Designing A Prototype For Seventh Grade Science Students: Prototype Development Process Book

graduate studio project:
Design thinking strategies and 7th grade science
graduate studio project:
Design thinking strategies and 7th grade science

August - December 2010
Laura Rodriguez, mgd Candidate 2011 and Thomas Joseph Blanchflower, mgd Candidate 2011
problem statement
How can an expert mentoring system utilize scenarios to address student learning outcomes?
regarding the following standards: ++ ++ ++ Describe how systems within the human body are dened by the functions it performs. Evaluate how systems in the human body help regulate the internal environment. Explain how understanding human body systems can help make informed decisions regarding health.
activity description
We are investigating how design thinking strategies, specically expert mentoring systems and scenarios, can fulll North Carolina middle school science standards.
Our prototypes are designed to address various learning styles and technological affordances of the classroom. We chose Microsoft Surface as our technological entry point to foster an empathetic, interactive learning environment of which traditional textbooks are incapable of providing.
1 :: Problem Statement and Activity Description
process
The rst step in our process was understanding the relationship of body systems at a seventh grade level through a subject matter map. Moving towards our interactive prototype, we decided to develop extreme users; Sam Nielsen and Sue Heck. Using these personas, we developed highly specic user paths representing model interactions with our potential prototypes. Informed by the concept map and user paths, we generated a dynamic information architecture map (diam). The diam provided concrete referencesof system affordances and content students would be interacting withleading us to sketch wireframes on top of the user paths. These sketches provided the content for creating more dened wireframes. In our subject matter persepectives, we alighned anatomical imagery from visiblebody.com with our user paths. Working on this studio project parallel to our thesis research, we decided to use this project as a cursory study. The extreme users allowed individual research points to be integrated into our process. Most of our process was collaborative, but preliminary to prototype design we worked individually resulting in Lauras interaction studies and Thomas system behaviors analysis.
Pages
15-16 56 4
78 910 1112
indication of individual work:
13 14
Blue pages by Laura Janet Rodriguez
Green pages by Thomas Joseph Blanchower
2 :: Process Brief and Table of Contents
Left Atrium Left Ventricle
Right Atrium Right Ventricle Oxygen-depleted Blood pumps Oxygenated Blood Arteries into Viens Capillaries Pulmonary ciruclation or Systematic ciruclation
is divided into Spine Pelvis and Leg Bones Ribs Skull includes Skeletal Systems Cytosine Thymine Reproductive Systems Muscular Systems Asexual Reproduction includes Sexual Reproduction includes Circulatory Systems Lymphatic Systems Cardiovascular Systems Heart which includes
through
Radius and Ulna Humerus
Fragmentation which includes Budding External Fertilization Internal Fertilization
Adenine
which can involve Teeth
Bases which contain Amino Acids which are made of Sugars which may be Nucleotides which is made of Nucleic Acid which is a which are made of Carbohydrates usually contains Lipids Cells form Tissues which include Muscle Tissue Epithelial Tissue which form Organs Proteins DNA
called Guanine
Digestive Systems
includes
Mechanical Digestion Chemical Digestion
done by includes the breakdown of food by
Stomach Bile Saliva stored in the Gallbladder
Enzymes
Endocrine Systems
Tonsil Thymus
Lymphatic Systems Integumentary System Excretory Systems
includes
Spleen Lymphatic Vessels which contains
Lymph Nodes Lymph Capilaries
which is made up of
which work together in
Organ Systems
a group of organs that work together to perform a major function in the body
Respiratory Systems
Lungs includes Airways Muscles
Connective Tissue
Nervous Tissue monitors and controls
a body tissue that carries electrical messages between the brain and every other part of the body
THE NERVOUS SYSTEM consists of the
all the parts of the nervous system except for the brain and the spinal cord. Peripheral Nervous System Central Nervous System which consists of the Spinal Cord the thick column of nerve tissues that links the brain to most of the nerves in the peripheral nervous system Medulla Brain
the brain and the spinal cord; its main function is to control the ow of information in the body.
the mass of nerve tissue that is the main control center of the nervous system
which consists of the
Cerebellum
Cerebrum the part of the brain that interprets input from the senses, controls movement, and carries out complex mental processes
the part of the brian that coordinates the actions of the muscles and helps maintain balance
3 :: Subject Matter Map
Brain Spinal Cord Cranial Nerves Central NS Peripheral NS
Eyes Head & Neck Thorax
Nervous System Selection
Muscular System Endocrine System Arteries
Coronary Vessels
Veins
Isolation Digestive System
Pulmonary
Heart
quiet, shy, smart, curious, hesitant, impulsive
Zooming
Continuums
Circulatory System
Systematic
CONDITIONAL SCENARIOS
STUDENT
EXPERT DATA
Biofeedback
Gesture Cond. Scenarios Transparency Time Adaptive Affordances
Interactive Media Experience

