This course introduces students to physical technologies that interact with our bodies and environment through sensors and actuators, systems that are already embedded into our daily lives. A field of creative practice that is sometimes referred to as physical or material computing, this course requires no prior knowledge of coding or electronics, providing a hands-on introduction to integrating physical technologies and computing in creative practice. As a part of this course students can create their own devices, instruments, systems or wearables, applying ideas of interaction design to physical experiences. Through investigations of physical computing technologies, discourses and practices the course also introduces critical perspectives, considering how technology is a cultural and creative material, studying and testing how physical computing can be embodied, how it can integrate, mimic and intervene with systems that are environmental and behavioural, natural and engineered. While grounded in design and the visual arts, this course is suitable for any students with an interest in creative approaches to computing and electronics.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- create designed objects and experiences that incorporate environmental, behavioural and material factors;
- navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice;
- participate and engage with/in collaborative creative processes and projects;
- contextualise your work within fields of discourse and practice through writing and reflection; and
- incorporate ethical and critical approaches to technological and material practices.
Additional Course Costs
Students are required to purchase hardware for this class. To begin with an Arduino Uno (minimum) will be necessary as well as a breadboard, breakout wires and a cable to connect their Arduino to their computer. While a working kit is provided in class and a repository of additional components, students will likely need to purchase additional components to make their projects. These materials are available to purchase from online stores or at select local businesses. A detailed guide is available in the online class resources.
Student contribution amounts under the Higher Education Support Act 2003 (HESA) and tuition fees support the course described in the Class Summary and include tuition, teaching materials, and student access to the workshops for the stated course hours.
Students have the option to obtain After hours Access to workshop and studio spaces outside of class delivery. After hours Access is defined as access to workshop and studio spaces outside of business hours between 6.00pm and 10:00pm Monday to Friday and 9am – 4pm Saturday - Sunday. It is afforded to students by paying an After hours Access Fee each semester.
For further information and to Pay Materials and Access Fees go to: https://soad.cass.anu.edu.au/required-resources-and-incidental-fees
Required Resources
Students are required to bring a laptop to class to work with their Arduino. Students need to bring along their kit to work on circuits during class. The provided kit will need to be returned by week 14 (latest).
Recommended Resources
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Staff Feedback
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Deep Dive: Introduction to Arduino environmentPractical experiments with the basic environmentLiterature: The Physical Computing Community & Critical Design | |
| 2 | Deep Dive: Digital and analogue inputsPractical experiments with digital and analogue inputsLiterature: Bio-sensing, haptics and E-textiles | |
| 3 | Deep Dive: Outputs and actuatorsPractical experiments with outputs and actuatorsLiterature: Robotics, Sound | |
| 4 | Deep Dive: Inputs and Outputs Together at Last [ONLINE]Development and presentation of practical experiments with inputs and outputs.Literature: Audio visual practicesLiterature: Processing, Surveillance, Internet of Things | 1. Inputs & Outputs Sprint (10%) |
| 5 | Deep Dive: Expanding From the Arduino Environment [ONLINE]Project development & consultationsPractical experiments with inputs and outputs | |
| 6 | Deep Dive: Sources of Power [ONLINE]Transduction Template Presentations & Discussions.Group formation for Assessment 4, 5 and 6 | 2. Transduction Template (20%) |
| 7 | Project development & consultations | 3. Critical Physical Computing Project Profile (10%) [online individual submission] |
| 8 | No Class - Public Holiday | No Class - Public Holiday |
| 9 | Project development & consultations | 4. Project Pitch, Monday (10%) [online group submission] |
| 10 | Project development & consultations | |
| 11 | Project testing | |
| 12 | Final Project Presentations and Discussion | 5. Project Presentation (20%) [group presentation] |
Tutorial Registration
Required: Use TimeTable for Self-Enrolment
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Inputs and Outputs Design Sprint | 10 % | 14/03/2024 | 28/04/2024 | 1,2 |
| Transduction Template | 20 % | 28/04/2024 | 11/04/2024 | 1,2 |
| Critical Physical Computing Project Profile | 10 % | 15/04/2024 | 29/04/2024 | 2,4 |
| Intelligent Interventions Project Pitch | 10 % | 29/04/2024 | 13/05/2024 | 1,2,3,4 |
| Intelligent Interventions Presentation | 20 % | 23/05/2024 | 06/06/2024 | 1,2,3,4 |
| Intelligent Interventions Report | 30 % | 07/06/2024 | 21/06/2024 | 1,2,3,4 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation
Due to the physical nature of the content this course has been designed for students to attend with a number of opportunities that are assessed and indicative for students to present their work and get feedback. Participation in the weekly classes is essential to fulfilling the learning outcomes of this course. If you cannot attend all of the scheduled classes, please consider a different course. Participation is also essential in online forums and blogs for this class.
