Scenario Based Design

Creative Producer 30.11.2011 Marjo Mäenpää

The basic argument behind scenario-based methods is that descriptions of people using technology are essential in discussing and analyzing how the technology is (or could be) used to reshape their activities.

A secondary advantage is that scenario descriptions can be created before a system is built and its impacts felt.

http://www.slideshare.net/hanspoldoja/scenariobased-design

Different Use Cases from Google

A use case diagram in the Unified Modeling Language (UML) is a type of behavioral diagram defined by and created from a Use-case analysis.

Its purpose is to present a graphical overview of the functionality provided by a system in terms of actors, their goals (represented as use cases), and any dependencies between those use cases.

The main purpose of a use case diagram is to show what system functions are performed for which actor. Roles of the actors in the system can be depicted. Use case diagrams are formally included in two modeling languages defined by the OMG: the Unified Modeling Language (UML) and the Systems Modeling Language (SysML).

Scenarios •  Futurology (by Ossip K. Fletchtheim 1940) •  The aim was to stop wars, hunger and oppression

in the world •  Roy Amara 1980: the tasks for futurology

1.  to imagine what is possible 2.  to analyze what is presumable 3.  to participate: what is desirable and could be realized

•  Scenarios are tools to bring up different alternate possibilities

Scenarios

•  From theatre scenario means script •  Scripts for future •  Scenarios are logical, plausible,

consequential scripts for future. Describes the development from present to future possible situation

Scenarios

•  In business - Royal Dutch Shell 1972, scenario about the oil crisis

•  Different methods to make scenarios for different purposes - from global development to new media devices and innovations.

•  Three examples: –  Mobile narration –  eLearning model UMLE & –  Mobile-Internet-service Emolevy.com

Stakeholders All roles of the play

Selected technology In applications, media design

Invented Metaphor The problem in everyday life / general life

Problem Scenarios Background Problems that need to be solved The good / best solution, “how it should be…” Alternative solutions, ”what if…”

Use cases Visualization

UBIQUITOUS MULTI-LAYER ENVIRONMENT – UMLE

SCENARIOS FOR INFORMAL LANGUAGE LEARNING

Scenario Based Design Workshop UIAH - Media Lab 31.1.-2.2.2005

Jari Laru, Johanna Pöysä, Jürgen Scheible, Jouni Linkola, Marjo Mäenpää

UMLE

STAKEHOLDERS

•  Students - comprehensive school, 7-15 year

•  Teachers •  Parents •  Operational body: EU, Unesco, CIMO

UMLE

Selected Technology

•  Cross-platform Client (mobile, TV, interactive screens etc.)

•  Server application

•  Java based

UMLE

Invented Metaphors

•  From human-computer interaction to human-human interaction

•  From hypertext to hyper-human

UMLE Problem scenario 1/4

Background: – Informant: 15 years old girl – Context: Language learning (English)

in secondary school – Root problem: She likes to study

languages, but pedagogy and tasks used in the English lessons raise barriers for learning

UMLE

Problem scenario 2/4 Old fashioned” language learning:

– pair tasks (discussion) – listening comprehension (all students

listen to tapes and make given tasks) – use of books: “randomly selected

sections” – CAI programs (old) used sometimes

in the computer class – non-supportive atmosphere in the

class

UMLE

Problem scenario 3/4 What it should be:

– tasks and contexts should be derived from “real world”

– tasks should be motivating

– teacher / the style of teaching should be motivating also

UMLE

Problem scenario 4/4 •  What-IF Chat:

– Chat forces to use your abilities because “it’s real”

•  What-IF mobile: – interesting, but... – a possibility to switch off/on is a

necessity – multiple tasks: single/collaborative/

co-operative etc.

UMLE UMLE

UMLE

CLAIMS 1/4

Cultural Codes, Privacy, somebody may record meetings. #-> Sexual harassment? -> Only voice used#-> All discussions are transparent, but not possible to disturb.

