2023-1 AR/VR Design & Fabrication Studio (CITE490K-01) The course syllabus

1.Course Information

Course No. CITE490K Section 01 Credit 3.00
Category Major elective Course Type Classroom Course prerequisites
Postechian Core Competence
Hours TUE, THU / 09:00 ~ 10:40 / C5 MAKERSPACE3 [003-1] Grading Scale G

2. Instructor Information

Park Juhong Name Park Juhong Department Dept. Convergence IT Engineering
Email address juhpark@postech.ac.kr Homepage www.juhongpark.com
Office C5, 218 Office Phone 054-279-8875
Office Hours After each class time.

3. Course Objectives

XR 기술을 활용한 컨텐츠 제작 기법을 배우는 수업입니다.
강의장소는 체인지업 그라운드 메이커스페이스 306호 입니다.

이번 학기는 One Million Dance Studio 팀과의 협업으로 Motion and Technology 라는 주제로 프로젝트를 진행합니다.
AR, VR, XR, Computer Vision, Stereo Camera 를 활용한 댄스에 관련한 응용 기술을 개발합니다.

4. Prerequisites & require

None

5. Grading

Grading Policy: Total 100%
Class Preparation and Contribution: 20%
At every class time there will be quick class assignments that each student should
submit on the class blog by the end of the day (uploaded to class blog which will
have time marks). These assignments are mainly exercising demonstrated tutorials
covered during class time.
Weekly Project: 20%
Each week, there are fragmented prototypical projects. No late submission will be
accepted and all students in a team will get zero credit.
Final Review: 30%
Final Submission: 30%
Attendance
Every student is expected to attend every class session and stay in a classroom
during the assigned class time. This course however accepts any students’ missing
due to sicknesses, illnesses, family emergencies, conferences, or field trips. To
waive any missing classes, students are required to submit hard copies of letters
from relevant parties.
Grade Points Per Credit
A+ : > 97% point grades A : > 93% A- : > 90%
B+ : > 87% point grades B : > 83% B- : > 80%
C+ : > 77% point grades C : > 73% C- : > 70%
D+ : > 67% point grades D : > 63%
F : ≤ 63% point grades

6. Course Materials

Title Author Publisher Publication
Year/Edition
ISBN

7. Course References

Reading Materials:
Several articles and reading materials will be uploaded to the course website or distributed
electronically. However, there is a supplementary list of references
For learning and design process:
Perkins, D. N. (1994). Creativity: Beyond the Darwinian paradigm. In M. A. Boden
(Ed.), Dimensions of creativity (pp. 119-142). Cambridge, MA: MIT Press
Perkins, D. N. (1995). Insight in minds and genes. In R. J. Sternberg & J. E. Davidson
(Eds.), The nature of insight (pp. 495-534). Cambridge, MA: MIT Press
Perkins, D.N., & Grotzer, T.A. (2005). Dimensions of causal understanding: The role of
complex causal models in students' understanding of science. Studies in Science
Education, 41, 117-166.
Parnas, D. L., & Clements, P. C. (1986). A rational design process: How and why to fake
it. IEEE Trans. Softw. Eng., 12(2), 251
Graham, P. (2010). Hackers & Painters: Big Ideas from the Computer Age (1st ed.).
O’Reilly Media.
Rittel, H. W. J. & Webber, M. M. (1973). Dilemmas in a general theory of planning.
Policy Sciences, 4(2), 155-169. Schon, D. A. (1995). The Reflective Practitioner: How
Professionals Think in Action. Ashgate Publishing.
Schön, D. A. & Wiggins, G. (1992). Kinds of Seeing in Designing. Creativity and
Innovation Management, 1(2), 68-74.
For programming language tutorial:
Downey, A., Elkner, J., & Meyers, C. (2009). Learning with PYTHON: How to Think
Like a Computer Scientist (1st ed.). CreateSpace.
Perry, G. (1994). Absolute Beginner’s Guide to C (2nd ed.). Sams. Farrell, J. (2010).
Programming Logic and Design: Comprehensive (6th ed.). Course Technology.
Venit, S. & Drake, E. (2010). Prelude to Programming: Concepts and Design (5th
Edition) Addison Wesley.
For software design and programming:
Bentley, J. (1999). Programming Pearls (2nd ed.). Addison-Wesley Professional. Martin,
R. C. (2003). UML for JavaTM Programmers. Prentice Hall. Glass, R. L. (2002). Facts
and Fallacies of Software Engineering (1st ed.). Addison Wesley Professional.
Beck, K. & Andres, C. (2004). Extreme Programming Explained: Embrace Change (2nd
ed.). Addison-Wesley Professional. McConnell, S. (1997). Software Project Survival
Guide (1st ed.). Microsoft Press.

8. Course Plan

https://docs.google.com/spreadsheets/d/16ihiq77-jawLGwALj2BVH4FNTIZEChwnwpNw8drY5-M/edit?usp=sharing

위의 링크에서 업데이트된 강의스케쥴을 확인하세요
Please use the above link to check any updates in class schedules.