Assessment Task 1
Learning Outcomes: 1,2
Inputs and Outputs Design Sprint
The Design Sprint is an excellent place to test, document and develop work. The format is simple, in a limited time-frame, develop a prototype that you can showcase to an audience and discuss with your peers. The sprint has been a popular context for designers, artists and makers of all kinds to generate working tests for new ideas. We will use this format inside of our Week 4 workshop so come prepared with your what you need to make a prototype.
So far we have learned how physical computing implements techniques of sensing and actuation. Inside of this class you will be given exactly 1 hour to develop an Arduino circuit that involves at least one input and one output. The parameters of the circuit are left considerably open so that you can generate tests that align with your own interests. After 1 hour of development students will showcase their circuits to each other to discuss and reflect.
Students are required to upload a photograph of their work and their .ino code file to Wattle for submission. All code should be generously commented including any references to other people's work. Verbal feedback will be delivered in class and a numeric mark will appear on Wattle. This assessment is designed to test your working knowledge and application of physical computing fundamentals. A numerical mark will indicate to you whether you are ready to move forward or whether you need to revise the content of previous classes and dig deeper to further develop your understanding.
Build and Presentation in class Week 6
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (50%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, changes lack meaning. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and some attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. OR The components/circuits and/or code lacks connection with other practitioners and their work. | The components/circuit and/or code in the project does not function because it is not appropriately put together. OR The components/circuits and/or code lacks any connection with other practitioners and their work. |
Assessment Task 2
Learning Outcomes: 1,2
Transduction Template
So far we have learned how physical computing can be understood as a series of acts of transduction, transforming one form of energy into another (eg. light into sound etc.). This independent project requires you to use the knowledge you have developed from our deep dives into physical computing topics and methodologies and apply these to create your own design that implements techniques of sensing and actuation. You may choose to incorporate analogue and/or digital components, the minimum requirements being the inclusion of at least one sensor and one actuator. These components are to be developed into a prototype that should take into consideration the phenomena and environment for which they are designed to interpret.
Students are required to upload a photograph of their work, a circuit diagram/drawing and their .ino code file to Wattle for submission. All code should be generously commented including any references to other people's work.
Final presentation in class in Week 6.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (50%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, changes lack meaning. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a some attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. OR The components/circuits and/or code lacks connection with other practitioners and their work. | The components/circuit and/or code in the project does not function because it is not appropriately put together. OR The components/circuits and/or code lacks any connection with other practitioners and their work. |
Assessment Task 3
Learning Outcomes: 2,4
Critical Physical Computing Project Profile
Now that you have demonstrated your knowledge and ability in making physical computing projects this short report asks you to research ethical and critical approaches to the field. As we have seen over the Deep Dives into this field, physical computing projects can be produced as a way to respond to a real world issue, a wicked problem or an ethical conundrum such as climate catastrophe, accessibility, gender equality, surveillance capitalism etc. Yes, critical issues can even come from within the world of technological innovation itself. How do designers and artists utilise physical computing to make critical interventions, critiques or to offer ethical propositions or alternatives to real world problems? In this report, choose one contemporary project to profile that fits within this theme and write a 300 word description about the project and post it on our “Research and Development Forum” on Wattle. Your post should include a selection of media; words should also be accompanied by images, video, audio etc. that document the project you are profiling. Your entry should use academic referencing.
