서하나최종Ppt자료 from JongHo Lee
Yeji jung ppt from JongHo Lee
Wednesday, 13 July 2016
Tuesday, 12 July 2016
Tuesday, 28 June 2016
Tuesday, 14 June 2016
Sunday, 12 June 2016
Tuesday, 7 June 2016
Tuesday, 24 May 2016
Writing a paper
Idea from JongHo Lee
https://onedrive.live.com/redir?resid=35D6A91ABB8ABD1B!124&authkey=!AGAC9Xs9u3Jjm2I&ithint=file%2cpptx
Why do we do coding?
Coding from JongHo Lee
https://courses.edx.org/courses/course-v1:KyotoUx+002x+1T2016/courseware/bbae5ec43c2c4c4b9b974f3eca631634/9a23d862de664afba0b607e81a7bb49c/
Monday, 23 May 2016
Service Design Methodology Schedule
5.24 3:00 pm ~ 6:00 pm
Service Design Methodology(SDM)
- Double Diamond & SDM too with hands-on examples (Visual sources)
- Group discussion of the SDM and its application method (Ideation)
- Individual tutorial
Assignment:
- Using SD Methodology on the final project
5.31 11:00 am ~ 2:00 pm
Developing of Service Design Methodology based on each project- Discussion of the assignment and feedback
- Indivisual supporting for visualizaion of SDM
Assignment:
- Uploading the output on the blog
5/31 3:00pm ~ 6:00pm
prototyping tool shelves- Introducing variety of prototyping tools, specifically, handling electronics/ interaction design
- Individual check-up on on-going projects
assignment:
- Tinkering a prototype of the one-essential point of the concept
6.07
Background of Service era
- Economic situation
- Design vs. Service Design
- Areas & case study
Service design thinking
- Service design perspective
- Characteristics of service
- Design factors of service
- from Trend analysis to ideation
Review on-going individual project
- Discussion of the project and needs
6.14
Methodologies and tools- Understanding values
- Alternative tools and ideation process
Refining individual on-going project
- Comparison of ideas
- Discussion about alternatives for steps
Assignment:
- Refining individual project
6.21
Business Perspective- Understanding business factors
- Application of business factors
- Frameworks
Reviewing individual project
Assignment:
- Refining individual project with business perspective
7.5 4~7pm
Iterative prototyping- Sharing the initial prototype of each, feedback, discussion
- Individual review
- Suggestion for further round of iteration
assignment:
- Endless round of prototyping
Sunday, 15 May 2016
Monday, 2 May 2016
ART7009 Module Description
MDes SADI:
Realisation Module (ART7009)
60 CreditsModule Leader:
Core Tutors:
Prof Jong Ho Lee
+
+
Context
This is the final module of the SADI MDes programme and focuses on thecontinuing development of students own self-defined and self-directed project
towards a public presentation or an equivalent professional output. The outcomes of
this project are determined by students, with agreement from tutors and will take the
form of public presentation through exhibition or through an equivalent professional
output.
Aim(s)
The aim of this module is to:- The production of a high level final body of professional practice that synthesises the knowledge, skills and understanding acquired during previous modules.
- Enable the student to complete a context study paper relative to their practice.
Tutorials with tutors will provide feedback and guidance to the student on their project's development and realisation.
The aim of Critical Study paper is to develop the student's knowledge and understanding of the context of their design practice, their ability to articulate an
informed contextual understanding, and their ability to present their ideas coherently
and imaginatively. Critical Practice is seen as integral to the studio practice of the
professional designer or artist.
In common with other modules, a PDP/ Web site/ blog will be maintained, intended to
provide evidence of the student's knowledge and understanding in relation to the learning outcomes of this module.
Throughout the module tutorials with tutors will provide feedback and guidance to the
student on their project's development and realization.
A series of seminars and lectures will explore the role of the designer in context
specific environments.
The reflective journal (PDP) continues to provide the basis of a learning contract,
through which the subject team can monitor progress. The submission for
assessment of the PDP/Reflective Journal is focused on: 1) a reflective statement on
the final exhibition work/equivalent professional output; and 2) employability and
career development beyond. Group tutorials will be held to discuss significant project
themes or concepts in common, and to address matters arising from the group
curation and organisation of the pubic presentation of work or equivalent
professional output at the end of the Semester.