Students see, if somebody is willing to participate discussion, all participants must accept the new speaker#

UMLE

CLAIMS 1/5 Amount of teachers work, if 20 students is it possible to follow discussions about 1,5-2 minutes / discussion during hour-> Already before the session teacher can match and organize the meeting between the two classes students. Its easier when both teaches are around and can help students.Over-scripting, Over-organizing Profiles are too detailed, matching don't work. Too hierarchical -> You can start without profiling but it makes it possibilities of successful contact-> Matching is not exact but showing all

BUT in order of possible matching interest

UMLE CLAIMS 2/5 Cultural Codes, Privacy, somebody may record meetings. Sexual harassment – if video contacts, how are you dressed? - Normally schools don't allow any kind of video/image recording in the school. It is not probable that parents allow video conferencing. - Parents donʼt want that real names, contact information, addresses are used without their agreement.

-> No real personal information is used. Only first name, if needed. Even the name of school is only seen by teacher.#-> Teacher controls the use of names, contact info and visual appearance.-> Only voice used -> All discussions are transparent, but not possible to disturb. Students see, if somebody is willing to participate discussion, all participants must accept the new speaker

UMLE

CLAIMS 3/5 Role of adults? How much teacher control the connections? Access of parents?#-> Main role of teacher is to help profiling, so that levels of the students match. The main idea of tool is to enable use it#during free time, when teacher is not present.#

What is shared/personal#-> you can make notes and use helping tools #so that only see it. What is shared is task and profiles#

UMLE

CLAIMS 4/5

The discussions loose the pedagogical point, just having "fun"#-> idea is to have fun, when teacher is around he can drop tasks to students #

When there is pupils from two classes there is also two teachers. which one controls #the situation?#-> in the manager level teachers can negotiate about the goals#

UMLE

CLAIMS 5/5

What if two persons don´t just get on?#-> In the self-based level the system follows the discussion, if it does not work, system generate new pares

UMLE Use case

Use Case for mobile video application and that follows the narrative structures of Vladimir Propp

mobile narration

Skenario-esimerkki: Emolevy.com

•  Vuorovaikutteinen Emo-palvelu •  Kohderyhmä: peruskoulun ala- ja yläasteikäiset lapset, •  Käyttötilanteet ja tarpeet: Iltapäivisin, koulun jälkeen, kun

vanhemmat ovat työssä ja lapset tarvitsevat neuvoja jokapäiväisiin askareisiinsa

•  Sisältö: Vuorovaikutteisia ohjeita ja neuvoja mm. helppotekoisiin välipaloihin, ensiapuun, linkitys verkko-oppimissivuille läksyjen tueksi, mahdollisuus pieniin verkko-ostoksiin – palveluun voi “tallentaa” verkkorahaa maksuvälineeksi mm. kotipizzapalvelua tai maksullisia pelisivuja varten (vrt. Veikkaus oy). Mahdollisuus sähköpostin ja tekstiviestin lähettämiseen valittuihin sähköpostiosoitteisiin ja gsm-numeoroihin

EMOLEVY.COM

Käyttäjä-skenario / palvelukuvaus

•  Äiti <työssä> Ennen työhön lähtöään Äiti tekee Emolevy.com –palveluun oman profiiin tyttärelleen Tuulille. Äiti kirjaa lomakkeeseen Tuulin käyttäjätiedot, iän, luokka-asteen, koulun kielivalinnat, ruoka-allergiat. Äiti kirjaa lomakkeeseen myös omat ja muiden läheisten sähköpostiosoitteet ja puhelinnumerot. Äiti siirtää omalta tililtään Sampo-pankista verkon kautta Emolevy.com –palvelussa olevaan Tuulin henkilökohtaiseen kukkaroon 20 euroa

•  Riina <koulussa> Tavattavissa vain matkapuhlimen kautta

•  Tuuli 12 v.<koululainen> Tulee koulusta ja avaa Emolevy-com –sivun tietokoneelta. Tuulin omalla sivulla on viesti Äidiltä: “Hei, olen kokouksessa koko päivän enkä voi vastata puheimeen, kirjoita viesti kun olet tullut.”

EMOLEVY.COM

Käyttäjä-skenario / palvelukuvaus Tuuli kirjoittaa Emolevy.com –sivulla olevaan

viestikenttään Äidille viestin, että on tullut jo kotiin – saman viestin hän laittaa myös Riinan osoitteeseen. Viesti menee sekä kummankin vastaanottajan sähköpostiosoitteeseen että kännykkään – koska Riina on vielä iltapäivähoidossa, hän saa viestin kännykkäänsä.

EMOLEVY.COM

EMOLEVY.COM