Hints and Cues
Lymphatic System
Space Recognition
Integumentary System
O2 Rich Blood to Brain
Adrenaline & Cortisol Heart beats faster
energetic, entertaining, silly, smart, social, curious
Hide / Show Urinary System Rotation Reproductive System Skeletal System Diet
Stress
Physiological
Smoking
Blood Shifts Away
Flood of Hormones Pupils Dilate
Respiratory System
Excessive Exercise Etc...
4 :: Dynamic Information Architecture Map
Thesis Research Points

transference / forecasting will power / self control AGENCY: customizing and ability to opt-out PATTERN: visualizing online behavior that puts them at risk encouraging rationality Anthropomorphism YOUNG ADULTS: similar perspectives on online privacy and similar online behaviors participation within online spaces
addresses
via explores
http:/ /www.ickr.com/photos/brooklyndoyle/2035038577/
Sam Nielsen, 13 years old

By arbitrarily manipulating the different stress variables available to him, Sam has succeeded in quickly bringing the nervous system to a state of chronic stress. He giggles as he watches his on-screen heart pound faster than everyone elses. constant feedback
affords
Sam felt a sense of relief, stopped playing with the systems features and started looking around to see what everyone else was doing. Shortly after, he noticed that the system was reengaging him with a prompt to now heal the damaged nervous system. time sensitivity facilitate dialogue
the system is
Sam Nielsen is a a 7th grader at Wakeeld Middle School in Raleigh, NC. Even though his high energy and curiosity always gets him into mischief, Sam is a good kid who means well. He loves pulling pranks on his older sister Whitney, and incorporates the strategic hiding of his turtle named Warner as much as possible. The joy of hearing her scream is well worth the short scowl from his mother.
He quickly realizes that the nervous system displayed on the screen is reacting to what he does, so Sam goes on a mission to mess it up as much as possible. aspects of play
At home, Sam can always be found in front of the tv or playing video games on his computer. Since he doesnt have trouble making good grades in school, Sam gets to pick out a new video game after every report card. He enjoys ying through the manual (getting excited about the pictures) while avoiding anything instructive because it, takes away the fun.
Sam sees a prompt to place his thumb down on the surface, but decides to start swiping his ngers elsewhere instead. non-linear interactivity
Sam, enticed by the challenge, begins to assess the different controls at his disposal. He can see that situational factors are contributing to the stress his body is experiencing, and that biological variables of the nervous system are pushed to their extreme, but he does not understand how any of these situational and biological relationships link. visualizing invisible systems
After
over-instruction from the teacher on how to use the new Microsoft-Surface for todays lesson plan on the nervous system (which Sam tried extensively to tune out), Sam approached the table and got excited as the surface reacted to his presence. auto-recognition
Sam tentatively adjusts situational/biological factors and gets anthropomorphic cues as to whether he is healing or doing further damage to the systems nervous system. built-in hints and reassurance
5 :: Persona and User Path: Sam Neilson

EMBODIMENT: world informs body; body informs mind; mind informs body; body forms world EMPATHY: ability to be emotionally conditional or individualized AGENCY: as it relates to awareness, maturation, and control CONNECTION: proprioceptive recognition encoded into system PATTERN: visualizing daily behavior associated with ADHD DIALOGUE: healthy, critical conversation YOUNG ADULTS: confused and frustrated people who are diagnosed late in life INTERACTIVE MEDIA: conceived through research
afforded enables recognition via

http://www.ickr.com/photos/alignedstars/3126528590/
embedded
Sue Heck, 13 years old

