main

Lessons 📆

1	13 Jan	Your first Android app
2	20 Jan	Building app UI
3	27 Jan	State
4	3 Feb	The Sketch
5	10 Feb	Display lists
6	21 Feb	Navigation and app architecture
7	24 Feb	Navigation and app architecture
8
9	10 Mar	Connect to the internet
10	17 Mar	Data persistence
11	24 Mar	WorkManager
12	31 Mar	Trial Exam
13	7 Apr	The Showcase

Hidden Gems 💎

• Lessons 👩🏻‍💻

  • Class Part Tracker

  • RefleXions

    • Personal Reflexions: Drive ➜ Search for Personal Reflexions

    • Team Reflexions: Drive ➜ your team folder ➜ Search for Team RefleXions

• Project 🏗️

  • Teamder

  • Team Folders 📂 G1-1 ・ G1-2 ・ G1-3 ・ G1-4 ・ G1-5 ・ G1-6 ・ G1-7 ・ G1-8

  • #TODO Peer Evaluation

Weekly Adventures 🏔️

Week 1

• Lesson: Week 1 content

  • Unit 1: Your first Android app

  • Exclude: Project: Create a Business Card app

  • Submit Class Part Tracker

• Learn: Week 2 content

  • Unit 2 Pathway 1: Kotlin fundamentals

    • Exclude: Practice: Kotlin Fundamentals

  • Unit 2 Pathway 2: Add a button to an app

    • Exclude: Practice: Click behavior

• Do project

  • Look for a team

Week 2

• Lesson: Week 2 content

  • Practice: Click behavior

  • Submit Class Part Tracker

  Teacher Say

  • enjoy the process, don’t rush to get it over and done with (it’s not helpful for learning), continue after the lesson if necessary.

  • if some other team members are done, go ahead and brainstorm ideas for the project, can go next door or outside, to let the others focus

• Revise: Week 1 content

  • Do Project: Create a Business Card app

• Learn: Week 3 content

  • Unit 2 Pathway 3: UI and state

  • Exclude: Project: Create an Art Space app

• Do project

  • Brainstorm ideas with your team

Week 3

• Lesson: Week 3 content

  • Unit 2 Pathway 3: UI and state

  • Submit Class Part Tracker

• Revise: Week 2 content

  • Practice: Kotlin Fundamentals

• Revise: Week 1 content

  • Do Unit 1 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share responses, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: None (Week 4 is The Sketch, no new content)

• Do project

  • Prep for The Sketch 🖌️

Week 4

• Lesson: The Sketch 🖌️

  • Submit Class Part Tracker

• Revise: Week 3 content

  • Project: Create an Art Space app

• Revise: Week 2 content

  • Do Unit 2 Pathway 1 Quizzies

  • Do Unit 2 Pathway 2 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 5 content

  • Unit 3: Display Lists and Use Material Design

  • Exclude:

    • Unit 3 Pathway 1 Activity 5: Practice: Classes and Collections

    • Unit 3 Pathway 2 Activity 4: Practice: Build a grid

    • Unit 3 Pathway 3 Activity 5: Practice: Build Superheroes app

    • Unit 3 Pathway 3 Activity 6: Project: Create a 30 Days App

• Do project

Week 5

• Lesson: Week 5 content

  • Unit 3: Display Lists and Use Material Design

  • Unit 3 Pathway 3 Activity 5: Practice: Build Superheroes app

  • Submit Class Part Tracker

• Revise: Week 4 content

  • None, do Unit 3 Pathway 1 Activity 5: Practice: Classes and Collections

• Revise: Week 3 content

  • Do Unit 2 Pathway 3 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 6 content

  • Unit 4 Pathway 1: Architecture Components

  • Unit 4 Pathway 2: Navigation in Jetpack Compose

  • Exclude:

    • Unit 4 Pathway 1 Activity 6: Write unit tests to test the ViewModel (optional)

    • Unit 4 Pathway 2 Activity 3: Test the Cupcake app (optional)

