Are there uses for Augmented and Virtual Reality design technologies beyond their role in creating entertainment products? Can AR and VR tools be utilized to help create more livable and sustainable future? The primary audience for VR today is gaming, but there are a wide variety of industries that benefit from the application of VR and AR technologies in their professional processes. These include architecture, urban, interior, product and industrial design, and medical education. This Co-lab explores how VR and AR technologies can be applied to the design of more livable and sustainable cities. Each semester the students choose an abandoned or under-utilized, real-world site, and using AR and VR technologies - along with additional study in urban planning and design – create new and engaging environments. This course explores the history of immersive media; pioneers of VR; current applications of VR; the relationship between AR and VR, and extensions of VR that connect it to the real world. It also teaches principles of “placemaking,” experience design and developing communities using Smart City and APA (American Planning Association) guidelines. Students will work in a variety of platforms depending on their own backgrounds and interests. Authoring platforms will be Unity and UnReal Engine and modeling platforms will include SketchUp, Blueprint, Playmaker, Rhino and 3D Studio Max. Open to: All University graduate students, and undergraduate juniors and seniors. Some seats have been reserved for MFA Design & Technology students.

What’s a museum? We think we know, but the museum experience has evolved dramatically over the last century, and especially over the last ten years, in large part due to how technological innovations have changed the ways that we consume and engage with information. This course will explore many different types of museum, from curated to crowd-sourced, from physical to virtual to mobile, from passive to active and even performative. And do it all in New York City, home of over 100 official museums (and many more unofficial ones). We’ll discuss how audience expectations and experiences have changed, recent arguments and strategies to decolonize museums, and how museums have adapted to and been changed by technology. Students will learn how to use traditional and innovative tools for storytelling and interactive engagement, how to integrate physical and digital for more immersive experiences -- and how to create a museum anywhere, about anything.

In this ONLINE course, students will design and prototype online multiplayer apps and games using p5.js and p5.party. Study topics will include UX/UI for multiple user software, multiplayer game design and playtesting, sketching and prototyping, client/server architectures, and team coding tools and workflows. p5.party is a library for easily prototyping multi-user experiences with p5.js created by the course instructor and still under development. Students will have the opportunity to work with and contribute to the library. For more information about p5.party see https://github.com/jbakse/p5.party This course will include a required mid-semester weekend game jam. Game jam participation can be online or in-person. This is an intermediate coding course. At minimum Students should have successfully completed an introductory programming course, have experience with p5.js, and have a strong interest in coding and javascript.

We are now witness to the rise of an entirely new type of computation - quantum. The quantum computer can quickly complete calculations that take supercomputers much longer. IBM, Google, Alibaba, Microsoft etc. have debuted major quantum computing programs. IBM-Q (IBM’s project) is now accessible to the general public. The design industry is following suit. Quantum skills are in demand, and this need is expected to accelerate. As artificial intelligence represented next generation skills 10 years ago and is one of the highest-paid careers today, quantum computing represents the future generation of hi-tech skill. Students in the “Collab: Quantum Computing” course will learn about quantum computing and apply it to real projects. No previous tech skills are required. The course will cover the fundamentals of quantum physics and quantum computing, including superposition, entanglement, interference, qubits, unitary operators, measurement and the quantum circuit model. The students will create quantum circuits using Open Quantum Assembly Language (OpenQASM), execute the circuits using real IBM-Q quantum computers, and interpret the results. Students will design and program quantum computer software using an open-source framework- Qiskit. The course will investigate the possible applications of quantum computing to art, design, education, and business, with special emphasis on fighting bias and inequity within society. Students will undertake both individual and group projects. IBM will provide the class access to its quantum computers via the cloud. The class may take a field trip to IBM’s quantum computer laboratories. Again, no previous tech skills are required.

This course is an exploration of techno origins and experimental sound. (alt)reality (esc)apes the constraints of the dance floor and reasserts sound as technology to alter the present and reimagine the future. What is a ‘rhythmanalysis’ of technocracy? What are the sounds of resistance? How do vibrations reorient and alter our consciousness? We will analyze the evolution of experimental practice at the intersection of race, gender, class, and technology. Our research will reference works by Juan Atkins, Drexciya, Black Quantum Futurism, Alice Coltrane, Sun Ra, John Akomfrah, BLACK BEYOND, DeForrest Brown Jr. and more. As an embodied practice of our research, we will collect, morph, and transform sounds into 3D environments. Our collective practice will contribute to a virtual, immersive soundscape featured on alternate realities for dublab radio. *(alt) reality is a collaboration, supported by New Art City.