After a minute of running in place, Sue notices how manifests she is effecting the body systems. After playing for a few minutes, the Surface shows Sue how the nervous systems are communicating with the cardiovascular systems, and visually prompts her to pump on the heart. initiaion of play as investigative method
Highly engaged now, Sue has learned how to manipulate and explore the body through biofeedback and gestural interaction. Imagining what curious way she could inuence the Surface, Sue attempts to create what she believes are impossible situations, but is quickly presented with more options; abstracted adjectives (feelings) that are commonly associated with the changes she has made to the body systems. facilitatation via simulated artical intelligence
Sue Heck is a 7th grader at Wakeeld Middle School in Raleigh, NC, and classmate of Sams. Although her grades are often high and low scoring, Sue is a smart kid who is constantly misunderstood. Her silence is typically mistaken for ignorance, as she has a hard time paying attention to subjects that do not hold her interest. Sue is either known as the intelligent, curious student or the quiet mediocre one, and is often scolded for such inconsistencies.
Recognizing that she has activated the system, Sue slowly assimilates that the monitoring device is informing the body systems displayed on the human on screen. expert data input
Outside of school, Sues behavior is impulsive, often her getting into trouble, but always nding a way out of punishment. Accelerating in one moment and falling behind in the next, Sue constantly questions her actions, words, and place in the world. Sue knows she is smart, but can not understand why she never feels smart.
Prompted by the Surface, Sue places the wireless monitoring device around her arm and cautiously watches as it reacts. bio-feedback
continues
Selecting Stress, there is immediate (default) reaction within the human body systems, and Sue is prompted by the Surface: What situations stress you out? As she responds (audibly / textually) the Surface simultaneously suggests myriad conditional scenarios, and Sue chooses to makes a selection in lieu of creating her own. visualization of conditional scenario expert inuence through data
After
over-instruction from the teacher on how to use the new Microsoft-Surface for todays lesson plan on the nervous system (which Sue was engaged in), Sue approached the table and was immediately curious as the table reacted to her presence. auto-recognition
After selecting a sceneario, Sue is further prompted: How do degrees of stress present in the nervous systems? What function do the nervous systems have in relation to other body systems? What other body systems are impacted? How? expert dialogue rich contextual simulation
6 :: Persona and User Path: Sue Heck
Central NS Peripheral NS Selection Endocrine System Muscular System
Central NS Peripheral NS
Isolation
Nervous System
Nervous System Digestive System Selection
Endocrine System Muscular System
Zooming Gesture

Gesture
Isolation
Digestive System
Continuums
Brain
STUDENT
EXPERT DATA
Biofeedback
EXPERT DATA
Adaptive Affordances
STUDENT
Spinal Cord
Heart
transference / Continuums forecasting
Scenario Transparency

Central NS
Biofeedback
will power / Zooming self control
AGENCY: customizing and ability to opt-out Interactive

Brain Spinal Cord
Heart
Cardiovascular
System
Lymphatic System
Circulatory System
Scenario
Media Experience
Central NS
Cardiovascular
System
PATTERN: visualizing online behavior that puts them at risk Lymphatic

System
encouraging rationality
Anthropomorphism
Spinal Cord
YOUNG ADULTS: similar perspectives on online privacy and similar online behaviors
Brain
participation within online spaces
Circulatory System Integumentary

System
Integumentary
System
Transparency Peripheral NS Muscular System Endocrine System
Central NS
Peripheral NS Hide / Show Selection
Muscular System Hide / Show Selection Endocrine System Urinary System Isolation Rotation Reproductive Digestive System System
addresses
Nervous System
Isolation Rotation
Nervous System
Urinary System
explores
Isolation
Selection
via
Nervous System
Peripheral NS
Endocrine System Muscular System
Zooming
http:/ /www.ickr.com/photos/brooklyndoyle/2035038577/
Gesture Respiratory System Continuums Adaptive Affordances
Skeletal System Cardiovascular

