scenario-based design
TRANSCRIPT
Scenario-based Design
IFI7156 Interaction Design Methods
Carroll, J. M. (2000). Making Use: Scenario-Based Design of Human-Computer Interactions. Cambridge, MA: The MIT Press.
Rosson, M. B., & Carroll, J. M. (2002). Scenario-Based Design. In J. A. Jacko & A. Sears, The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (pp. 1032–1050). Mahwah, NJ: Lawrence Erlbaum Associates.
Rosson & Carroll: SBD 1
Scenario-Based Design
Mary Beth Rosson and John M. Carroll
Department of Computer Science and Center for Human-Computer Interaction
Virginia Tech, Blacksburg VA
Chapter 53 in J. Jacko & A. Sears (Eds.), The Human-Computer Interaction Handbook: Fundamentals,
Evolving Technologies and Emerging Applications. Lawrence Erlbaum Associates, 2002, pp. 1032-1050.
1. The Basic Idea
Scenario-based design is a family of techniques in which the use of a future systemis concretely described at an early point in the development process. Narrative descriptionsof envisioned usage episodes are then employed in a variety of ways to guide thedevelopment of the system that will enable these use experiences.
Like other user-centered approaches, scenario-based design changes the focus ofdesign work from defining system operations (i.e., functional specification) to describinghow people will use a system to accomplish work tasks and other activities. However,unlike approaches that consider human behavior and experience through formal analysisand modeling of well-specified tasks, scenario-based design is a relatively lightweightmethod for envisioning future use possibilities.
A user interaction scenario is a sketch of use. It is intended to vividly capture theessence of an interaction design, much as a two-dimensional, paper-and-pencil sketchcaptures the essence of a physical design.
2. A Simple Example
Scenarios are stories. They consist of a setting, or situation state, one or more actors withpersonal motivations, knowledge, and capabilities, and various tools and objects that theactors encounter and manipulate. The scenario describes a sequence of actions and eventsthat lead to an outcome. These actions and events are related in a usage context thatincludes the goals, plans, and reactions of the people taking part in the episode.
Table 1 presents three brief scenarios in which a member of a club uses differentnetwork tools to interact with club members. In all of these scenarios, the person’s goal isto visit a club and interact with her friends at the club. The scenarios contrast three waysthat such a goal might be supported by computer network technologies. Each is a potential“solution” to Sharon’s needs, but the user experience varies from asynchronous text-basedreading and posting, to a real-time graphical simulation of a meeting place.
Designers can quickly construct scenarios like these in order to make envisionedpossibilities more concrete. The example contrasts three contemporary approaches toonline interactions, but not as an abstraction, not as a list of features or functions. Itcontrasts three episodes of human-computer interaction and personal experience.
Interactive systems design as ill-defined problem
Solution-first strategy
Limitations of solution-first approach
• Designers may want to select a solution approach too quickly
• Designers may attempt to simplify the problem and reuse familiar solutions
• Designers may not analyze other ideas or alternatives
(Rosson & Carroll, 2002)
What are scenarios?
Short stories of people and their activities that
… describe typical usage situation
… focus on goals, actions and objects
… leave out user interface details
Benefits of scenario-based design
• Scenarios support visible progress, but relax commitment to the ideas expressed in the scenarios
• Scenarios direct attention to the use-appropriateness of design ideas
• Incomplete nature of scenarios raises questions
(Rosson & Carroll, 2002)
Scenario’s elements
• Setting — description of the starting state of the episode and objects that are involved
• Actors
• Goals
• Actions — things that actors do
• Events — things that happen to actors
• Objects
(Carroll, 2000)
GoalsHarry is interested in bridge failures; as a child, he saw a small bridge collapse when its footings were undermined after a heavy rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests to see the film of its collapse. He is stunned to see the bridge first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course module on harmonic motion.
He browses the material (without doing the exercises), saves the film clip in his workbook with a speech annotation, and then enters a natural language query to find pointers to other physical manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
ActionsHarry is interested in bridge failures; as a child, he saw a small bridge collapse when its footings were undermined after a heavy rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests to see the film of its collapse. He is stunned to see the bridge first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course module on harmonic motion.
He browses the material (without doing the exercises), saves the film clip in his workbook with a speech annotation, and then enters a natural language query to find pointers to other physical manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
ObjectsHarry is interested in bridge failures; as a child, he saw a small bridge collapse when its footings were undermined after a heavy rainfall.
He opens the case study of the Tacoma Narrows Bridge and requests to see the film of its collapse. He is stunned to see the bridge first sway, then ripple, and ultimately lurch apart.
He quickly replays the film, and then opens the associated course module on harmonic motion.
He browses the material (without doing the exercises), saves the film clip in his workbook with a speech annotation, and then enters a natural language query to find pointers to other physical manifestations of harmonic motion.
He moves on to a case study involving flutes and piccolos.
(Carroll, 2000)
Scenario types
• Problem scenarios — describe current situation features (what users can do)
• Activity scenarios — propose transformation from current practice into new design features
• Information scenarios — how users perceive, interpret and make sense of information
• Interaction scenarios — physical actions and system responses that enact and respond to the users’ task goals and needs
(Rosson & Carroll, 2002; Palotta, 2007)
Examples
Scenario 1: First experience with EduFeedr
John is teaching an open online course where he has more than 30 participants. All the participants have their individual blogs where they publish the weekly assignment. John is using a feed reader to follow all the student blogs. He is also trying to comment all the posts that have an inspiring ideas.
In the middle of the course John notices that it becomes increasingly complicated to manage the course. Several participants are not able to keep up with the tempo of the course. In the feed reader it is not easy to see how far different participants have proceeded with the course.