In Adaptive technology, students will focus on building personalized experience and technological interventions for health care and rehabilitation. The class is taught in collaboration with Abilities Research Center (ARC). The ARC is a part of The Icahn School of Medicine (Mount Sinai) and is a leading U.S. academic medical center and an international leader in medical and scientific training, biomedical research, and patient care. Students will work with a team of neuroscientists, rehabilitation specialists, designers, and engineers to develop technology-driven responses for individuals with a range of abilities and chronic conditions with a focus on use of technology to enhance functional independence.

This course will explore the interplay between perceptual psychology and the design of interactive systems and games. Students from psychology and design will learn a variety of useful concepts from perception research and interactive design, including how to make interactive digital games and experiences. Together, we will explore questions such as: how do humans perceive the world? How do our interactions in games reveal underlying systems? How is “intelligence” perceived in artificial agents? And how do we understand each other through perceptual cues? We’ll develop experiments using simple programming environments and tools (Javascript/Python and Unity) to study how people interact with, perceive and understand artificial worlds. While some experience in these tools and programming languages will be helpful for this course, it is not necessary, as long as there is a willingness to learn the basics.

Technologies of Protest is a Collab Studio course between Parsons' Design Technology department and The Africa Center (TAC), a nonprofit, nonpartisan, multidisciplinary institution that is radically reimagining the stories and structures shaping the lives of people of African descent in Africa and around the world. The organization is transforming narratives about Africa by centering human stories of the continent and its people in contemporary culture, policy, and business. This course offers students the opportunity to explore, through historic, contemporary, and geographic lenses, the technologies of protest. We will ask in what ways do individuals and communities utilize technology for activism and protests against injustices, whether via the body, organizational structures, print ephemera, telecommunications, or social media. We will study historic movements such as the American Civil Rights Movement and colonial resistance movements in Africa and The Caribbean. We will draw analogies to contemporary movements such as Black Lives Matter, Fees Must Fall, Shut it All Down, Zimbabwean Lives Matter, and EndSARS. We will investigate ways technologies are leveraged to support or impede these key activist movements. Students will gain a deeper historic and contemporary context for studied activist movements. They will come away with a broad definition of technology and implementation. Students will learn research-driven prototyping and making using an array of technologies. The course will culminate in a student-led symposium and exhibition in concert with TAC where students will be given the opportunity to present their ideas, works, and findings as a part of TAC’s digital programming.

Code, decolonized is a teaching practicum that investigates the ever-shifting roles of software and explore new forms of code pedagogy through queer, Black, abolitionist, and intersectional feminist consciousness. We will research, experiment, and practice new ways of learning and teaching programming languages for the web through perspectives that are traditionally overlooked and under-recognized in the technical classroom. Following bell hook’s vision of “education as the practice of freedom”, this course equips future-educators with tools to reframe their understanding of traditional computer science education and craft socially-engaged course materials. By the end of the course, we will culminate in an array of syllabi, collaborative tools, assignments, in-class exercises and present them through an end of the semester symposium students will facilitate and attend outside of class time. This COLLAB studio partners with the Processing Foundation, Emergent Works, and POWRPLNT and is well suited for students who are invested in pursuing teaching careers after graduation, as well as those looking to deepen their understanding of code and community work.

These are unique types of studio courses, pairing teams of students with industry partners to undertake real-world projects.

What’s a museum? We think we know, but the museum experience has evolved dramatically over the last century, and especially over the last ten years, in large part due to how technological innovations have changed the ways that we consume and engage with information. This course will explore many different types of museum, from curated to crowd-sourced, from physical to virtual to mobile, from passive to active and even performative. And do it all in New York City, home of over 100 official museums (and many more unofficial ones). We’ll discuss how audience expectations and experiences have changed, recent arguments and strategies to decolonize museums, and how museums have adapted to and been changed by technology. Students will learn how to use traditional and innovative tools for storytelling and interactive engagement, how to integrate physical and digital for more immersive experiences -- and how to create a museum anywhere, about anything.