System
Heart
STUDENT
STUDENT
STUDENT
Biofeedback
Sam Nielsen, 13 years old
Circulatory System
Lymphatic System
By arbitrarily manipulating the different stress variables Zooming Skeletal Gesture System available to him, Sam has succeeded in quickly bringRespiratory System ing the nervous system to a Continuums state of chronic stress. Adaptive Af HeBiofeedback giggles as he watches his on-screen heart pound Interactive faster than everyone elses. Media Experience constant feedback Scenario
Reproductive Digestive System System
Heart
affords
Circulatory System
Cardiovascular
System
fordances
Lymphatic System
Integumentary
System
Transparency
Integumentary
System
Sam felt a senseZooming of relief, stopped playing with the systems features and started looking around to Continuums see what everyone else wasBuilt-in doing. Shortly after, he Hints Adaptive Biofeedback Af noticed that the system was reengaging him with a Interactive Gesture prompt to now heal the damaged nervous system. Media Experience time sensitivity Scenario Circulatory System Transparency facilitate dialogue
Digestive System
and Cues
Heart
EXPERT DATA
EXPERT DATA
EXPERT DATA
fordances
Cardiovascular
System
Lymphatic System
Integumentary
System
Hide / Show Urinary System
Hide / Show
Brain
the system is
Urinary System
Spinal Cord
Hide / Show Urinary System Rotation
Sam Nielsen is a a 7th grader at Wakeeld Middle School in

Rotation Reproductive
Raleigh, NC. Even though his high energy and curiosity always gets him into mischief, Sam is a good kid who means well. He loves pulling pranks on his older sister Whitney, and incorporates the strategic hiding of his turtle named Warner as much
Respiratory System
System
Skeletal System
He quickly realizes that the nervous system displayed on the screen is reacting to what he does, so Sam Skeletal System Respiratory goes on a mission to mess it up as much asSystem possible. aspects of play Central NS
Peripheral NS Selection Muscular System
Rotation
Reproductive
System
Reproductive
System
Isolation
as possible. The joy of hearing her scream is well worth the short scowl from his mother.
STUDENT
Zooming Gesture
Nervous System
Endocrine System
Heart
Digestive System
Cardiovascular
System
EXPERT DATA
At home, Sam can always be found in front of the tv or playing video games on his computer. Since he doesnt have trouble making good grades in school, Sam gets to pick out a new video game after every report card. He enjoys ying through the manual (getting excited about the pictures) while avoiding anything instructive because it, takes away the fun.
Sam sees a prompt to place his thumb down on the Continuums surface, but decides to start swiping his ngers Adaptive Biofeedback Af elsewhere instead. Interactive Media non-linear interactivity
Brain Spinal Cord fordances
Circulatory System
System Respiratory Sam, enticed by the challenge, begins to assess the System different controls at his disposal. He can see that situational factors are contributing to the stress his body is experiencing, and that biological variables of the nervous system are pushed to their extreme, but he does not understand how any of these situational and biological relationships link. Central NS Muscular Peripheral NS System visualizing invisible systems Selection
Brain Spinal Cord
Skeletal
Isolation
Nervous System
Endocrine System
Lymphatic System
Experience
Digestive System Zooming Gesture Continuums
Central NS Peripheral NS Muscular System Endocrine System
Integumentary
System
After
STUDENT EXPERT DATA
Hide / Show Isolation
Selection Urinary System
Nervous System
Heart
Rotation over-instruction from the teacher on how to Zooming use the new Microsoft-Surface for todays lesson plan Skeletal System Respiratory on the nervous system (which Sam tried extensively System Continuums to tune out), Sam approached the table and got Adaptive Biofeedback Af Interactive excited as the surface reacted to his presence. Gesture Media auto-recognition
fordances
Reproductive
System
Digestive System
Cardiovascular
System
Built-in Hints Sam tentatively adjusts situational/biological factors Adaptive Biofeedback Af Interactive and gets anthropomorphic cues as to whether he is Media healing or doing further damage to the systems Experience Transparency Scenario Circulatory nervous system. System built-in hints and reassurance Central NS
and Cues Spinal Cord fordances
Brain
STUDENT
Heart
EXPERT DATA
Cardiovascular
System
Lymphatic System
Integumentary
System
Circulatory System
Peripheral NS
Muscular System Endocrine System Urinary System
Hide / Show
Selection
Lymphatic System
Rotation Isolation Zooming Gesture
Nervous System
Experience
Reproductive Digestive System System Continuums Respiratory System Skeletal System Cardiovascular
System
Heart
Integumentary
System
STUDENT
Built-in Hints
EXPERT DATA
Hide / Show Urinary System Rotation Reproductive

System
Biofeedback
and Cues
Circulatory System Lymphatic System
Respiratory System
Skeletal System
Integumentary
System
7 :: Wireframe Sketch: Sam Neilson
Muscular System Selection Endocrine System Isolation Nervous System Digestive System Isolation Nervous System Selection
Muscular System Endocrine System
Zooming
Arteries Heart Veins