    • Unit 4 Pathway 1 Activity 7: Practice: Add a ViewModel to Dessert Clicker

    • Unit 4 Pathway 2 Activity 4: Practice: Add navigation

• Do project

Week 6

• Lesson: Week 6 content

  • Unit 4 Pathway 1: Architecture Components

  • Unit 4 Pathway 2: Navigation in Jetpack Compose

  • Unit 4 Pathway 1 Activity 7: Practice: Add a ViewModel to Dessert Clicker

  • Submit Class Part Tracker

• Revise: Week 5 content

  • Unit 3 Pathway 3 Activity 6: Project: Create a 30 Days App

• Revise: Week 4 content

  • None, do Unit 3 Pathway 2 Activity 4: Practice: Build a grid

• Learn: Week 7 content

  • Unit 4 Pathway 3: Adapt for different screen sizes

  • Exclude:

    • Unit 4 Pathway 3 Activity 5: Practice: Build Sports app

    • Unit 4 Pathway 3 Activity 6: Project: Create a My City app

• Do project

Week 7

• Lesson: Week 7 content

  • Unit 4 Pathway 3: Adapt for different screen sizes

  • Unit 4 Pathway 3 Activity 5: Practice: Build Sports app

  • Submit Class Part Tracker

• Revise: Week 6 content

  • Unit 4 Pathway 2 Activity 4: Practice: Add navigation

• Revise: Week 5 content

  • Do Unit 3 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 9 content

  • Unit 5: Connect to the internet

  • Exclude:

    • Unit 5 Pathway 2 Activity 4: Practice: Build amphibians app

    • Unit 5 Pathway 2 Activity 5: Project: Create a Bookshelf app

• Do project

Week 9

• Lesson: Week 9 content

  • Unit 5: Connect to the internet

  • Unit 5 Pathway 2 Activity 4: Practice: Build amphibians app

  • Submit Class Part Tracker

• Revise: Week 7 content

  • Unit 4 Pathway 3 Activity 6: Project: Create a My City app

• Revise: Week 6 content

  • Do Unit 4 Pathway 1 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 10 content

  • Unit 6: Data persistence

  • Exclude:

    • Unit 6 Pathway 1: Introduction to SQL (optional)

    • Unit 6 Pathway 3: Store and access data using keys with DataStore (optional)

    • Unit 6 Pathway 2 Activity 6: Practice: Build Bus Schedule app

    • Unit 6 Pathway 3 Activity 4: Project: Create a flight search app

• Do project

Week 10

• Lesson: Week 10 content

  • Unit 6: Data persistence

  • Unit 6 Pathway 2 Activity 6: Practice: Build Bus Schedule app

  • Submit Class Part Tracker

• Revise: Week 9 content

  • Unit 5 Pathway 2 Activity 5: Project: Create a Bookshelf app

• Revise: Week 7 content

  • Do Unit 4 Pathway 2 Quizzies

  • Do Unit 4 Pathway 3 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 11 content

  • Unit 7: WorkManager

  • Exclude:

    • Unit 7 Pathway 1 Activity 5: Practice: Build Water Me app

• Do project

Week 11

• Lesson: Week 11 content

  • Unit 7: WorkManager

  • Unit 7 Pathway 1 Activity 5: Practice: Build Water Me app

  • Submit Class Part Tracker

• Revise: Week 10 content

  • Unit 6 Pathway 3 Activity 4: Project: Create a flight search app (optional, because DataStore is out of scope)

• Revise: Week 9 content

  • Do Unit 5 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 12 content

  • None, Week 12 is the trial exam

• Do project

Week 12

Important

Do the Peer and Self Feedback Survey on eLearn by 13 April

• Lesson: Trial Exam

• Revise: Week 11 content

  • None

• Revise: Week 10 content

  • Do Unit 6 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

• Learn: Week 13 content

  • None, it’s The Showcase 🎆

• Do project

Week 13

• Lesson: The Showcase 🎆

• Revise: Week 12 content

  • None

• Revise: Week 11 content

  • Do Unit 7 Quizzies

  Note

  • 📕 Individual work: place your responses in your Personal RefleXions doc.

