Post on 24-Jan-2017
Tècniques de Disseny Participatiu
Eva Durall
Learning Environments research group
Aalto School of Arts, Design and Architecture
ESCENARIS D’ÚS
INDEX
1. Introducció
2. Elements dels escenaris d’ús
3. Disseny basat en escenaris
4. Tipus d’escenaris
5. Exemples d’escenaris d’ús
1. INTRODUCCIÓ
Scenarios are stories about people and their activities.
Carroll, 1999
2. ELEMENTS DELS ESCENARIS D’ÚS
• Escena (explícita o implícita): descripció de la data d’inici de l’episodi i dels actors i objectes implicats.
• Agents o actors
• Objectius
• Accions
• Guió/ Events
• Objectes
Harri, a building inspector offers his services for several constructors and during inspec7on visits he o8en cannot meet the people responsible for each phase and site. When he inspects a building, Harri records everything with a point-‐of-‐view camera. He also has his inspec7on sheet on a tablet where each area or part is connected to the people responsible of that area. During inspec7on, Harri uses a tablet to fill the inspec7on sheet. Whenever he takes a snapshot, it is added to currently ac7ve area in the inspec7on sheet. He o8en also takes 7me to explain aloud, alone or for the building foreman, his evalua7on of the build quality. A8er the visit Harri's voiced evalua7ons are split into the inspec7on sheet as video clips. These clips are aGached to the part of inspec7on sheet that was ac7ve during the explana7on. Harri reviews the clips and removes a few. Parts of the inspec7on sheets with possible addi7onal explana7ons from Harri are forwarded to the people responsible for the work. Harri finds that the rich media material makes it easier for him to remember and revise his findings about the building and the SME customers are willing to use the mul7media inspec7on sheets in their field mee7ngs as well as in briefing trainings of staff members star7ng to work on a similar kind of projects.
Building Inspec7on with Point-‐of-‐View Camera
Escenari creat com a part del projecte Learning Layers. Il.lustració de Jukka Purma
2. ELEMENTS DELS ESCENARIS D’ÚS
Harri, a building inspector offers his services for several constructors and during inspec7on visits he o8en cannot meet the people responsible for each phase and site. When he inspects a building, Harri records everything with a point-‐of-‐view camera. He also has his inspec7on sheet on a tablet where each area or part is connected to the people responsible of that area. During inspec7on, Harri uses a tablet to fill the inspec7on sheet. Whenever he takes a snapshot, it is added to currently ac7ve area in the inspec7on sheet. He o8en also takes 7me to explain aloud, alone or for the building foreman, his evalua7on of the build quality. A8er the visit Harri's voiced evalua7ons are split into the inspec7on sheet as video clips. These clips are aGached to the part of inspec7on sheet that was ac7ve during the explana7on. Harri reviews the clips and removes a few. Parts of the inspec7on sheets with possible addi7onal explana7ons from Harri are forwarded to the people responsible for the work. Harri finds that the rich media material makes it easier for him to remember and revise his findings about the building and the SME customers are willing to use the mul7media inspec7on sheets in their field mee7ngs as well as in briefing trainings of staff members star7ng to work on a similar kind of projects.
Building Inspec7on with Point-‐of-‐View Camera
Escenari creat com a part del projecte Learning Layers.
2. ELEMENTS DELS ESCENARIS D’ÚS
OBJECTIUS
Harri, a building inspector offers his services for several constructors and during inspec7on visits he o8en cannot meet the people responsible for each phase and site. When he inspects a building, Harri records everything with a point-‐of-‐view camera. He also has his inspec7on sheet on a tablet where each area or part is connected to the people responsible of that area. During inspec7on, Harri uses a tablet to fill the inspec7on sheet. Whenever he takes a snapshot, it is added to currently ac7ve area in the inspec7on sheet. He o8en also takes 7me to explain aloud, alone or for the building foreman, his evalua7on of the build quality. A8er the visit Harri's voiced evalua7ons are split into the inspec7on sheet as video clips. These clips are aGached to the part of inspec7on sheet that was ac7ve during the explana7on. Harri reviews the clips and removes a few. Parts of the inspec7on sheets with possible addi7onal explana7ons from Harri are forwarded to the people responsible for the work. Harri finds that the rich media material makes it easier for him to remember and revise his findings about the building and the SME customers are willing to use the mul7media inspec7on sheets in their field mee7ngs as well as in briefing trainings of staff members star7ng to work on a similar kind of projects.
Building Inspec7on with Point-‐of-‐View Camera
Escenari creat com a part del projecte Learning Layers.