Assessment:
Assessment of the module is primarily through exhibition or other form of publicpresentation, supported by viva voce examination and a critical study paper of 3,000
words. Personal Blog including monthly reflective journals (each 1500 words PDP &
Reflective Journal)
By the end of the module you will be able to demonstrate :
Understanding:
- Display mastery of a complex and specialised area of knowledge and skills, which includes a critical awareness of current problems and/or new insights at the forefront of that field.
- Critically evaluate current professional practice and methodologies in your discipline.
Techniques:
- Demonstrate expertise in highly specialised and advanced technical or professional skills.
Application:
- Make sophisticated and deliberate aesthetic judgments and be able to defend and promote these.
- Undertake development or strategic activities that inform your area of study.
Communicate:
- Evaluate complex issues both systematically and creatively, making sound judgments in the absence of complete data, and communicate your conclusions clearly to specialist audiences.
- Curate, produce and install a professional exhibition / professional presentation or demonstrate a significant body of creative work at a professional level.
- Communicate your reflective critique and analysis clearly to your peers and others.
Autonomy:
- Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level.
Transferable Skills:
- Demonstrate in current and future plans the qualities and transferable skills necessary for successful employment, including the exercise of initiative and personal responsibility, decision-making in complex and unpredictable situations, and the independent learning ability required for continuing professional development.
Submissions 2016
- 15th June deadline for critical Study:
- 1th Aug 2016 deadline for all practical coursework (pinned up / exhibited and ready in the Show).
- 28th July deadline for PDP(1,000-3,000 words) blog/reflective journal.
- Assessment/Vivas will take place from 2nd August to 3rd August with the Exam Board and show opening on Monday 1th Aug.
- The show will be open until 5pm on Monday 1th August and dismantled on 5th August.
Recommended Reading & Required Reading
Required Reading
Monday, 25 April 2016
9 Word Cloud Generators That Aren't Wordle | Edudemic
9 Word Cloud Generators That Aren't Wordle
A quick note: Wordle is quite easily the most popular word cloud generator out there. It's free and easy to use. It does require Java though so Chrome users might have some trouble. In any case, this article focuses on non-Wordle options you should know about.
Tagul
Several features that do not figure in Wordle are incorporated in Tagul.For example, you have the option of choosing personalized shapes and multiple fonts to be used in your cloud. These words may be tagged and used to lead to URLs once they are embedded in a web page. There are several options, though registration can be an obstacle for usage in classrooms. This app requires email and login to be accessed.
ABC Ya
This application is very much like Wordle and operates the way Wordle operates. Once it is ready with the results, you can make changes to the font or color and pick any layout at random. However, it does not enable the same function on word frequency, which is a drawback for seasoned users. Save options have been provided in the traditional jpeg format with options to get print-outs. If you have used Wordle at any time you will find this to be a great alternative. One does not need to have an email or a log in for accessing this.
Tag Crowd
This application gives you access to see frequency of words. Unlike Wordle, there is no provision for choosing color, layout variations or even creating a unique style. You will be able to upload a file or use a URL address to do it. You can save the word cloud as a PDF or make printouts. In addition, this one does not need email or login and the free usage is to promote the nonprofit concept.
Word It Out
Word It Out helps create word clouds from any text, similar to the way Wordle does. The text needs to be pasted into the box assigned for it. The application enables the word cloud to be personalized as per requirement and lets you choose the font, color theme, and the size as well. If you do not want to use certain words, would like to exclude them, and lets you ignore them and keep them out. This application does not need a log in, however to use the saving options, email is required. You can also get a screen print by right clicking your mouse.
Make Word Mosaic
This one is from Image Chef and is one of the best creative tools you can find for your classroom. This helps bring out the creativity in students. You can experiment with different colors, fonts and shapes, and is an easy to use word cloud. You can email your creations to various social network forums and have them posted/embedded. Saving information is easy and can be accomplished with the push of a button. If you require larger images with better resolutions, you need to pay accordingly. This one too does not require email or login, though it would make sense to go through the terms and conditions before setting off.
Wordsift
Wordsift is presented by Stanford University and allows you to do anything with or to a word. Though it does not have the features Wordle has, it is a versatile app that lets you study a word cloud. The words may be listed by their commonality and rarity, and allows them to be listed in order, alphabetically. By merely clicking on a word, Wordsift lets you view the meaning in an online dictionary; helps view the images through Google, and understand the word sentence placement as well. The subject they are related to, through a specialized color coding system can view words. It lets you analyze lengthy speeches and oratories. This app does not require email or login and print is through screen print.