  • 📖 Team work: share answers, discuss differences, produce one set of responses as a team, place them in the Team RefleXions doc.

The Mission 🚀

Design a product, develop a prototype

• Develop a mobile app prototype for rating toilet cleanliness, and one other useful feature that is useful for the SMU community.

• Develop for either the Android Emulator or a physical Android device.

• Can use 1 or more devices

• Each team member has to develop 1 feature.

Expectations 🧗🏼‍♀️

Component	Weight (%)	Due
Personal Project	20	13 Apr 23:59
The Sketch	10	3 Feb lesson
The Showcase	10	7 Apr lesson
The Story	20	13 Apr 23:59
Peer Evaluation		13 Apr 23:59
Exam	40	Check OASIS

Note 🎵

• Grade also depends on quality of work relative to others

• Grades are final 3 days after release

• Project grade may be moderated based on team size

• Individual project grade may be moderated based on individual contribution, according to:

  • Peer Evaluation

  • Features developed (each member must develop 1 feature)

  • Contributions listed in The Story

  • Git commit history

• Poor project contribution may result in an F grade for the whole mod

• If any graded component is missed, the grade for that component will be assigned the same grade as the exam

• Read all the expectations carefully and plan ahead; some content in the later deliverables may need work to be done from as early as week 1

403 Forbidden ⛔

Enhance your learning experience by avoiding these

• Missing out on information in this document

• Doing last-minute work, e.g. cramming most work into 2 weeks before the deadlines

• Informing your team too late that you couldn’t deliver what you were expected to

• Inadequate communication to your teammates about your project progress and work done

• Asking for help too late

• Not saying “yes” when teacher asks if you need help and you actually do

• Adding features too late in the project

• Not calling out team members’ unprofessionalism or poor work ethic early

Personal Project

• This is an individual project

• Develop an mobile app that is creative, innovative, and not related to the team project

• Submit a 5-minute video via eLearn to showcase your app in action

Project Deliverables: Github 🐙

• All project submissions via Github. For large files, use Git Large File Storage (LFS).

• Github repository structure:

  .
  ├── sketch/
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Sketch Backup Video.{wtv}
  │   └── CS461 AY2024-T2 G1-{N} {Product Name} - Sketch Slides.{wtv}
  │
  ├── showcase/
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Backup Video.{wtv}
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.pdf
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.png
  │   └── CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.{wtv}
  │
  ├── story/
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Story.md
  │   ├── CS461 AY2024-T2 G1-{N} {Product Name} - Story Video.{wtv}
  │   └── ... (other files needed for the story)
  │
  ├── src/
  │   └── ... (your source code)
  │
  ├── data/
  │   └── ... (any collected data)
  │
  └── bonus/
      └── ... (other stuff that doesn't fit in the above folders)
  

  • {N} = your team number

  • {Product Name} = name of your product

  • {wtv} = Any appropriate file extension

The Sketch 🖌️

Pitch your proposed solution

The Sketch: Deliverables

• Live presentation

  • <15 mins

  • Each member must present

• Backup video of your best presentation rehearsal

  • Save as: sketch/CS461 AY2024-T2 G1-{N} {Product Name} - Sketch Backup Video.{wtv}

  • Example: sketch/CS461 AY2024-T2 G1-9 Robo Rizzler - Sketch Backup Video.mkv

  • Don’t do extra work, just record your rehearsal, that’s it

• Slides

  • Save as: sketch/CS461 AY2024-T2 G1-{N} {Product Name} - Sketch Slides.{wtv}

  • Example: sketch/CS461 AY2024-T2 G1-9 Robo Rizzler - Sketch Slides.pptx

  • 70% graphics, 30% text

  • Include speaker notes for each slide

  • Contents:

    • Challenge

      • Challenge statement

      • User need statements

    • Product

      • High-level design

      • Future state journey map

    • Prototype

      • High-level design (highlight differences from the product)

