24 February 2021
It’s the middle of February, 2021. What’s going on since I last wrote, and what’s coming up next?
Wrapping up at CaptionHub
My stint at CaptionHub got extended a little, and I finally wrapped in the middle of February, last week. Everything went as well as I could have hoped on the overhaul of some fundamental parts of the codebase that I was working on.
I’m pleased with the decisions we made. It was good to review all the work with the team and agree that, yes, those decisions we took our time over and drew so many diagrams of were sensible ones, and it had been worth investing the time at the point in the process. We added more complexity in one location, but managed to remove it from several others, and I enjoyed the points where code became easier to re-use simply because we had standardised an interface.
A pleasure to be back writing Ruby, too; not just for its familiarity, but for just how it is constantly such an expressive language to work in and to write. And, of course, a pleasure to work with such a sharp and thoughtful development team.
Working with Extraordinary Facility
I started working with Matt at Extraordinary Facility around the end of January. Let’s call this project Ilkley for now. It’s years since I worked with Matt at BERG, and I was excited for the opportunity to work with him again. I enjoy his eye, taste, and process as a designer so much. You should definitely check out his recently published Seeing CO2 prototype for an example of his approach.
Ilkley is a physical product prototype. I’m taking a prototype that existed between hardware and computer software, and shrinking it into a dedicated box: porting all the code to run on a microcontroller, building the user interface, adding necessary extra hardware to make it entirely standalone… and then designing custom circuit boards to fit into an enclosure. That means: firmware, a bit of EE, some CAD, and then iterating software to get it feeling right. Leaping back and forth between the digital and physical, and code, electronics, and atoms; from pens and paper to alt-tabbing between code editors, KiCad, and Fusion 360. It’s been highly enjoyable so far.
I’ve appreciated the way Matt is laser-focused on the outcomes he’s looking for. The existing prototypes were the design work; this phase is entirely about bringing that design to life. Implementation, feasibility, and building a roadmap for the future. Until he can get more people to use it, it’s not worth us spending time altering anything else. We still go off on diversions and discussions, of course, as we chat things over, but they’ll get gently parked before they jump their place in the queue. It’s great to still have those discussions, though!
Our first tranche of work investigated whether what Matt hoped for was possible. The answer was an emphatic yes, and by the end of it, we’d gone from a large breadboard and tangle of jumper wires on my desk to a small, custom “bench prototype” PCB. Nothing that could fit into a box yet, but something I could reliably send Matt (in New York) to evaluate and test. (Which in itself helped me prototype the answers to “how do we best ship prototypes across the Atlantic”).
I also could then start prototyping other submodule circuits on breadboards, experimenting with them whilst not worrying about the main electronics, which were ‘frozen’ thanks to having a fixed design.
One top tip from this process: something that helped enormously was continuously maintaining an up-to-date schematic of the breadboard prototype as I worked on it. As I built the tangly prototype on my workbench, I also drew it up in KiCad, altering it whenever wiring changed, or resistor values were altered. The tangle got more complex as time went on, but this didn’t matter, because there was always a map of it available in the ECAD tool. When we were happy with the prototype I’d been demoing on video calls, it was easy to start the work to turn it into a PCB because I already had the schematic. I didn’t need to start deciphering the knot of wires; I could just put them to one side and move straight onto board layout.
I did exactly the same for the small submodules as I built them; those schematics would then be ready to use again for the first ‘full’ prototype.
Progress has been really good, and I’m going to start a second phase of work soon, to take the various sub modules and bench-sized prototype, and start turning it into an entirely self-contained object. That’s going to run over the next couple of months, I’d imagine, with some gaps to get things fabricated and pull things together.
Teaching at UAL CCI
Having wrapped at CaptionHub, and with at least one client project moving on, I’m also going to be teaching an undergraduate course at UAL’s Creative Computing Institute - the Sound and Image Processing module for students in the first year of their BSc. One afternoon a week, for the next three months.
