This talk discusses our ongoing work to re-appropriate public spaces through digital interactive art. The Public and Performative Interaction Group recently organised a workshop that brought together artists, designers, and computing scientists for a two-day event. Our Goal: to create a working prototype of an interactive installation in just two days. Over the course of the workshop, we developed a concept, implemented the interface, and deployed this on the University of Glasgow Campus. Our untitled piece brought light, play, and interaction to a relatively derelict and empty space on campus, bringing new life and new ideas to the digital urban landscape.
We recently completed two showings of the Sunken Ripples Interactive Experience, where a spherical display acts as a portal to an underwater world. During Sunken Ripples, audience members can interact with the sphere to control the jellyfish creatures on the IMAX screen. Small interactions on the sphere ripple out into huge proportions in this playful installation.
In November, Julie Williamson (University of Glasgow) and Audrey O’Brien (Visual Artist) ran a workshop two-day workshop to explore ideas and concepts for a digital art installation for public spaces. The goal was to create and design with concepts such as playfulness, performative interactions, surveillance, touch, and lighting. The only requirement placed on workshop participants was to create a working prototype together during the two-day event. At the end of the workshop, the participants exhibited the final prototype in a pop-up exhibition on the University of Glasgow campus.
Over two days, this micro-residency brought together artists, designers and computing scientists from a wide variety of backgrounds. The workshop began with an exploration of the installation site. The installation was staged in a dark space beneath one of the University building, positioned below a busy pedestrianised walkway. The final product was composed of six touch sensitive pendulums arranged around a spherical display. Touching the pendulums produced music, with each pendulum creating different visualisations on the sphere. The video below showcases the final installation from the pop-up exhibit.
I recently presented my work with John Williamson on pedestrian tracking as an evaluation tool for public displays. If you are interested in trying these tools for your own research, check out the documentation and tools available on my Pedestrian Tracking Site.
The tool can track pedestrians in overhead video, visualise pedestrian trails, and analyse the pedestrian traffic.
This week at the University of Glasgow, passers-by may have seen a mysterious installation in the walkway between the Boyd Orr and the Sir Alwyn Williams Building. The installation involves a spherical touch sensitive display and eight interactive boxes filled with coloured light. The display is encircled by a ring made up of these boxes. Passers-by must enter the circle to touch the display and explore the installation’s interactivity.
The installation explores issues of playfulness in public spaces, environmental control, and discovery of interactivity. We have placed the installation in this public space in order to understand how passers-by engage with an unknown interface in a public space, what they do when confronted with something playful in nature, and how they explore its capabilities.
This work comes from a five month collaboration between the University of Glasgow and Pufferfish Ltd in Edinburgh. The project revolves around understanding how novel display form factors influence how these displays are used in public spaces.
This year I am teaching Software Engineering IT, a masters level software engineering course for students without a previous background in computing science. This is the first course I have ever taught, and I wanted to bring some of my defining experiences at UC Irvine across to my teaching here at Glasgow. I was amazingly fortunate to take Software Engineering with André van der Hoek, where I was taught software engineering from a design perspective. This perspective was core to André’s teaching, and I hope I’ve done it justice here and helped spread this mantra that I stand behind. Although I have now gone off the HCI and sociology deep end, software engineering was one of my favourite topics as an undergrad and André’s course contributed to my love of research and creativity in my work.
- For the first lecture of the class, I wanted to drive home some important points about creativity and problem solving in software engineering. During the lecture, the class was split into teams to participate in a tower building challenge.
Design the tallest possible tower given the materials.
Your tower must be able to support the weight of one large tub of Play-Doh.
Tower will be judged based on functionality (does it support weight?), height, and beauty.
The teams were left with 25 minutes to design and build the best tower possible. However, the lecture was grounded on some important software engineering concepts that I wanted to highlight with our towers.
I asked the students if they would’ve built better towers if I provided them with the duck tape I had in my box of tricks. In software engineering, that duck tape is like the library or framework you might have not been aware of or chosen not to use. In the tower, not using the duck tape as a tool seems silly. In software engineering, use of appropriate tools and frameworks makes an even bigger difference.
What do Towers Look Like?
I also challenged assumptions and design decisions in the tower process to highlight the importance of good requirements. I changed the challenge at the end by asking for a tower that could suspend from the ceiling. How many of the designs would still work? What about if when I said tower I really meant bridge? Would you simply turn the tower sideways as say “this is a bridge” or would you start with a new design? I wanted to demonstrate that we often re-purpose software and use it in ways it’s not intended because we can, but this leads to lots of headaches down the line. You wouldn’t just repurpose the tower when it obviously wasn’t fit for purpose, and we shouldn’t do that with software either. I also touched on the idea that a good tower design might support re-use and extension more easily, which leads to…
Design Patterns for Towers
Towers have design patterns as much a software does. I demonstrated a simple construction technique for the towers to show the students how much a proven design pattern can improve your final product. Thus far, I think the best joint for tower building given our material set is to place two dowels end to end, wrap tightly with paper, and secure down with a small amount of Play-Doh. After showing this technique, we discussed how it might make much stronger and taller towers. Again, I asked if the students would just augment their design or start fresh given the new knowledge. Towers have design pattern and so does software, and we’ll be learning and applying them in this course.
I tried to use the tower not only to give a flavour for the level a creativity and reflection I expect during the class, but also to show some hopefully compelling examples of why the intangible or difficult to visualise software pitfalls are important to address in the software engineering process. I think I am going to really enjoy my first semester of teaching.
Some of the Final Results
It turns out that adding “Beauty/Creativity” as one of the tower judging criteria led to some very interesting designs.
Special thanks to André van der Hoek and Alex Baker who not only first exposed me to software engineering as design at UCI in 2006 but who also guided and supported me while preparing for this course.
Welcome to the SoCShop! Our brand new space for electronics prototyping is open for business in the School of Computing Science. In the Lilybank Gardens Room F102, you’ll find a variety if resources ready to support research in the School of Computing Science.
The SoCShop has a good assortment of components available for electronics projects, such as LEDs, jumpers, sockets, pins, and clips. We have a full range of resisters and capacitors, as well as a reasonable selection of diodes. We also have a variety of commonly used integrated circuits (ICs). A small selection of breadboards are also available.
Need to solder something? The SoCShop has everything you need to get started. Two ERSA RDS80 soldering stations are available to use, along with all the necessary accessories, including solder, flux, desolder braid and pumps and helping hands. Workshops and training are available if you are interested in learning how to solder. Visit the workshop for more details.
The SoCShop has two workspaces where you can spread out and get things working. The first workspace is a large standing desk fitted with an ERSA soldering station, desktop power supply, oscilloscope, and portable multimeter. Mains power is also available at this workstation. Tools and supplies, such as side cutters, pliers, veroboards, wires, and soldering supplies are all available at this workspace.
The SoCShop also has a variety of random tools and helpful stuff available, such as heat shrink materials and heat gun, a hot glue gun, and network toolkit. So come by and have a look at all the resources that are available.
As promised, here is the evidence of my stand-up debut with Bright Club Glasgow. It was amazing fun and I would recommend this to anyone!