      • Planned features, and their benefits to stakeholders

    • Other awesome stuff

The Sketch: Rubrics

Criteria	Beginner	Developing	Progressing	Competent	Accomplished	Exemplary
Inquiry by Discerning and Interpreting Information (ability to seek out, discern, and interpret relevant information and evidence) Information gathering for problem understanding: ability to gather information and find relevant facts to further understand a problem. Interpretation and use of evidence: Ability to select, interpret and effectively use evidence.	No ability to seek out, discern and interpret information relevant to the challenge. No attempt to use any evidence critically or effectively to further understand the challenge.	Ability to seek out, discern and interpret information relevant to the challenge is sporadically present. Some attempt to use evidence to further understand the challenge.	Ability to seek out, discern and interpret information relevant to the challenge is generally present. General attempt to use evidence to further understand the challenge.	Ability to seek out, discern and interpret information relevant to the challenge is consistently present. Consistent attempt to use evidence to further understand the challenge.	Ability to seek out, discern and interpret information relevant to the challenge is strongly present. Strong usage of evidence to further understand the challenge.	Ability to seek out, discern and interpret information relevant to the challenge far exceeds expectations. Usage of evidence to further understand the challenge far exceeds expectations.
Central Message and Content Development (goal of the presentation) Clarity of central message and arguments raised. Relevance of central message and arguments raised. Development of central message and arguments raised.	Central message is not clear and/or lacks relevance. Supporting arguments contain significant lapses in fundamental reasoning and logic. Most key points are not included/developed.	Central message needs to be inferred and/or is loosely related. Supporting arguments contain some lapses in fundamental reasoning and logic. Some key points are included, but not sufficiently developed.	Central message is generally clear and relevant. Central message is generally supported with accurate information, clear arguments and rhetorical appeals. Most key points are included, but could be developed further.	Central message is clear, compelling and relevant. Central message is supported with complete and accurate information, persuasive arguments and appropriate rhetorical appeals. All key points are included, but some of them could be developed further.	Central message is clear, compelling and highly relevant. Central message is well-supported with complete and accurate information, persuasive arguments and appropriate rhetorical appeals. All key points have been handled effectively.	Provides awesome content that far exceeds expectations. Subject mastery is evident. Supporting arguments skilfully advance the central message in a persuasive, purposeful, impactful, and insightful manner.
Content Organisation (how content is structured to help audience understand) Logical ordering of ideas Coherence, unity, transitions	Illogical, unclear and/or minimal sequencing of ideas makes understanding nearly impossible. No discernible transition markers, links between ideas are missing. Lack of an organised structure impedes overall understanding.	Some awkward and ineffective sequencing of ideas makes understanding somewhat difficult. Haphazardly-chosen transition markers make it difficult to decipher the links between ideas. Somewhat loose structure interferes with understanding.	Generally clear sequencing of ideas makes understanding relatively easy. Transition markers signal a link between ideas in most parts of the presentation. Structure is generally easy to understand.	Clear and consistent sequencing of ideas makes understanding easy. Transition markers signal a clear link between ideas throughout the presentation. Structure enhances understanding.	Clear and purposeful sequencing of ideas makes understanding easy. Transition markers signal a clear and logical link between ideas, resulting in logically-sequenced arguments that are easily internalised. Structure maximises understanding.	Astute grasp of organisational patterns, and superior use of transition markers, enrich the audience’s understanding. A smooth, fluid presentation that is effortlessly internalised.
Delivery (aspects of the presentation style that either enhance or interfere with the audience’s understanding) Verbal strategies Vocal variety (volume, pace, pitch) Pronunciation Enunciation Non-verbal strategies Posture and stance Facial expressions Gestures Eye contact	Delivery is problematic. Ineffective use of verbal communication strategies makes it difficult for the audience to understand the presentation. Ineffective use of non-verbal communication strategies distracts the audience from the principal ideas. Too many filler words, lacks clarity and/or tonal variety. Nervous, self-conscious and hesitant.	Delivery is mildly effective. Employs a few verbal communication strategies fairly effectively to make the presentation somewhat understandable. Use of non-verbal communication strategies sometimes distracts the audience from the principal ideas of the presentation. Can be understood with some effort. Somewhat nervous and stiff.	Delivery is somewhat effective. Employs many verbal communication strategies fairly effectively to make the presentation understandable. Use of non-verbal communication strategies makes the presentation fairly interesting. Clear in most parts of the presentation. Somewhat confident.	Delivery is effective. Employs many verbal communication strategies effectively to make the presentation engaging. Use of non-verbal communication strategies makes the presentation enlivening. Articulate, relaxed and confident.	Delivery is excellent. Employs all verbal communication strategies effectively and confidently to make the presentation highly engaging and memorable. Use of non-verbal communication strategies makes the presentation enlivening, captivating and compelling. Speaks with conviction.	Owns the stage and speaks with authority, holding the entire audience in rapt attention. Poised throughout, skilfully employing all verbal and non-verbal communication strategies to make the presentation a truly unforgettable experience for the audience. Yappatron level: 9999.
Visual Aids (use of slides, prototypes, etc to support the principal ideas of the presentation) Suitability of visual aids Design elements and accessibility Typography (font size and type) Colour scheme Layout of information Graphics	Does not use visual aids. If used, they serve a decorative function only. They do not clarify the message at all. Poor design elements affect readability and comprehension.	Visual aids mainly serve a decorative function. They marginally clarify the message and are not integrated into the presentation. Design choices interfere with the overall accessibility of content, creating confusion.	Visual aids generally clarify the message and are somewhat integrated into the presentation. Design choices distract but do not confuse, and/or affect the accessibility of content.	Visual aids clarify the message and are mostly integrated into the presentation. Design choices generally increase the accessibility of content.	Visual aids reinforce the message and are seamlessly integrated into the presentation. Design choices enhance the accessibility of content.	Visual aids are skilfully executed and integrated to generate impact, maximise audience engagement and boost credibility. Adept use of visual aids adheres fully to best practices in the business world. Professional-looking and aesthetically-pleasing visual aids create a visually-captivating and satisfying experience for the audience.