TagCloudGenerator
The moment you enter a website address, this tool takes you there. The results can be downloaded and used with relative ease. There is a service available for WordPress-powered sites as well.
You Are Your Words
This great tool shows you the fun way to match words as well as how to upload a picture to share with friends on social networking sites or through email. This free tool is available thanks to the American Heritage Dictionary.
VocabGrabber
This is one great creative tool that helps students analyze a set of words. It has more than enough features that can be used to create lessons to understand what you're reading a bit better. VocabGrabber, as the name suggests, picks the most useful words in the text and tells you how these words have been used according to the context. All you need to do is cut, copy, and paste text from any document and hit Grab Vocabulary and watch the magic unfold. The list of vocabulary that is thus created by VocabGrabber can be sorted and saved. Mere clicking on the word pops up definitions of the word from Visual Thesaurus.
About the Author
Kate Smitty is an education blogger who loves to share easy study methods and teaching solutions. She also reviews various career-oriented programs to help the young and budding children.
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Monday, 18 April 2016
Monday, 11 April 2016
Concept Development Process (Innovation Process)
Basic designers begin to design a real product right after conducting TREND research, which could end up with copying things from other design.
Monday, 4 April 2016
Context Mapping
STEP ONE-1: Key Questions Generation through Five Human Factors Analysis
1. Physical: How do people experience their physical interaction with things and other people? What do they touch, push, pull, open, close, lift, carry, control, and so forth?
2. Cognitive: How do people associate meanings to things they interact with? What are the various interactions that require people to think? What do they read, research, process, assess, and decide?
3. Social: How do people behave in teams or in social settings? How do they formally and informally interact, make decisions, coordinate actions, make schedules, and work together?
4. Cultural: How do people experience shared norms, habits, and values? What, if any, shared values seem present? How are they manifest?
5. Emotional: How do people experience their feelings and thoughts? What in the environment is triggering these emotions? Are people sad, aggravated, frustrated, or happy?
STEP THREE: ACTUAL USER INTERVIEW
User Research Plan
A User Research Plan is a method for organizing the research portion of a project. The method is a disciplined approach to define all aspects of the work to be done. It sets forth the stated goals of the research including, types of people to be studied, the desired number of participants required, what is hoped to be learned, a protocol for interacting with participants, a statement about methods used to collect user information, the possible output at various stages, work sessions, a timeline, and a budget.
Thursday, 31 March 2016
Cookid | Reframing Studio
Cookid
Contributing to parenting well-being in daily interactions by design
'Cookid' started as a graduation project at the Delft University of Technology, with the main objective to introduce a new activity in the context of daily parenthood that contributes to the happiness of parents and their infants both now and on the long run. The project is a collaboration between the master Design for Interaction, the design company Spuni (located in New York) and the Delft Institute of Postive Design (DIOPD).
Cookid stimulates parents to involve their infants in the process of cooking. The different product elements are designed to fit together in multiple ways, in order to stimulate explorative use and play with pieces of vegetables and product parts. The child's natural movements are utilized in a beneficial way by the various parts, which facilitate easy cooking actions like cutting, mashing and cracking. This way, young infants can proudly contribute to the dinner preparation.
Value
Cookid introduces a new (and daily) activity for parent and child by engaging infants (1,5 up to 3 years old) into the kitchen in an explorative and playful way. The child's safe involvement gives the parent enough space to prepare a healthy meal while enjoying the child's presence in the kitchen. This way, Cookid initiates a daily moment to connect for both, instead of rushing through dinnertime. Integrating Cookid in the cooking process and on the dinner table helps the child to understand the transition from cooking towards eating dinner, while given the opportunity to positively relate to healthy food at an early age.
Method
A positive design approach was followed throughout the process. If you are interested to learn more about this unique approach, please visit the website of DIOPD (www.diopd.org). The further development of Cookid is managed by Spuni.
Category
Health and Science
Project kick-off
September 2014
Project delivered
April 2015
Type
Product Design
Project size
Large
Project developers
Lotte Jacobse
Deliverable
The project resulted in an overview of positive design opportunities in the context of early parenthood, the detailed concept of Cookid including four different prototypes and a final thesis, which will soon be available for download on this page.
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