The project you choose to profile should have significance to the research and work you are doing on your Group Project or should have a connection with the work you have done to date in this class.
Your post should attend to the following formatting and questions:
1. Title of the Project
2. Year of Production/Presentation
3. Authors
4. What is the critical issue that this project seeks to discuss?
5. What does the project say about the issue?
6. How does the project work?
7. What are the technologies, components, code being used in the project?
8. Personal reflections or conclusions about the project.
Project Profiles will be due on the Research and Development Forum by Monday of Week 7 and you will be required to write some feedback on approximately three other Project Profiles that have been posted. This could be a couple of sentences responding to the project itself. You could offer some links to literature that connects with the profile. Your response should be discursive and generative. This feedback is due by 9am on the day of our class in Week 7. Your feedback will be assessed.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | High Distinction 80-100% Work of exceptional quali | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a some attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. OR The components/circuits and/or code lacks connection with other practitioners and their work. | The components/circuit and/or code in the project does not function because it is not appropriately put together. OR The components/circuits and/or code lacks any connection with other practitioners and their work. |
Contextualise your work within fields of discourse and practice through writing and reflection (5 0%) LO4 | Discussion of the project evidences deep understanding of the fields and issues that have been engaged with and the writing shows a critical awareness of how this research will aid in developing further work. | Discussion of the project evidences considered understanding of the fields and issues that have been engaged with and the writing shows a critical awareness of how this research will aid in developing further work. | Discussion of the project evidences good understanding of the fields and issues that have been engaged with and the writing shows a good awareness of how this research will aid in developing further work. | Discussion of the project evidences satisfactory understanding of the fields and issues that have been engaged with and the writing shows satisfactory awareness of how this research will aid in developing further work. | Discussion of the project does not understanding of the fields and issues that have been engaged with and the writing does not show awareness of how this research will aid in developing further work. |
Assessment Task 4
Learning Outcomes: 1,2,3,4
Intelligent Interventions Project Pitch
In this project you will create an interactive system as a part of a collaborative group. Demonstrate your collective knowledge of physical computing by producing an interactive object or environment that engages in an act of critical intervention. Projects may take the shape of (but not be limited to) product design, interactive art, or critical engineering. The system can include more than one Arduino circuit and could be embedded or performative.
Groups should be made up of no less than three and no more than four students.
This project will be developed and assessed iteratively. The first stage is the Project Pitch, the second is the Project Presentation and the last is the Report.
Project Pitch Guidelines:
Each group will produce a 5 minute presentation video. This video must be posted on the Research and Development Forum on Wattle as well as being posted in the Submission Link on Wattle, due on Monday morning at 9am in Week 8.
Presentations should include the following:
• What you want to make
• What you want to discuss/critique/intervene on
• What materials, technologies and skills you need to work with and develop
• What materials, technologies and skills you already have access to
• Definition of the roles and activities of the group
• How you will achieve what you want to make in the time we have left
Note: As the weeks progress after this point your project evolve. The next iterations of the project will not be marked against what you pitch in this week.
You will be required to write some feedback on three other Project Pitches that have been posted on the Forum. This could be a couple of sentences responding to the project itself. You could offer some links to literature that connects with the profile. Your response should be discursive and generative. This feedback is due by 9am on the day of our class in Week 9. Your feedback will be assessed.