Zooming
Arteries Heart Veins
Digestive System
Continuums
Brain Biofeedback Gesture
STUDENT
EXPERT DATA
Cond. Scenarios Transparency
Time
Adaptive Affordances Space Recognition
Interactive Central NS Media Experience

Hints and Cues
EXPERT DATA
Cranial
Nerves
STUDENT
Spinal Cord
Pulmonary
Circulatory System Eyes
Head & Neck Coronary Systematic Vessels Peripheral NS Thorax
Lymphatic System
EMBODIMENT: Continuums world informs body; body informs mind; mind informs body; body forms Cond. world O2
Scenarios
Circulatory CONNECTION: EMPATHY: AGENCY: Brain System Eyes Pulmonary Spinal as it relates ability to be proprioceptive Cranial Cord Gesture Biofeedback Head & emotionally to awareness, recognition encoded Interactive CoroLymphatic conditional or maturation, and nary into system Systematic Central NS Media System Vessels individualized control Peripheral NS Thorax Time Adaptive
Nerves Neck
PATTERN: visualizing daily behavior associated with ADHD
DIALOGUE: healthy, critical conversation
Spinal Cord
Excessive Exercise Muscular System
Stress
Rich Blood to Brain Transparency
Affordances Adrenaline & Cortisol Space Heart beats Selection faster Recognition
Experience
Hints and Cues
Excessive Exercise Muscular System
Stress
O2 Rich Blood to Brain
YOUNG ADULTS: Eyes Brain confused and Cranial frustrated people who are diagnosed late Central NS Peripheral NS Thorax in life
Nerves
INTERACTIVE MEDIA: conceived through Head & research

Neck
Adrenaline & Cortisol Heart beats Selection faster Flood Isolation of Hormones Muscular System Endocrine System Nervous System Digestive System
Hide / Show
Selection

Endocrine System Urinary System
Physiological Hide / Show
afforded
Endocrine System Urinary System Smoking Blood Shifts
Away
Physiological
Isolation Rotation
Nervous System Reproductive Digestive System System
enables recognition
Smoking
Blood Shifts
Away

http://www.ickr.com/photos/alignedstars/3126528590/
Zooming Respiratory System Continuums Skeletal System
via
Flood Isolation of HorRotation Pupils mones Dilate
Nervous System
embedded
Reproductive Digestive System System
Pupils Dilate

Circulatory System
STUDENT
STUDENT
STUDENT
Pulmonary Biofeedback Gesture
Sue Heck, 13 years old

Cond. Scenarios Transparency
Time

Hints and Cues Excessive Exercise
Etc... Lymphatic System
Systematic
Stress
Zooming After a minute of running in place, Sue notices how manifestsquiet, shy, smart, curious, Skeletal Diet hesitant, impulsive she is effecting the body systems. After playing for a System Respiratory System Circulatory Continuums System few minutes, the Surface shows Sue how the nervous Gesture Biofeedback Etc... systems are communicating with the cardiovascular Interactive Lymphatic Media System systems, and visually prompts her to pump on the Cond. Time O2 Adaptive Experience Rich heart. Scenarios Affordances Blood to AdrenHints Excessive Transparency Stress aline & and Cues Integumentary initiaion of play asBrain investigative method Exercise Space Cortisol System
Hide / Show