Why teach? I’m not an academic, and don’t plan to become a full time researcher or lecturer. But I’m dovetailing a small amount of teaching around my client work over the past few years - Hyper Island, the IOC, and now this.
A few answers spring to mind.
Firstly, it’s a bit about the shape of the “industry” I work within. I’m a consultant and freelancer. How do I develop talent, or share my knowledge with others? I can’t do it with the other employees of my company of one. Sharing my knowledge with students and learners through teaching engagements is one way I can. Many of my peers who are located more within the Design community integrate teaching into part of their practice well, and whilst I often use the word ‘design’ to describe a lot of my work, ‘technology’ is also an important part of my practice - and ways of integrating teaching into technical practice is something I perhaps don’t see as much of. So I’m going to see how it goes.
Secondly, I find it a great way to cast a lens at my own practice. Nothing forces you to re-evaluate your own work, approaches, or knowledge, than having to explain or discuss ideas with others. Is it selfish to say that? I don’t think so; more just to reinforce that you can’t help but learn things yourself by going through the process of teaching.
And perhaps most importantly - I learn from all the students I teach. This is in part a reflected version of the previous point - yes, I learn by looking at my own understanding and reflecting on it… but I also learn from listening and sharing with others. Students and learners at all levels bring new perspectives, expertise, experience, and ways of understanding to the table, and I (along with the rest of the group) get to share in that with them.
All of which I value. So, an opportunity arose, to think about images and sound from first principles, and ways of exploring and explaining that. I said yes.
Which all feels like a good slate for now: prototyping design products; teaching about the landscape of code; a little slack between all that for reflection and personal development and work, which (at the end of a year that was already busy before being A Bit Much on top of it all) is much needed.
29 January 2020
In the second half of 2019, I worked on a project I called Longridge. This project was to write three online courses in a series called An Introduction to Coding And Design, for a programme of courses from the Institute of Coding launching in 2020. I worked with both Futurelearn - the MOOC they’re hosted upon - and the University of Leeds to write and deliver the courses.
Those courses are now live at Futurelearn, as of the 27th January 2020!
The courses are designed as two-week introductions to topics around programming and design for beginners interested in getting into technology, perhaps as a career.
I’ve written up the project in much more detail here; you can read my summary of the work here. I cover some of the reasoning behind the syllabus, the choice of topics, and the delivery. And, most importantly, I thank the collaborators who worked with me throughout the process, and collaborated on the courses.
13 January 2020
And we’re back in 2020, with the first full week of the year being Week 367.
I did a small amount of work on Hallin, getting things shipshape for the client demo that was moved to the beginning of Week 368. Most things were in place, though I spent a few hours making one slight improvement to better reflect the existing domain model in the work I was doing.
Some of my time was taken up with typical beginning-of-year admin.
I spent a pleasant afternoon building a toy for myself in SparkAR. Spark turns out to be a highly pleasant development environment, and simple results can be worked up surprisingly quickly. Node-based programming environments aren’t always my favourite, but they make a lot of sense of things involving realtime video or pipelines, and I soon settled into Spark’s mental model.
By the end of the week, I’d sent the toy off for review. Of course, I immediately found a serious number of UX improvements to make the moment I’d hit submit. So I imagine a 1.1 release will be submitted fairly soon after, and that’ll be the one I release for people to play with.
Really, though, the big work this week was preparing for the second weekend of teaching on the MA course with Hyper Island, and then delivering those classes on Friday, Saturday and Sunday. A few talks, including one that’s a crash course in cryptography, that goes on to use that knowledge to better evaluate blockchain (and cryptocurrency, with a brief digression into What Money Is). This is always a hard one: really, it’s about critically evaluating technology by refusing to be told that something is too complicated to describe clearly. Lots of good questions and analysis from the students, and it led nicely into a wonderful session (as ever) from Wesley Goately on critical thinking around AI and related technologies. That seemed to go really well too.