Verbal feedback will be delivered in class on your pitch and a numeric mark will appear on Wattle after your feedback on the work of your class mates as been assessed.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | High Distinction 80-100% Work of exceptional quali | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, changes lack meaning. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Participate and engage with/in collaborative creative processes and projects (20%) LO3 | There is evidence group met outside of class to develop their pitch. Roles in the group have been clearly defined and attributed and each member has been supported to contribute equitably to the project pitch subject to their strengths. Group members listened to each other’s ideas and integrated the contributions of their group as well as feedback offered from the class. | The group met to develop their pitch. Roles in the group have been defined and attributed and each member will be able to contribute to the project subject to their strengths. Group members listened to each other’s ideas and attempted to integrate the contributions of their group as well as feedback offered from the class. | The group met more than once during the semester to develop their pitch. Roles in the group could be defined and attributed more clearly so that each member is able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The group has met during the semester to develop their pitch. Roles in the group lack definition and attribution so that each member will be able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The group did not meet during the semester to develop their project. Roles in the group are undefined and unattributed. Group members have not integrated contributions of their group or any feedback offered from the class. |
Contextualise your work within fields of discourse and practice through writing and reflection (20%) LO4 | Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquently and their details are evidenced by a wide variety media. | Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content. Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence. | There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection. |
Incorporate ethical and critical approaches to technological and material practices (20%) LO5 | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation. | Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation. | The project does not consider or communicate ethical and critical approaches to technological and material practices. |
Assessment Task 5
Learning Outcomes: 1,2,3,4
Intelligent Interventions Presentation
This presentation is an important milestone to showcase your final project and to test how it might be used and interacted with. Each group will be given time to demonstrate their project. This presentation may be done through performance, games, installation, demonstration... the contexts are open. Consult with your lecturer to confirm how best to showcase your work.
To submit this work, you will be required to document your presentation using as many means as necessary or appropriate. All documentation files need to be hosted in a OneDrive folder, the link submitted to Wattle. Make sure the link works in a browser you have not signed into to assure your lecturer has access to the files. Be sure to consider user experience and diverse media types for your documentation and if the circuit is interactive (likely!) make sure to capture how people respond and interact with it. Ideas for forms of documentation could be, circuit diagrams, slides, photographs, audio recordings, videos, Arduino ino files etc. All code should be generously commented and referenced. Submissions without the working ino file and circuit diagram/drawing cannot be assessed. These assets will be useful in the next assessment.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | High Distinction 80-100% Work of exceptional quali | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural, and material factors (20%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, changes lack meaning. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (20%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions. | The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Participate and engage with/in collaborative creative processes and projects (20%) LO3 | The project presentation responds and adapts creatively and critically to the feedback offered from the class in a comprehensive way. There is evidence group met frequently and with regularity during the semester to develop their project. Roles in the group were clearly defined and attributed and each member was supported to contribute equitably to the project subject to their strengths. Group members listened and integrated the contributions of their group as well as feedback offered from the class. | The project presentation responds and adapts creatively and critically to some of the feedback offered from the class. The group met regularity during the semester to develop their project. Roles in the group were defined and attributed and each member was able to contribute to the project subject to their strengths. Group members listened and attempted to integrate the contributions of their group as well as feedback offered from the class. | The project presentation responds and adapts creatively to some of the feedback offered from the class. The group met more than once during the semester to develop their project. Roles in the group could be defined and attributed more clearly so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The project presentation evidences some of the feedback offered from the class. The group met during the semester to develop their project. Roles in the group lacked definition and attribution so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The project presentation does not reflect any of the feedback offered from the class. The group did not meet during the semester to develop their project. Roles in the group were undefined and unattributed. Group members did not integrate contributions of their group or any feedback offered from the class. |
Contextualise your work within fields of discourse and practice through writing and reflection (20%) LO4 | Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquently and their details are evidenced by a wide variety media. | Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content. Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence. | There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection. |
Incorporate ethical and critical approaches to technological and material practices (20%) LO5 | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation. | Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation. | The project does not consider or communicate ethical and critical approaches to technological and material practices. |
Assessment Task 6
Learning Outcomes: 1,2,3,4
Intelligent Interventions Report
The process of researching and developing a project relies heavily on documentation and literature reviews. This work is not often shown in a project's presentation while it has been instrumental for the development of the project. Similarly, looking under the hood, detailing schematics and code is not always possible in the presentation. This report is a place to collate all of the information and documentation and reflect and take stock of what was developed and learned during this project.