Urinary System
Physiological Hide / Show
Heart beats faster
Recognition

Brain Spinal Cord Cranial
Nerves
Rotation
Sue Heck is a 7th grader at Wakeeld Middle School in Raleigh, NC, and classmate of Sams. Although her grades are often high and low scoring, Sue is a smart kid who is constantly misunderstood. Her silence is typically mistaken for ignorance, as she has a hard time paying attention to subjects that do not hold her interest. Sue is either known as the intelligent, curious student or the quiet mediocre one, and is often scolded for such inconsistencies.
Respiratory System Skeletal System
Reproductive System
Etc...
Recognizing that she has activated the system, Sue Central NS slowly Skeletal Diet assimilates that the monitoring device is Peripheral NS System Respiratory informing the body systems displayed on the human on System screen. Muscular System expert data input
Away
Smoking
Blood Shifts
Flood of HorRotation Pupils mones Dilate
Eyes
Urinary System
Arteries Zooming Sue has learned how to Highly engaged now, Heart Diet manipulate and explore the body through bioVeins Circulatory Continuums System feedback and gestural interaction. Imagining what Pulmonary Gesture Biofeedback curious way she could inuence the Surface, Sue Interactive CoroLymphatic nary Systematic Media System attempts to create what she believes are impossible Vessels Cond. Time O2 Adaptive Experience Scenarios Rich quickly presented Affordances situations, butBlood is with more to AdrenHints Excessive Brain Transparency Stress aline & and Cues Integumentary options; abstracted adjectives Exercise Space(feelings) that are Cortisol System Recognition commonly associated with the changes she has Heart Physibeats ological Hide / Show faster Urinary made to the body systems. System Flood facilitatation via simulated artical intelligence of HorBlood Rotation Smoking
SCENARIOS
EXPERT DATA
EXPERT DATA
EXPERT DATA
Head & Reproductive SystemNeck Thorax Diet
Shifts
Away
Pupils Dilate
mones
Smoking
Reproductive System Skeletal System Diet
Respiratory System
Etc...
Selection
Coronary Vessels
Endocrine System Isolation Nervous System Digestive System
Arteries
Pulmonary
Heart
Zooming
STUDENT
EXPERT DATA
Outside of school, Sues behavior is impulsive, often her getting into trouble, but always nding a way out of punishment. Accelerating in one moment and falling behind in the next, Sue constantly questions her actions, words, and place in the world. Sue knows she is smart, but can not understand why she never feels smart.
Prompted by the Surface, Sue places the wireless Brain Continuums monitoring device around her arm and Spinal cautiously Cranial Cord Biofeedback watches as it reacts. Interactive Central NS Media bio-feedback Gesture Peripheral NS
Nerves
continues
Eyes Head &
Neck
Circulatory System
Systematic
Cond. Scenarios
Time
Experience
Hints and Cues
Thorax
Lymphatic System
Selecting Stress, there is immediate (default)Brain reaction Spinal Cranial Cord within the human body systems, and Sue is prompted by the Surface: What situations stress you out? Central NS Veins Peripheral NS As she responds (audibly / textually) the Surface simultaneously suggests myriad conditional scenarios, and Sue chooses to makes a selection in lieu of Muscular System creating her own. visualization of conditional scenario Isolation Nervous System expert inuence through data
Nerves
Eyes Head &

Neck
Etc...
Thorax
Endocrine System

Integumentary System Coronary Vessels
Transparency
O2 Zooming Rich Blood to AdrenBrain aline & Continuums Cortisol
Arteries Heart Selection Veins Brain Spinal Cord Pulmonary Cranial

Nerves
Digestive System
After
EXPERT DATA
Hide / Show Isolation
Selection
Endocrine System
STUDENT
Rotation over-instruction from the teacher on how to use Zooming the new Microsoft-Surface for todays lesson plan on Skeletal Respiratory the nervous system (which Sue was engaged in), Sue System System Continuums approached the table and was immediately curious as Interactive the table reacted to her presence. Gesture Media auto-recognition Cond. Time Scenarios Transparency Adaptive Affordances
Nervous System
Urinary System
Arteries
EXPERT DATA
STUDENT
Muscular System
Circulatory Eyes System
SCENARIOS
PhysiGesture Head & After Stress selecting a sceneario, Sue is further prompted: ological Interactive CoroLymphatic Veins Central NS nary Systematic Media How do degrees of stress present in the nervousPeripheral NSVesselsThorax System Flood Cond. of HorTime Blood Adaptive Smoking Experience Pupils Scenarios What mones do the nervous Shifts Digestive systems? function systems Affordances Reproductive Heart Dilate Pulmonary System System Hints Transparency Stress and Cues Integumentary have in relation to other body systems? What otherExcessive Exercise Space System Diet RecogMuscular nition body systems are impacted? How? Circulatory energetic, entertaining, silly, Systematic System System smart, social, curious Excessive Endocrine expert dialogue Hide / Show Urinary Exercise System System Isolation Nervous Etc... rich contextual simulation System Rotation Lymphatic
Neck Away
Heart Biofeedback beats faster
Smoking
System
Experience
Hints and Cues

Space
STUDENT
EXPERT DATA
Recognition Hide / Show
O2 Zooming Rich Blood to AdrenBrain aline & Cortisol Physiological
Reproductive Digestive System System Arteries Heart Skeletal System Circulatory System Diet
Selection
Continuums
Respiratory Veins System
SCENARIOS
Stress
Urinary System Rotation Reproductive System Skeletal System
Heart beats Biofeedback faster Flood of Hormones Time Transparency
Pulmonary Gesture
Smoking Cond. Scenarios
Blood Shifts
Away
Pupils Dilate