The Showcase 🎆

Demonstrate your prototype, focusing on user flows and features

The Showcase: Deliverables

• Live demo, <15 mins

  • Each member must demonstrate their own feature

  • Demonstrate the user flows and prototype features, inside the demo venue

• Backup video of your best rehearsal

  • Save as: showcase/CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Backup Video.{wtv}

  • Example: showcase/CS461 AY2024-T2 G1-9 Robo Rizzler - Showcase Backup Video.mkv

  • Don’t do extra work, just record your rehearsal, that’s it

• Poster

  • 3 copies: PNG, PDF, editable file (or editable link)

  • Save as:

    • showcase/CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.png

    • showcase/CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.pdf

    • showcase/CS461 AY2024-T2 G1-{N} {Product Name} - Showcase Poster.{wtv}

  • Example:

    • showcase/CS461 AY2024-T2 G1-9 Robo Rizzler - Showcase Poster.png

    • showcase/CS461 AY2024-T2 G1-9 Robo Rizzler - Showcase Poster.pdf

    • showcase/CS461 AY2024-T2 G1-9 Robo Rizzler - Showcase Poster.pptx

  • Soft copy only

  • A0 size

  • 70% graphics, 30% text

  • Content

    • Background

      • Challenge statement

      • User need statements

    • Product

      • System diagram

      • Features and their benefits

    • Prototype

      • Photos: of the prototype, how to use it, screenshots, etc

      • Features. This should be a subset of the product features. No need for benefits, already explained under Product.

    • Other awesome stuff

• Q: Need to print poster?

  A: No.

• Q: Need slides?

  A: No.

• Q: Need to show the poster during the Showcase?

  A: Not necessary, you can if you’d like to.

