Rupture: An Autobiography in Earthquakes

The data visualization creates an analogous bridging of the space between memory and recollection.

"In Rupture I travel from my own cultural and political experience of growing up in Jamaica, through a contemplation of the poignancy within a personal snapshot, to an examination of the fractured process in which our brains separate and later reassemble our past. The seismic movements of the earth are analogous with this process."  -David Green

Rupture Banner
Rupture: An Autobiography in Earthquakes
Tuesday, May 7, 2013 - 3:00pm
Lab Member: 
Martha Ladly
David Green

The Future of Carbon Information: About Consumer Products


Canada is behind in the effort to curb carbon emissions: it ranks 15th out of 17 for greenhouse gas per capita emissions out of all OECD countries (OECD Environment Directorate, 2008). A portion of carbon emissions relate to production and consumption of goods. In the marketplace, there are innovations in assessment of consumer goods that could allow the widespread comparison of carbon impacts at the product-­‐level. It is unclear which drivers will be the dominant factors that influence the future use of carbon life‐cycle assessment of products (CLCA). The foresight process known as "Cone of Plausibility" is used and enhanced to manipulate important drivers which create four scenarios for CLCA in Canada over the next 10 years. This study provides scenarios for business, government and research institutions attempting to innovate in the retail space to test out their strategies and to evaluate if they are salient in each scenario.  

The future of carbon information
Tuesday, August 12, 2014 - 5:30pm

Clever Devices


  • Trend identification, analysis and sythesis
  • Taxonomies of technological devices
  • User centred design and research approaches
  • Prototyping, storyboarding, process flows and wireframes
  • Innovation approaches or processes, including UCD and bottom-up movements
  • Models of communication: one-to-one, one-to-many, one-to-few
  • Interface, navigation and interaction
  • Multisensory, multitouch, gestural interfaces – special focus!

For a summary May 2011 Clever Devices concepts please see summary document found here.


Clever Devices Banner
Tuesday, August 12, 2014 - 5:30pm


The Astound Summit’s overarching goal was to provide content producers with opportunities to explore the importance of connecting with their audiences, viewers and users. The presentations, panel discussion and clinics were designed to introduce participants to the best ways to integrate audiences into the design process and leverage these relationships in order to secure financing and investment. The Summit was designed to provide participants with a comprehensive understanding of the role of audiences in relation to the development of their projects, as well as tools, frameworks and options to help them grow sustainable businesses.

At the heart of the Summit was a series of clinics designed to provide participants with a hands-on opportunity to play with audience engagement concepts and tools.



These clinics provided participants with an opportunity to explore participatory design techniques (PDT) that can be used throughout the innovation lifecycle. These included: the Design Research Techniques Map, the PDT Card Deck and the concept of participatory design (audience engagement) goals. Participatory Design techniques are a broader category of tool sets that engage multiple stakeholders — including diverse audience sets, various partners (including investors), and internal team members. Design Research techniques typically focus on participatory design techniques that engage audiences in the project lifecycle.

With aids of templates and instructions, content producers were encouraged to consider the techniques that were most useful to their participatory design goals.



This exercise helps content producers explore the ways in which participatory design techniques can help identify, understand and engage audiences or other stakeholders.



What stage in the development of your project are you in? We have organized a project life-cycle in 6 typical stages in 3 main phases: Discover (includes Define), Design (includes Concept), Implement (includes Evaluate). You may, however, use your own terms or designations here. 



WHAT: What is it?; What media-type or platforms are you designing for? 

WHERE: What markets, places or situations is it designed for?

WHEN: When is it being launched; is it designed for a particular time of day, event or activity? WHY: What need does it meet? What job does it perform? 

WHO: Who are your assumed users / customers / audience members?



What goals might using Participatory Design Techniques help you attain? Consider the following examples and try to answer the questions:


  • Identify: Do you want to know who your potential audiences are? DO you want to know what matters?
  • Understand: Are you looking to understand your customers or audience better? Do you how your idea will fit into their lives, solve pain-points, or enchant them?
  • Co-create: Are you trying to co-create with your customers or audiences, ie involve them in the development of your project? 
  • Acquire: Build or expand a base of fan or customers that you can leverage for marketing and promotional purposes? 
  • Retain: Is your audience dropping off? Do they download or access your offering but fail to follow through or return?



Use the grid to sort your PD technique cards against goals and stage of project.



4 smaller images demonstrating interactive content
Tuesday, August 12, 2014 - 5:30pm


Third year students taking the Ambient Experience Design class were tasked with creating an outdoor way finding and identity system that aimed to encourage people to move between the GradEx sites and generally, to improve the ambience of the McCaul Street corridor. Traditionally, at the Gradex, people have spent time at 100 McCaul, and then left. Students exhibiting in the other buildings felt left out. We needed to create a visible, active and inclusive streetscape.

The students, under supervision of professor Job Rutgers, created animated concepts that helped to establish visual connections between the buildings and created beacon like functions to attract people. For example, existing planters along MCaul Street were transformed by Joycelyn and Danillo into  moments where people can huddle, sit, relax, and engage, in fun and interesting ways along the street landscape. Miranda and Roxanne designed spatial interventions that produced ‘Instagram moments’ for visitors to take pictures with themselves. The window of the OCADU shop was converted into a large light box, animating the street in day and night. Adam and Max supported the projects with graphic design ideas. Greg Moock helped to build the ideas into reality.

This class was an example of learning beyond the classroom. The opportunity to work with a real problem, some budget and getting to see your ideas through to implementation provided challenges, but also a steep learning curve on design. The initial ideas that arose in the classroom had to be translated into actionable designs and then built. This connection between idea and realization is valuable, but a lot of hard work to get it done. Perhaps the greatest learning is the need for resilience, of which the students showed to have ample!

Photograph of red plexiglass letters reading "@60" with people in the background.
Tuesday, May 5, 2015 - 6:30pm