Mainly, though, the weekend focused on the students finishing up their pitches to deliver to the client on Saturday night, and they all delivered excellent, interesting, and varied outcomes. As ever, I greatly enjoyed myself: I don’t just get the chance to think about the ideas and content I’m delivering, but also I get to learn from my students: seeing how they engage, watching what examples they bring to the table, as well as how they merge their learning with their own professional practice and workplaces. They’re always a diverse, international crew, and so my perspectives are always widened. And I’m always learning about how to convey and express ideas: what sorts of coaching and information people best respond to, how to find ways to help them come to solutions for themselves. Hugely satisfying and rewarding, as ever.
The card that says ‘yearnotes’ is still in my
TODOcolumn. I hope I can get those out the door soon.
8 September 2019
Head down on Longridge this week.
I wrestled with a script for an animation early in the week, and just couldn’t get it to anywhere I was happy with. I clearly need to zoom back out a level, and reminder myself what work this video is doing. Then I can work out what I want to show in it. I have a feeling the trick is, for what I want it to convey, to say far less. There’s a follow-up piece of text that I can go into further detail if I want to.
Another four-minute script went a little better, so that’s in review now.
Otherwise, I’ve mainly been thinking about production tasks: finding interview subjects, performing pre-interviews, writing them up as quasi-scripts for the production crew.
I’m fortunate that I learned a bit about this during making Future Speak, where Kirsty - the excellent producer - ran a lot of these. “Pre-interviews” are where the interview subject gets phoned up ahead of the ‘real’ interview… and we discuss what we’re going to ask them. This does a few useful things. Firstly, it prepares them for the questions they’ll definitely get asked; for documentary-type work, there’s nothing to be gained by anyone being surprised. Secondly, it allows us to help the interviewee frame their responses in the way we’d like - we can tell them a bit about what our target audience might or might not know, or ask them to be prepared to explain particular things in more detail. Finally, it also allows us to be surprised. When somebody says something interesting or exciting - great! We can dive deeper and add it into our script. Or if an expert in a field offers a better way of framing something than I might have asked - let’s put that in, too.
I take notes in writing, but ask if I can record them, just in case I miss anything or want to return to them. Piezo proves invaluable in that regard. There are lots of ways of recording audio from apps - such as VOIP calls or hangouts - but I’ve found Piezo to be reliable and remarkably simple; no messing with routing, just click some buttons and hit record. Really useful to have.
Several interviewees all lined up and prepped, and a pile of short scripts drafted. Week 349 should see me sorting out the final interviews and submitting final scripts.
But with Dent benched for a little while, that was my week.
18 March 2019
As expected, the past couple of weeks have been really intense: Monday and Tuesday up in Manchester, teaching the Digital Technologies module up at Hyper Island, before three days at Bulb back in London.
Teaching has gone well. Lots of content delivery up-front in the first week – skewed that way perhaps more so than was ideal, owing to time. As well as my usual lectures on Innovation & Trends (picking apart how technological trends are perceived and the major ones that have really underpinned the past decade) and AI (“How Computers (Don’t) Think”, a favourite of mine) I ran an afternoon workshop on programming.
I’m always wary of teaching programming and coding – especially in short periods of time. It can be really unsatisfying to deal with syntax errors or tooling issues early on when you have a very limited window; I’d rather spend that time usefully learning something. So what I did was focus on the feel and practice of programming. We used Google’s Blockly visual language, and, having learned a little about it, focused on its visual interpretation of Logo.
It’s no secret I’m a huge fan of Seymour Papert and his team’s work on Logo. It’s such a smartly designed domain-specific tool – but it also manages to take us on some useful journeys. By using it with the visual Blockly language in a browser, we avoid needing development environments or having ugly syntax errors. My idea then was to anchor what was happening in the Logo world back to programming practice. To that end: we learn about algorithms, and iteration, and variables and function (nouns and verbs) – before going into problems that require more conceptual modelling. Logo even gets you to debugging and ultimately refactoring quite nicely – going from describing individual turtle movements into abstracting them into verbs like
HOUSE, and then improving those to take sizing as a variable. You go on a useful journey without having to do too much tooling.