The Showcase: Rubrics

Criteria	Beginner	Developing	Progressing	Competent	Accomplished	Exemplary
Prototype Quality (degree to which the prototype satisfies the stated and implied needs of its various stakeholders, and thus provides value) Functional suitability: degree to which the prototype provides functions that meet stated and implied needs when used under specified conditions. Functional completeness: degree to which the set of functions covers all the specified tasks and intended users’ objectives. Functional correctness: degree to which the prototype provides accurate results when used by intended users. Functional appropriateness: degree to which the functions facilitates the accomplishment of specified tasks and objectives to address the challenge.	Functions cover none of the users’ objectives. Zero functional correctness and appropriateness.	Functions cover a few of the users’ objectives. Low functional correctness and appropriateness.	Functions cover some of the users’ objectives. Mid functional correctness and appropriateness.	Functions cover most of the users’ objectives. High functional correctness and appropriateness.	Functions cover all of the user’s objectives. Full functional correctness and appropriateness.	Functions cover all of the user’s objectives. Full functional correctness and appropriateness. Prototype is fully operationally ready for real-world production use.
User Flows (typical set of steps needed to accomplish a task using the prototype) Logical ordering of steps in user flow Coherence, unity, transitions	Illogical, unclear and/or minimal sequencing of steps. No discernible transition markers; the links between steps are missing. Lack of an organised structure impedes overall understanding.	Awkward and ineffective sequencing of steps. Haphazardly-chosen transition markers make it difficult to decipher the links between steps. Somewhat loose structure interferes with understanding.	Generally clear sequencing of steps makes understanding relatively easy. Transition markers signal a link between steps in most parts of the demonstration. Structure is generally easy to understand.	Clear and consistent sequencing of steps makes understanding easy. Transition markers signal a clear link between steps throughout the demonstration. Structure enhances understanding.	Clear and purposeful sequencing of steps ensures the immediate retention of information. Transition markers signal a clear and logical link between steps, resulting in logically-sequenced arguments that are easily internalised. Structure maximises understanding.	Astute grasp of organisational patterns, and superior use of transition markers, enrich the audience’s understanding. A fluid demonstration that is effortlessly internalised.
Delivery (aspects of the presentation style that either enhance or interfere with the audience’s retention of information) Verbal strategies Vocal variety (volume, pace, pitch) Pronunciation Enunciation Non-verbal strategies Posture and stance Facial expressions Gestures Eye contact	Delivery is problematic. Ineffective use of verbal communication strategies makes it difficult for the audience to understand the presentation. Ineffective use of non-verbal communication strategies distracts the audience from the principal ideas. Too many filler words, lacks clarity and/or tonal variety. Nervous, self-conscious and hesitant.	Delivery is mildly effective. Employs a few verbal communication strategies fairly effectively to make the presentation somewhat understandable. Use of non-verbal communication strategies sometimes distracts the audience from the principal ideas of the presentation. Can be understood with some effort. Somewhat nervous and stiff.	Delivery is somewhat effective. Employs many verbal communication strategies fairly effectively to make the presentation understandable. Use of non-verbal communication strategies makes the presentation fairly interesting. Clear in most parts of the presentation. Somewhat confident.	Delivery is effective. Employs many verbal communication strategies effectively to make the presentation engaging. Use of non-verbal communication strategies makes the presentation enlivening. Articulate, relaxed and confident.	Delivery is excellent. Employs all verbal communication strategies effectively and confidently to make the presentation highly engaging and memorable. Use of non-verbal communication strategies makes the presentation enlivening, captivating and compelling. Speaks with conviction.	Owns the stage and speaks with authority, holding the entire audience in rapt attention. Poised throughout, skilfully employing all verbal and non-verbal communication strategies to make the presentation a truly unforgettable experience for the audience. Yappatron level: 9999.
Visual Aids (use of visual aids to support the presentation) Suitability of visual aids Design elements and accessibility Typography (font size and type) Colour scheme Layout of information Graphics	Does not use visual aids. If used, they serve a decorative function only. They do not clarify the message at all. Poor design elements affect readability and comprehension.	Visual aids mainly serve a decorative function. They marginally clarify the message and are not integrated into the presentation. Design choices interfere with the overall accessibility of content, creating confusion.	Visual aids generally clarify the message and are somewhat integrated into the presentation. Design choices distract but do not confuse, and/or affect the accessibility of content.	Visual aids clarify the message and are mostly integrated into the presentation. Design choices generally increase the accessibility of content.	Visual aids reinforce the message and are seamlessly integrated into the presentation. Design choices enhance the accessibility of content.	Visual aids are skilfully executed and integrated to generate impact, maximise audience engagement and boost credibility. Adept use of visual aids adheres fully to best practices in the business world. Professional-looking and aesthetically-pleasing visual aids create a visually-captivating and satisfying experience for the audience.