This report should be a rich document to discuss your practical experiments, theorectical reflections and project development in and outside of class. For this reason it is vital that you get into the habit of documenting your work. The document should link to and embed many different media types eg. code files, drawings, photos, videos etc. The report will also be an opportunity to share your research with reference the work of “peers”, be that designers, artists, critical makers you find relevant to the projects you’re developing and importantly, the work of your fellow students. Discuss, critique, compare and analyse your work along with practitioners in the field. Be sure to reference all of the media and sources, adhering to academic standard. Analyse how your work was received by your class mates over the weeks. You may discuss successes and failures and how you might choose to further develop the project if you had a chance.
All the information needs to be included in 1 PDF submission. This is a group submission. Word Limit 1500 words.
Required Components of Report PDF:
• Project Title
• Full names of all authors (group members)
• Outline of project and reflections according to above brief (content can include information presented in Week 12)
• Circuit diagram/s or circuit drawing/s
• Documentation of development and testing from Week 11 and more (images, video, sound etc)
• Working ino file/s and any additional code – shared link to a folder in onedrive
• Bibliography
Note: Always test that your links work. Shared folders need to have the correct permissions. To confirm this works, test your links in a private browser window so you can confirm that the link works for people other than yourself.
Rubric
| Criteria | High Distinction 80-100% Work of exceptional quali | Distinction 70-79%Work of superior quality, as dem | Credit 60-69% Work of good quality, as demonstrate | Pass 50-59% Work of satisfactory quality, as demon | Fail 0-49% Work in which the attainment of learnin |
|---|---|---|---|---|---|
Create designed objects and experiences that incorporate environmental, behavioural, and material factors (20%) LO1 | The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system. | The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they appear to manifest meaningful changes in the system. | The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system. | The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible. | The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors. |
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (20%) LO2 | The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research. | The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research. | Some of the content evidences physical computing projects that have been influential in the development of the project. While these projects have been interpreted and attempts have been made to appropriate and incorporate practical/theoretical ideas minimal attempt has been made to develop independent contributions. More work was needed to find references outside of class content. Some work has been done here to discuss the work of peers or contemporary practitioners. | The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions. | The components/circuit and/or code in the project does not function because it is not appropriately put together. |
Participate and engage with/in collaborative creative processes and projects (20%) LO3 | The project report responds and adapts creatively and critically to the feedback offered from the class in a comprehensive way. There is evidence group met frequently and with regularity during the semester to develop their project. Roles in the group were clearly defined and attributed and each member was supported to contribute equitably to the project subject to their strengths. Group members listened and integrated the contributions of their group as well as feedback offered from the class. | The project report responds and adapts creatively and critically to some of the feedback offered from the class. The group met regularity during the semester to develop their project. Roles in the group were defined and attributed and each member was able to contribute to the project subject to their strengths. Group members listened and attempted to integrate the contributions of their group as well as feedback offered from the class. | The project report responds and adapts creatively to some of the feedback offered from the class. The group met more than once during the semester to develop their project. Roles in the group could be defined and attributed more clearly so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The project report evidences some of the feedback offered from the class. The group met during the semester to develop their project. Roles in the group lacked definition and attribution so that each member was able to contribute to the project subject to their strengths. Group members could do more to integrate contributions of their group as well as feedback offered from the class. | The project report does not reflect any of the feedback offered from the class. The group did not meet during the semester to develop their project. Roles in the group were undefined and unattributed. Group members did not integrate contributions of their group or any feedback offered from the class. |
Contextualise your work within fields of discourse and practice through writing and reflection (20%) LO4 | Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquently and their details are evidenced by a wide variety media. | Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content. Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media. | Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence. | There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection. |
Incorporate ethical and critical approaches to technological and material practices (20%) LO5 | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work. | Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation. | Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation. | The project does not consider or communicate ethical and critical approaches to technological and material practices. |
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
Online Submission
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
Hardcopy Submission
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing Requirements
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
|
|
|||
Research Interests |
||||
Pia van Gelder
|
|
|
