sewing, building circuits, and programming; previous experience in any of these is a plus. BY PETITION ONLY: Interested students should submit 1 paragraph (max 150 words) describing their vision of and interest in wearable technologies and 3 portfolio examples of wearable or interactive projects, to Danielle.ferrer@artcenter.edu.

Topic: Explore what banknotes will look like in fifteen to twenty years from now, from a functional point of view combined with pleasing aesthetics. Taking as the focus the consumers/users point of view, students will explore the functionality of cash and its alternative solutions, advantages and disadvantages of each alternative and the main value both today and in the future. Will banknotes become hybrid and/or incorporate more technologies? What will they look like? How will they be used? Further exploration will include: the social responsibility of cash, what kind of payment can be automated. In what ways can these new technologies keep the main advantages of cash: anonymity, ease of use and certainty in transactions?

The stories we consume today are authored by not just humans but algorithmically tuned machines. If a story is a series of events that are suddenly given priority, importance, and structure, who or what decides this? Hosted in ArtCenter's Immersion Lab and created in collaboration with Snap Inc Research, The Future of Storytelling with Augmented Reality is a transdisciplinary studio that will explore the next phase of narrative design using cameras, machine vision, machine learning, augmented reality, and game development software. Through presentations from Snap and creative prototyping in the Immersion Lab, students will propose new ways to identify, author, and share events in collaboration with autonomous machines. Together, we will examine how the camera and machine vision - feature, pattern, object, facial recognition - can co-author, revealing to us new types of events and details that once went unnoticed. How might these new machine envisioned stories change how we understand and relate to one another? The studio will result in students sharing their final interactive prototypes and project proposals with Snap. Exceptional work will be given an opportunity to be presented at a global interactive media conference in the summer. An interest in using technology to inform your creative process is an important requirement in the studio.

Intro to Making with Mixed Reality is a transdisciplinary studio that introduces students to augmented and virtual reality technologies, and everything in between - spatial sensors, photogrammetry, motion capture, and computer vision. Through a hands on technology-centered research methodology, students will work in ArtCenter's Immersion Lab and learn how to research, concept, prototype, and design with this emerging medium. Based on a series of investigative assignments designed to rapidly immerse students into AR, VR, MR, and Unity - an interactive game development software - students will interweave the digital and the physical, experiment with the misuse the medium, and use experiential prototyping to identify new opportunities, interactions, and aesthetics. Students will use mixed reality as a new toolset and design a final project that aligns to their personal creative practice. An interest in using technology to inform your creative process is an important requirement for this course.

Interaction Design TDS that assumes a future in which Virtual Reality technologies are more commonplace in the objects, environments and interactions that surround us. This class aims to develop new immersive interactions that exist in our everyday lives. Through workshops, investigative assignments, and speculative critical thinking, the students will explore the layering of the real and the virtual with the exponentially expanding VR technological stack. In this course, the students will develop skills in Unreal Engine, VR usability, and spatial interactions using software and hardware in ArtCenter's Immersive Media Lab. Through participatory research and a hands-on process of making, the students will be asked to generate novel, working interactions for future immersive experiences. To succeed in this challenging course, students must be willing to experiment with new tools, be resourceful in solving problems, take risk, and learn through user testing. Open to all majors and no previous experience required.

Our relationship to the digital world has changed. No longer differentiating between our on and off screen experiences, social connections, or IRL/URL spaces, we've crossed a threshold where the 'real' and the 'virtual' are almost indistinguishable. In this studio, we will use an expanding array of Extended Reality (VR/AR/MR) technologies - spatial sensors, photogrammetry, motion capture, computer vision, and displays - to interweave the digital and the physical. Through hands on research with emerging technologies, students will imagine new ways of making using mixed reality as a creative toolset. Students will work in ArtCenter's Immersion Lab and be introduced to prototyping for virtual reality, augmented reality, and mixed reality using Unity.

Tracked by personal cell phones, high-resolution urban sensors, snapped selfies, and satellite arrays, the human body is becoming digitized, documented, and distributed across a wide web of technologies. In this course students will use motion capture suits, character animation software, and virtual reality platforms to imagine an emerging digital nervous system. How might we design for this future body and its virtual shadow? What new interactions and inputs might we have when we can sense beyond the bounds of the skin and be tracked, down to the location of our fingertips? How might our identities change as we virtually and physically wander, becoming a part of other people, places, or things? In this course students will use hands-on prototyping to explore virtual and physical body parts, sensory devices, spatial interactions, and wearables. Topics will include cybernetics, Kinesiology, biomechanics, and sensory design.

Sports were invented to facilitate the display of physical performance. Whether as a player or a fan, sports have helped us imagine what might be possible with our own bodies through fabricated competition, rules, and choreography. How can we utilize 'sports' as an interactive platform to reimagine community spaces and global events during lockdowns, pandemics, and closures? Using motion capture software and multiplayer gaming platforms, students will design an at-home sport that rethinks multiplayer interactions, digital movement, online fandom, rules, scoring, and merchandise. Students will learn emerging motion capture technology while examining the history of sports and domestic spaces from their own cultural perspectives. The course will result in a live-streamed Home Olympic competition. esign.

Teens who are already parents are at the highest risk for unplanned pregnancy (7x higher risk that teens who are not already parents), and often face social isolation, stigma and mental health issues at higher rates than their peers. A new mobile health program, created by Sentient Research with a grant from IDEO, provides key parenting & relationship-building resources, peer-to-peer support and family planning information to young parents, ages 16-21. In this studio, ArtCenter students will help design and facilitate focus groups with the target audience of young parents to generate insights and co-create a brand and campaign for the mobile health program. What should the program look and feel like? How will the target users discover and interact with the program? What will make this program a success for young parents? Studio outcomes may be implemented in a pilot rollout of the program in San Francisco and Los Angeles.