1 2023-2-21 월 Intro to AR/VR with ㅡMotion and Technology
Intro to Motion (Dance)
Intro to Technology

Basic AR/VR for Motion and Computer Vision
2 2023-2-28 월 Motion Basics 1
Computer Vision Intro

3 2023-3-7 월 Motion Basics 2
Computer Vision Object Detection

4 2023-3-14 월 Motion Basics 3
Computer Vision Motion Tracking

5 2023-3-21 월 Final Project Discussion 1


Intermediate AR/VR Motion and Motion Tracking
6 2023-3-28 월 Intermediate Motion 1
Intro to Stereo Camera

7 2023-4-4 월 Intermediate Motion 2
2D/3D Motion Data

8 2023-4-11 월 중간고사 주간 (수업 휴강 Mid-Term Week No Class)


9 2023-4-18 월 Intermediate Motion 3
Motion Data Visualization and Analysis

10 2023-4-25 월 Final Project Discussion 2


Project Development
11 2023-5-2 월 Student's Own Project Development Week 1
Pre-Production Consulting Team 1 ~ 3

12 2023-5-9 월 Student's Own Project Development Week 2
Pre-Production Consulting Team 4 ~ 5

13 2023-5-16 월 Student's Own Project Development Week 3
Pre-Production Consulting Team 6 ~ 8

14 2023-5-23 월 Student's Own Project Development Week 4
Pre-Production Consulting Team 9 ~ 12

15 2023-5-30 월 Final Project Review


16 2023-6-6 월 기말고사 기간(수업휴강 - Final Exam Week - no class)

9. Course Operation

This fall studio is about learning independency. Instead of following instructor’s guides,
students are asked to embark their own journey to explore unique research processes. Students
are asked to interpret their seemingly pre-matured research ideas into productive solutions.
Students are responsible for setting feasible schedules and workloads every week.
Students are challenged to criticize their established solutions and evaluate their progresses.
Design is about walking through paths students never have traveled before. The paths,
accordingly, are long and whirlwind. Students will experience challenging moments and may
feel frustrated. However their overcoming experiences will be quintessential assets in their future
design explorations. Acquiring an experience of walking through a complete dark tunnel that
shows seemingly no exit, and finally realizing that the tunnel actually never has existed are the
main purposes of the research project.

“Their work is going to fill a large part of your life, and the only way to be truly satisfied is to do
what you believe is great work. And the only way to do great work is to love what you do. If you
haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart, you’ll know
when you find it.”
Steve Jobs

10. How to Teach & Remark

Research Topics
Students are encouraged to choose their own research topics.
These are simply suggestions.
* XR Game
* XR Physical Exercise, sports
* XR Zoo, or Acquarium
.
Theoretical Backgrounds:
What is design? What is the design process? Despite more than forty years of design studies,
design seems still to be an obscure process. There is no consensus on what design is, and what
the design process is. It is hardly possible to describe how architects develop their creative
designs. One widely held view of design is Simon’s (1973) definition of design as an
“ill-structured problem,” or Churchman’s (1967) “wicked problem,” because of its ambiguous
goals and incomplete information (Voss and Post, 1988). The solutions to this ill-structured
problem in design are still as various as design definitions are.
Rittel and Webber (1973) described design as a “problem-defining process” in which
designers located the problem among “complex causal networks.” Parnas (1986) described a
design process as a "long sequence of design decisions, with no clear statements of why [the
designers] do things the way they do." They explained the intractable nature of the design
process as identifying ambiguous boundaries and exploring endless “causal chains” in the
solution space. Rittel (1972) illustrated the use of causal patterns in solving wicked problems,
such as consequential, non-deterministic, relational, and recursive causality and concludes that
naive scientific approaches (rationality) might not be able to solve wicked problems because of
these complex causalities. This workshop revisits Rittel and Webber’s (1973) description of the
characteristics of wicked problems from the perspective of complex causal patterns.
Work Load:
This subject only cares about how each student’s learning progress over the semester. Students
do not need to bring fancy ideas or projects. It is not recommended to use any external source
codes either sample programs. Rather, this subject cares how much students’ fluency and
competency in using digital tools for their architectural projects are improved compared to
themselves on week 1.

Announcements / Assignments on the Class Blog.
Students are responsible to follow and update themselves by frequently visiting the course
website. All students’ assignments, reading materials and documents will be uploaded on the
class blog and be open to the public. All course materials will be distributed electronically.
Students are responsible for downloading course materials that are accessible during the
uploaded week and the link will be deleted after at the end of each week.

11. Supports for Students with a Disability

- Taking Course: interpreting services (for hearing impairment), Mobility and preferential seating assistances (for developmental disability), Note taking(for all kinds of disabilities) and etc.

- Taking Exam: Extended exam period (for all kinds of disabilities, if needed), Magnified exam papers (for sight disability), and etc.

- Please contact Center for Students with Disabilities (279-2434) for additional assistance