Hints and Cues
Etc... Coronary Vessels Systematic Lymphatic System
Diet
Excessive Exercise
Stress
8 :: Wireframe Sketch: Sue Heck
Respiratory System

Etc...
Excessive Exercise
auto-recognition Sam approaches the table and gets excited as the surface reacts to his presence.
non-linear interactivity Sam ignores the screens prompt and starts swiping his ngers elsewhere.
aspects of play He quickly realizes that the nervous system displayed on the screen is reacting to what he does, so Sam goes on a mission to mess it up as much as possible. Stress to the circulatory system is emphasized.
constant feedback Stress to the digestive system is emphasized.
visualizing invisible systems Stress to the muscular system is emphasized.
natural interactions facilitate curiousity Enamoured by the hearts rapid pumping, Sam explores the affordances of his gestures, incidentally revealing greater details of the system.
time sensitivity initiate system dialogue Feeling a sense of relief, Sam stopped playing with the systems features and started looking around to see what everyone else was doing. Shortly after, he noticed that the system was engaging him with a prompt to now heal the damaged nervous system.
real-time changes cause & effect Once reengaged by the challenge, Sam begins to critically manipulate the variables available to him. Simultaneously, the system hints to Sam whether he is doing harm or not.
evident body system relationships As Sam is guided to explore ways of reversing damage to the body, the relationship of the NS to other body systems is revealed.
9 :: Wireframe: Sam Nielson
auto-recognition When Sue approaches the table it instantly reacts to her presence, drawing out her curiousity.
biofeedback Sue places the wireless monitoring device around her arm and curiously watches as the Surface reacts, reading her biological data.
user generated expert data input Recognizing that she has activated the system, Sue assimilates that her monitoring device is informing the body systems.
investigative method: play Playing with the system through biofeedback, Sues data has generated a response in the system, showing her how the nervous system communicates with the cardiovascular system, and visually prompts her to pump the heart.
facilitation via simulated intelligence Sue attempts to create what she believes is an impossible situation, but is quickly presented with options; conditions related to the nervous system that correlate with the changes she has created in the body.
10 :: Wireframe: Sue Heck
visualization of conditional scenarios Selecting the condition Stress, the body systems react immediately, and data adjusts; Sue is prompted: What situations stress you out? As she begins to respond, the Surface instantly suggests conditional scenarios based on Sues input. She selects one.
expert dialogue Sue is further prompted: How do you think stress is comunicated to and effects other bodily systems? Visually prompted, Sue interacts with the NS, creating messages.
rich contextual simulation With every interaction, the Surface visually demonstrates how messages (1) live in the NS and (2) are communicated to other bodily systems. Simultaneously displaying conditional scenarios relating to the varying degrees of stress.
11 :: Subject Matter Perspective Studies: Sam Neilson
12 :: Subject Matter Perspective Studies: Sue Heck
Study 01: Playful Interaction revealing body systems
Study 02: Giving context to the bodys health
Areas Of Inquiry: + revealing body systems + visualizing functions of invisible systems + showing the relationship of body systems + achieving a conditional scenario of chronic stress through playful interaction + prompts for critical reection towards healing the body + giving context to the bodys condition
13 :: Interaction Studies
Developing System Behaviors