The Story 🛣️

Narrate your adventures with ravishing rizz

The Story: Deliverables

• Blog Article

  • Save as: story/CS461 AY2024-T2 G1-{N} {Product Name} - Story.md

  • Example: story/CS461 AY2024-T2 G1-9 Robo Rizzler - Story.md

  • Resources (images, videos, pdfs, etc): save inside story/

  • Github Markdown format

  • 50% graphics, 50% text

  • Content

    • Background

      • Challenge statement

      • User need statements

    • Product design

      • Product description

      • System diagram

      • Features, benefits

    • Prototype development

      • System diagram

      • Features

      • Hardware/software components needed

      • Code organization

      • How to setup, deploy, operate the prototype

      • The process of implementing, iterating, evaluating the prototype frequently, throughout the term

    • Glow Up Journey

      • Each person’s individual contributions to developing the prototype

      • Each person’s skills and knowledge gained and applied in developing the prototype

      • What you are most proud of about your individual contributions to the project, and your personal glow up journey through working on the project

    • Other awesome stuff

• Story Video

  • <10mins

  • Save as: story/CS461 AY2024-T2 G1-{N} {Product Name} - Story Video.{wtv}

  • Example: story/CS461 AY2024-T2 G1-9 Robo Rizzler - Story Video.mkv

  • Content

    • Weekly progress. Similar to the Full Frod Story

    • Illustrate the product features and user flows in realistic scenarios, using the prototype and other items as props. Similar to the project videos shown during lessons.

• Source code

  • Save in: src/

• Data, if any

  • Save in: data/

• Bonus Content

  • Save in: bonus/

  • Raw clips, behind-the-scenes, bloopers, meme-worthy stuff, content that doesn’t seem to fit anywhere else

The Story: Rubrics

• In this context:

  • Solution means both the product design, and prototype.

  • Existing solutions means existing ideas, concepts, prototypes or products that may be similar to your solution.