2. ELEMENTS DELS ESCENARIS D’ÚS
ACCIONS
Harri, a building inspector offers his services for several constructors and during inspec7on visits he o8en cannot meet the people responsible for each phase and site. When he inspects a building, Harri records everything with a point-‐of-‐view camera. He also has his inspec7on sheet on a tablet where each area or part is connected to the people responsible of that area. During inspec7on, Harri uses a tablet to fill the inspec7on sheet. Whenever he takes a snapshot, it is added to currently ac7ve area in the inspec7on sheet. He o8en also takes 7me to explain aloud, alone or for the building foreman, his evalua7on of the build quality. A8er the visit Harri's voiced evalua7ons are split into the inspec7on sheet as video clips. These clips are aGached to the part of inspec7on sheet that was ac7ve during the explana7on. Harri reviews the clips and removes a few. Parts of the inspec7on sheets with possible addi7onal explana7ons from Harri are forwarded to the people responsible for the work. Harri finds that the rich media material makes it easier for him to remember and revise his findings about the building and the SME customers are willing to use the mul7media inspec7on sheets in their field mee7ngs as well as in briefing trainings of staff members star7ng to work on a similar kind of projects.
Building Inspec7on with Point-‐of-‐View Camera
Escenari creat com a part del projecte Learning Layers.
2. ELEMENTS DELS ESCENARIS D’ÚS
OBJECTES
3. DISSENY BASAT EN ESCENARIS
• Afavoreixen la reflexió sobre els problemes de disseny.
• Els escenaris són alhora concrets i flexibles, ajudant als desenvolupadors a gestionar la fluïdesa de les situacions de disseny.
• Possibiliten diversos punts de vista d’una mateixa interacció.
• Es poden abstreure i ser categoritzats.
• Faciliten la comunicació centrada en el treball entre les diverses parts implicades en el disseny.
5 motius a favor de l’ús d’escenaris en el procés de disseny (Carroll, 1999):
4. TIPUS D’ESCENARIS
• Escenaris sobre problemes: descriuen les característiques de la situació actual.
• Escenaris d’activitat: proposen la transformació de la pràctica actual en noves característiques de disseny
• Escenaris d’informació: centrats en com els usuaris perceben, interpreten i entenen la informació
• Escenaris d’interacció: accions físiques i respostes del sistema que responen als objectius i les necessitats de les tasques de l'usuari.
Segons Rosson i Carroll (1999):
5. EXEMPLES D’ESCENARIS D’ÚS
Escenaris d’activitat
History teacher Jana
Jana is a history teacher in a small primary school in Poland. She just graduated from the university last spring, so it is her first year as a teacher. Jana is a very concerned teacher and wants to make her lessons interes7ng for the students. She has been using computers for years -‐ mainly for university studies and communica7ng with friends. She is also interested to use Internet and ICT tools with her students. In 6th grade history lessons are focused on the Middle Ages. Currently Jana is preparing a lesson about life in medieval ci7es. She looks for addi7onal informa7on from Polish Wikipedia and Google. Wikipedia has good ar7cles on Polish ci7es, but it lacks the detailed informa7on about medieval 7mes. Jana remembers, that one of her colleagues was talking about Toolbox. She finds Toolbox from Google and starts to browse the website. Toolbox has a good selec7on of learning resources, which are all tagged with keywords. Jana is searching for history and receives several hundred results. Maybe there is something on medieval ci7es too? New search gives only a dozen results. Some photos, some slide shows and a few pages of text.
Escenari creat durant el disseny de LeMill(http://lemill.org/trac/wiki/Scenarios)
Escenaris d’ús creats durant el projecte iTEC per A. Keune.
5. EXEMPLES D’ESCENARIS D’ÚS
Escenaris d’activitat
Projecte d’estudi a la natura i reconeixement de l’aprenentatge informal
Escenaris d’ús creats durant el projecte iTEC.
Escenari creat per Leyla Nasibova en el projecte de tesi de MA “Planet Hero”.
Escenaris d’informació
Descobriment de projectes rellevants en la proximitat geogràfica
5. EXEMPLES D’ESCENARIS D’ÚS
1 2 3
Escenari d’ús de l’aplicació Ach So! desenvolupada durant el projecte Learning Layers (video: L. Nasibova)
Escenaris d’interacció
5. EXEMPLES D’ESCENARIS D’ÚS
Escenari d’ús del prototip Feeler (projecte de recerca doctoral E. Durall)
Escenaris d’interacció
5. EXEMPLES D’ESCENARIS D’ÚS
REFERÈNCIES
Aquest material utilitza la llicència de Creative
Commons Reconeixement – Compartir Igual.
Carroll, J. M. (1999). Five Reasons for Scenario-Based Design Proceedings of the 32nd Hawaii International conference on system Sciences.
Pallotta, V. (2007). Scenario-based Design. http://diuf.unifr.ch/pai/uc/miscellaneous/Scenario-based_Design.pdf
Poldoja, H. (2011). Scenario-based Design. http://www.slideshare.net/hanspoldoja/scenariobased-design?from_action=save
Rosson, M. B., & Carroll, J. M. (2009). Scenario based design. Human‐computer interaction. Boca Raton, FL, 145-162.
ACTIVITAT
ACTIVITAT
Creació d’un escenari d’ús
• En grups de 3 persones• Crear un escenari d’ús sobre un servei que transformi de
forma positiva la situació del col.lectiu al que s’adreca el disseny.
• Llibertat per escollir la forma en què es representa l’escenari (textual, visual…)
Durada: 30 min.
• Posada en comú i anàlisi dels escenaris Durada: 30 min.