One day John reads about new feed reader EduFeedr that has special features to support online courses. It an online feed reader similar to Google Reader. John creates an account and starts exploring the possibilities. He can easily import all the feeds from his current feed reader.
After importing the feeds he notices that the students’ posts are somehow grouped by the assignments. This way it is easy to see how far the participants have proceeded with their work.
It is possible to browse students posts by a tag cloud. Among other tags there is a tag "urgent". John clicks on the tag and finds out that a few students who needed fast feedback to proceed with their home task have used that tag.
There is also an image that displays the social network between the student blogs. John can see which blogs are more actively linked and commented.
John is impressed by these possibilities. He decides to get a cup of coffee and explore the other features of EduFeedr.
EduFeedr scenarios
https://wiki.mozilla.org/EduFeedr_Blueprint
iTEC scenarios
http://itec.eun.org/web/guest/scenario-library
Homework and schoolwork “flip”
NARRATIVE OVERVIEW: I’ve been teaching for nearly ten years and have decided to try the popular idea of “flipping” in my class. The basic idea behind flipping is that lectures become homework, while class time is used for collaborative student work, experiential exercises, debate and lab work. Videos and other e-learning materials are used extensively during “home time” to deliver learning content, while class-time becomes open to experimentation and collaboration. I’ve read about flipping and realize it’s not a fully-fledged pedagogical approach, but a philosophy meant to be used flexibly and fluidly alongside all the tools I have gathered during my career. I’ve read how “flipping” can positively impact student learning regardless of the subject or the type of classroom.
It is important to me that the additional classroom time gained through flipping is used as effectively as possible, and that the resources students use in their own time are of the highest possible quality and appropriate to their current levels of knowledge. A content library that is integrated with online videos checked for quality and accessibility seems the best way to ensure success. My colleagues and I have developed teaching resources, videos and online activities over the years, and I’ve also kept the best revision materials developed by students at the school. Now it’s time to put this rich repository of content to good use in a structured approach, filling any gaps with high-quality resources available for free over the internet.
I look within the curriculum to identify topics that lend themselves well to ‘flipping’, like those that don’t require significant initial student-teacher interaction and that have high-quality resources for the at-home instructional element. I also ensure that students understand the purpose and format of ‘flipping’. I support students who lack access to resources at home to find other times and locations to view the materials. I also take advantage of a new school scheme that provides students with notebooks, to help ensure access for students and encourage them to complete their home tasks.
After the first weeks of flipping, some initial challenges arise. I realize that class time requires a different, but just as rigorous, form of planning, and that collaborative activities and project work come with their own issues to be addressed separately. However, after some initial adjustments, the benefits become evident, as the classroom becomes a place for more effective learning activities and increased student-teacher and peer interactions. Many students begin to choose how they learn content and demonstrate understanding, all while being allowed to master it at their own pace.
POSSIBLE APPROACH TO TEACHING AND ASSESSMENT - instructional design - project-based learning - enquiry-based learning - formative assessment
PEOPLE & ROLES This approach requires teachers and students to collaborate and find the most suitable solutions to the issues that may emerge. This can generate a degree of uncertainty as established conventions and roles are subverted. It is important that teachers are aware of these issues and of the potential conflict that may arise as a result (for example, it is likely that some students and their families might oppose ‘flipping’). It is therefore also important for teachers to be explicit with students and families about the intention and purpose of ‘flipping’. ACTIVITIES Activities vary depending on the nature of the subjects, the goals of the teachers and the levels of cognitive development of students. Flipping is more like a general philosophy than a collection of activities. A rigorous approach to planning and a clear idea of the goals to be achieved are paramount and also need to be shared explicitly with students at the beginning.
ENVIRONMENT The classroom and the home – flipped
RESOURCES (INCL. TECHNOLOGIES) - High quality video resources are essential in the original
“flipping” model (e.g. Khan Academy). However flipping can involve a wide range of resources and revision materials. Some people believe that in-house are particularly effective as they already account for local differences.
- Possibly include individual laptops for students to ensure equal access to resources.
CORE PURPOSE: To allow a radical transformation of activities, relationships and expectations, by “flipping” two core elements of the educational experience: school-time and home-work time.
TREND/S Young people are always connected and make heavy use of digital media, this is posing challenges to teachers and education systems who are yet to identify consistent and effective responses
Increasing frustration of young people with typical classroom activities
Evaluating scenarios
Participatory design sessions
• 2...3 participants and 1 designer
• Structured discussion about 3...4 scenarios
• Prepared questions about the scenarios
• Should not last more than 2 hours
Example questions
• Did the scenario wake-up any thoughts?
• Could you image yourself to the role of the teacher?
• Is there something you would like to change in the scenario?
Summarizing the design sessions
• Written summary based on audio recording or notes
• Concept map
Design session summaries
http://itec.aalto.fi
Scenario-based design outside HCI
References• Carroll, J. M. (2000). Five reasons for scenario-based design. Interacting with
Computers, 13(1), 43–60. doi:10.1016/S0953-5438(00)00023-0
• Rosson, M. B., & Carroll, J. M. (2002). Scenario-Based Design. In J. A. Jacko & A. Sears (Eds.), The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies and Emerging Applications (pp. 1032–1050). Mahwah, NJ: Lawrence Erlbaum Associates.
• Palotta, V. (2007). Scenario-Based Design. http://diuf.unifr.ch/pai/uc/miscellaneous/Scenario-based_Design.pdf
Photos• Hans Põldoja
• Teemu Leinonen, http://lemill.org/trac/attachment/wiki/DesignSessionResults/finland-02.jpg
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Hans Põldoja [email protected]
Interaction Design Methods http://ifi7156.wordpress.com
Tallinn University Institute of Informatics