As a first run of a new workshop, it was alright – it’s a little longer than I realised, and it’s appropriate to spend a good while on the first few training runs to get everyone up to the same level. But hopefully some insight emerged, and it’s certainly something I’d like to revisit.
We also got a brief from our client in the first week, and much of my time in the second week was spent coaching the teams on their responses, helping them focus their discovery and ideation phases. In week 325 I’ll be doing some more coaching and then visiting their client to watch their final pitches.
Back in London, Highrigg entailed a moderate amount of coding and refactoring, a decent number of (useful and/or interesting) meetings, prepping a short talk for an offsite workshop, an excellent day workshopping with a good number of colleagues, and beginning to write that workshop up. Hopefully I’ll finish that delivery in week 325.
And that was it. A circuit board arrived for build-up, but I’m not going to have space to do that til at least week 326. In the meantime, it can sit on my desk, tantalizing me.
2 August 2017
I’m running a course called Designing Circuit Boards in central London in October.
Maybe you’ve looked at a tangle of jumper wires on a breadboard and wondered how to take your electronics project beyond that point. Perhaps you’ve got an installation made out of lots of Arduinos, shields, and breakout boards and you’d like to make it more reliable and easier to reproduce. Or if you’ve got a prototype on your desk that you’d like to take the first stages of manufacturing: this masterclass will give you the tools to embark on that process.
Over four evening sessions (about 90-120 minutes each), we’ll take a project on a breadboard and learn how to design and fabricate a two-layer printed circuit board for it. This is a pragmatic course: it doesn’t presume any knowledge of CAD software, or any formal electronics training. We’ll be learning techniques and approaches, not just how to drive a piece of software.
The course is what I’d call intermediate-level. Some very basic experience of electronics – perhaps some tinkering with microcontroller projects (eg Arduino) on breadboards – is about the level of experience you need to enter. Maybe you’ve made complete projects or installations out of such technology. But I’m assuming that most people will have no experience of circuit board design.
We’ll be using Autodesk EAGLE as our primary tool, because it’s cross-platform, well-supported by the maker community, and free for our purposes.
You can find out more and sign up at the Somerset House website.
And if you’ve got any questions, you can email me.
6 April 2014
I spent Monday and Tuesday in Manchester, where I was speaking at FutureEverything. The talk seemed to go well, and the rest of the conference was very good indeed: lots of great talks and great people all in one space. I got home late, and quite tired, on Tuesday, but it had been a great couple of days.
After FutureEverything, it was a relatively quiet week.
I spent Wednesday afternoon helping a music charity I work with a little learning how to podcast. Or rather: helping them set things up so they could. That meant running over how to capture live recordings, setting up a Dropbox workflow where I could help them edit things, how to publish to WordPress, and how we could post content to iTunes as well. I’m going to continue this as a small side-project over the next few months, helping them with production and the technical aspects of publishing, but we covered a lot of ground and they were enthusiastic.
Friday was spent mentoring at the ODI’s Open Data in Practice course. This was my third ODIP course, and as ever, it was great to help the delegates bring some of the ideas to life on the final day, as well as to help them with their understanding of and ideas around Open Data.
Week 77 brought a very hectic March to an end. April should be more peaceful: a couple of workshops, but time also to take some personal days, and focus on the project where I’m the client that have been neglected. I’m looking forward to those.
24 November 2013
On Friday, I spent a day at the ODI, acting as a mentor on the last day of their Open Data in Practice course. I spoke to the participants throughout the final day – which is largely dedicated to ‘making’. In particular, I helped a few of the groups with their work, discussing appropriate object design, and assisting with some CartoDB prototyping. The presentations at the end of the day were great, and it was as ever, always interesting to see how different people learn and think.