The college campus represents so much more than an arrangement of land and buildings. As courses continue to move online, how can we support our community beyond the classroom? What aspects of a student's college experience are now missing now that we are all at home? How can we use digital software and accessible social platforms to imagine new spaces and events needed within higher education now? In collaboration with CalTech, we will use the online platform Second Life to concept, design, and build a shared virtual campus. Students will learn the history of higher education and the collegiate campus, conduct online interviews, and use 3d modeling tools to launch their work within Second Life and learn from their results.

We look and look at ??endless streams of media, but beyond the surface, do we really take the time to understand a work we 'like'? Like reading a book, this course introduces students to the practice of reading form - deeply examining works by other artists and designers as an important research methodology. Together, we will develop our media literacy skills exploring how cultural histories, communication strategies, technological shifts, and theoretical viewpoints are translated and captured in what artists and designers make and compose. We will utilize ArtCenter's Library, Archives, and Research Resources, inviting visiting designers, researchers, and artists to share their formal decision making process: how and why a form was made, for whom, and in response to what? By understanding anothers' choices, we will learn to make better creative decisions and justify what we make. Guided by faculty, students will 1. examine a collection of existing work, 2. document their formal reading and analysis through video interviews, and 3. create a media project and visual language based on their findings. The work produced will be exhibited, sharing the value of ArtCenter's Research Resources to a wider audience.

Design a new banknote! This specimen banknote will serve as one of the main marketing and sales support towards Central Banks. It will help promote and sell, during a period of five to ten years, a brand new substrate on which banknotes are printed. The specificities and advantages of this new substrate are multiple. It is the first substrate made out of cellulose (wood pulp), which makes it the most sustainable and biodegradable banknote substrate ever. The sheets are coming in fully transparent form. They are not affected by static electricity like other windowed substrates. During the production phase, the surface is partially covered with a white ink to create windows and thus giving the substrate a familiar look, then printed with the usual processes available in banknote printing.

Globally, museums are increasingly tasked with re-contextualizing themselves and their historic entanglements with racism, colonialism, homophobia and other forms of oppression. As museums try to craft new narratives they must wrestle with the question: What happens when the museum itself becomes an artifact? How can problematic histories be made visible, and how might justice be served? What new narratives can be crafted, and to what ends? What could they be? What forms do they take? This studio partners with the American Natural History Museum in New York City to explore these questions. Focusing on the existing "Man in Africa" Hall, which opened to the public in 1968, we will prototype ways to contextualize and understand the hall. How might visitors to this now 60-year-old space participate in a range of questions and narratives about the people and places that created the hall, those who the hall depicts, and larger questions about museums more generally? Moving beyond typical questions of exhibition design, this studio will draw from archival documents, current collections, and the hall itself, to explore design techniques of the "meta:" re-contextualizing existing material by adding visual layers, leveraging technology, crafting commentary, and curating slices, rather than starting from scratch.

"How can designers work with people with disabilities to improve the user experience and accessibility of digital technologies?" This project brings together archive and library professionals, designers and design disability advocates and partners from SAA's Accessibility and Disability Section, The Braille Institute and Pasadena ADA. "Participatory design" (sometimes referred to as co-design) actively involves all stakeholders and constituents (e.g. community leaders, partners, archivists, citizens, end users) in research and creative activities. This ensures that the project designs with, not for, disabled communities, creating accessible, informative, and flexible experiences for every user. All students accepted to the studio and program will undertake Human Subject Research training and participate in a community symposium in February. Working in teams, students will design participatory research, generate innovative solution strategies and then craft prototypes in relevant technologies (for example: applications, website tools and mobile services, adaptive tools or AR/VR). These insights, guidelines and examples will be shared with the library and archive community. This program is made possible thanks to an IMLS grant and is offered in partnership with Designmatters and ArtCenter Library and Archives.

Building on research, concepts and early prototypes, this studio will use participatory design to inform prototype development to answer the question, "How can designers work with people with disabilities to improve the user experience and accessibility of digital technologies?" All students are welcome to apply, especially those who have experience of disability. Students are NOT required to have taken the first studio to join the summer class. In collaboration with library professionals, designers and design disability advocates and partners from SAA's Accessibility and Disability Section and The Braille Institute. "Participatory design" (sometimes referred to as co-design) actively involves all stakeholders and constituents (e.g. community leaders, partners, archivists, citizens, end users) in research and creative activities. This ensures that the project designs with, not for, disabled communities, creating accessible, informative, and flexible experiences for every user. All students accepted to the studio and program, who weren't in the first studio, will undertake Human Subject Research training and receive a background primer in the research so far. Working in teams, students will craft prototypes in relevant technologies (for example: applications, website tools and mobile services, adaptive tools or AR/VR, based on insights, guidelines and examples from the spring studio. This program is made possible thanks to an IMLS grant and is offered in partnership with Design Matters and ArtCenter Library and Archives. This TDS counts toward Design Matters Minor requirements.

How can students, teachers, friends and classmates play and learn together when they must be apart? How can we rethink the way technology and communication tools are used for childhood education? Can emerging technologies and experiences better facilitate human connection, opportunity for play, and spontaneous social interaction when teachers, students, and their friends and classmates are working apart from each other? In this Designmatters TDS studio, we will re-imagine remote and connected learning for primary school students while considering the needs of children, teachers, and parents & caregivers. We will identify and create exciting new ways of teaching and learning that build a sense of creativity, community and collaboration between teachers, students, and peers.