Criteria	Beginner	Developing	Progressing	Competent	Accomplished	Exemplary
Solution Novelty and Innovation (ability to drive disruptive, revolutionary ideas)	Solution is essentially a clone of an existing solution.	Solution is similar to existing solutions, with minor new elements added.	Solution incorporates emerging ideas or concepts, but lacks full integration or clear novelty.	Solution applies innovative techniques, improving upon existing solutions significantly.	Solution demonstrates clear innovation by combining unique techniques to address the challenge in a creative way that existing solutions do not.	Solution is creative, innovative, unique; there is none like it. Introduces disruptive and transformative concepts that make it superior to all alternatives in every way.
Solution Implementation, Evaluation, Iteration (ability to implement, evaluate, and iterate the solution frequently, throughout the whole term) Implementation: degree to which solution thoroughly and deeply addresses the challenge and meets users’ needs. Evaluation: get feedback, and test the solution, throughout the whole term. Iteration: improve the solution based on evaluation feedback and test results, throughout the whole term.	Solution neither addresses the challenge nor meets users’ needs. No effort made to evaluate the solution.	Solution addresses the challenge and meets users’ needs to a small extent. Some awareness of changing details in the challenge scenario after evaluation, which leads to some attempt to iterate the solution.	Solution addresses the challenge and meets users’ needs to some extent. General awareness of changing details in the challenge scenario after evaluation, which leads to general solution refinement and iterations.	Solution addresses the challenge and meets users’ needs to a large extent. Consistent deep awareness of changing details in the challenge scenario after evaluation, which leads to defined solution refinement and iterations.	Solution fully addresses the challenge and meets users’ needs. Clear linkage between the strong awareness of the changing details in the challenge scenario after evaluation leads to a well-defined solution refinement and iterations.	Solution fully addresses the challenge and meets users’ needs with great depth and precision, far exceeding expectations. Strong linkage between the strong awareness of the changing details in the challenge scenario after evaluation leads to solution refinement and iterations in a manner that far exceeds expectations.
Context & Purpose (overall quality of the article, awareness of its context and purpose, and how well the requirements are addressed)	Poor awareness of the purpose and context of the article. Very little understanding of the requirements. Fails to address requirements.	Basic awareness of the purpose and context of the article. Basic understanding of the requirements. Rudimentarily addresses requirements.	Moderate awareness of the purpose and context of the article. Fair understanding of the requirements. Moderately addresses requirements.	Good awareness of the purpose and context of the article. Good understanding of the requirements. Competently addresses requirements.	Strong awareness of the purpose and context of the article. Strong understanding of the requirements. Skilfully addresses requirements.	Demonstrates an exceptionally astute awareness of the purpose and context of the requirements. Perceptive, precise, and accurate understanding of the requirements. Masterfully addresses requirements.
Language Use (fluency and accuracy of language used to communicate ideas) Well-constructed sentences and appropriate choice of words that help to communicate ideas in a clear, coherent and concise manner. Correct use of grammar, spelling, sentence/paragraph structure, punctuation and capitalisation.	Uses language that severely impedes meaning. Almost all sentences are wordy, unclear, badly structured, and/or use poor word choice which makes reading and understanding very difficult. Full of grammatical lapses, misspelled words and punctuation mistakes. No evidence that the article has been proof-read, or spell-checked.	Uses language that often impedes meaning. A significant portion of sentences are wordy, unclear, badly structured, and/or use poor word choice which makes reading and understanding difficult. Contains numerous grammatical lapses, misspelled words, punctuation mistakes, and/or sentence errors that significantly interfere with understanding.	Uses language that sometimes impedes meaning. Some sentences are wordy, unclear, badly structured, and/or use poor word choice which sometimes interfere with clarity. Contains some grammatical lapses, misspelled words, punctuation mistakes, and/or sentence errors that sometimes interfere with understanding.	Uses language that generally conveys meaning to readers clearly. Sentences are generally clear, readable and properly structured, but some details are missing or unclear. Words are chosen to communicate ideas intelligibly. Contains occasional grammatical lapses, misspelled words, punctuation mistakes, and/or sentence errors, but does not interfere with understanding.	Uses language that consistently conveys meaning to readers clearly. Sentences are clear, concise and well-structured. Words are aptly chosen to communicate ideas effectively. Contains few grammatical lapses, misspelled words, punctuation mistakes, and/or sentence errors.	Uses language that always conveys meaning to readers with exceptional finesse and coherence. Writing shows a high level of fluency and eloquence. Sentences are well-articulated, concise and bring great clarity to ideas. No grammatical lapses, misspelled words, punctuation mistakes, and/or sentence errors.

• Q: What’s the difference between the Story Video and The Showcase?

  A: The Story Video focuses on the product, in realistic scenarios. The Showcase focuses on the prototype, inside the demo venue.

Exam 📝

• Closed book, on Examena or Lockdown Browser

• Bring: writing materials, calculator

• Q: Format?

  A: Multi-select, fill-in-the-blanks, open-ended, short answer questions.

• Q: How many questions?

  A: Between 1 to 1,024.

• Q: Date/Time/Venue?

  A: Check OASIS.

Copyright Notice

• Content found here is adapted from the Android Basics with Compose course, and is compliant with the relevant Android Developers Content License.

• Portions of this work are modifications based on work created and shared by the Android Open Source Project and used according to terms described in the Creative Commons 2.5 Attribution License.