THESIS SHIFT
EMBODIMENT: world informs body; body informs mind; mind informs body; body forms world FEEDBACK: visual and textual qualities of adaptiveness
EMPATHY: ability to be emotionally conditional or individualized EMPATHY: embedded within an adaptive system
AGENCY: as it relates to awareness, maturation, and control AGENCY: as it relates participation
CONNECTION: proprioceptive recognition encoded into system
YOUNG ADULTS: confused and frustrated people who are diagnosed late in life YOUNG ADULTS: confused and frustrated people who are diagnosed late in life
INTERACTIVE MEDIA: conceived through research
What is the nature of the feedback? What formal qualities present in the feedback?
INTERACTIVE MEDIA: conceived through research
auto-recognition When Sue approaches the table it instantly reacts to her presence, drawing out her curiousity. NATURE: immediate, steady, image and text FORM: sublime, soft, light, focused
biofeedback Sue places the wireless monitoring device around her arm and curiously watches as the Surface reacts, reading her biological data. NATURE: immediate, reective, image-based FORM: thoughtful, clear, rich, audible
user generated expert data input Recognizing that she has activated the system, Sue assimilates that her monitoring device is informing the body systems. NATURE: steady, image FORM: thoughtful, clear, rich, audible
investigative method: play Playing with the system through biofeedback, Sues data has generated a response in the system, showing her how the nervous system communicates with the cardiovascular system, and visually prompts her to pump the heart. NATURE: varied speed, repetitive, directed, image and text FORM: thoughtful, clear, rich, audible, data, lmic,
facilitation via simulated intelligence Sue attempts to create what she believes is an impossible situation, but is quickly presented with options; conditions related to the nervous system that correlate with the changes she has created in the body. NATURE: quick, responsive, simultaneous, natural, directing, image and text FORM: color, scale change
visualization of conditional scenarios Selecting the condition Stress, the body systems react immediately, and data adjusts; Sue is prompted: What situations stress you out? As she begins to respond, the Surface instantly suggests conditional scenarios based on Sues input. She selects one. NATURE: reective, image and text FORM: dynamic list
expert dialogue Sue is further prompted: How do you think stress is comunicated to and effects other bodily systems? Visually prompted, Sue interacts with the NS, creating messages. NATURE: steady, directed, image and text FORM: visually supported queries
rich contextual simulation With every interaction, the Surface visually demonstrates how messages (1) live in the NS and (2) are communicated to other bodily systems. Simultaneously displaying conditional scenarios relating to the varying degrees of stress. NATURE: directing, image and text FORM: animated
14 :: System Behaviors Analysis
MOMENT 1:
01 The forefronted circulatory and nervous system are visibly active after Sam has created the conditional scenario of chronic stress to the body.
02 After not responding to the prompt for the diagnostic tile, the body uses an anthropomorphic cuethroat clearing sound and looking upto get Sams attention. MOMENT 2:
03 Once the diagnostic tile is placed on the surface, Sam moves it around to reveal the functions of different body systems.
04 Moving the tile isolates the muscular system, showing tension on the diagnostic tile.
05 Moving the tile isolates the nervous system.
06 Sam chooses to designate the surface tile to hormones within the nervous system.
01 Various diagnostic tiles and a video tile give context to the bodys visibly stressed condition.
02 As Sam brings down the heartbeat, the heart depicts the change while other surface tiles adjust accordingly.
03 Yawning, the body responds with an antropomorphic cue.
04 All of the body systems have visibly slowed down, helping Sam understand the functions of singular body systems and how they relate as a whole.
15 :: Prototype Screens: Sam Nielson
Behaviors System: adaptive, persuasive, anticipatory User: playful, purposeful, specic
01 The system has assimilated Sues biometrics via the armband, isolated the cardiovascular system, and presented her with a conditional scenario.
02 Sues interactions with the cardiovascular system have prompted the system to identify the heart in relation to the specic conditional scenario.
03 The system shifts scale, focusing on the heart.
04 The system presents detailed data and prompts Sue to reect on and interact with the heart through gestural, touch interaction.
05 Pumping the heart increases the heart rate and impacts the entire cardiovascular system, causing the system to shift and nd a conditional scenario that aligns with the new cardiovascular state.
06 The system shifting.
07 The system isolating a new conditional scenario.
08 The cardiovascular system has settled in its new state, the system has isolated the appropriate conditional scenario, and prompts Sue to investigate the cardiovascular system in relation to the respiratory system.
16 :: Prototype Screens: Sue Heck
in conclusion
Speculating on how design thinking strategies could fulll North Carolina middle school science standards, through prototyping, resulted in key learning moments. Designing through extreme users helped us develop an empathetic, intuitive learning experience for seventh grade science students. Even though the students entered the lesson plan in different waysSam through touch interaction and Sue through a biofeedback armbandour prototypes present solutions for facilitating disparate motivations, and using nonlinear interaction to achieve similar learning outcomes. Huzzah!
references
+ Holt Science and Technology. Austin, TX: Holt, Rinehart and Winston, 2003. Print. + Munster, Anna. Materializing New Media: Embodiment in Information Aesthetics. Hanover, NH: Dartmouth College, 2006. Print. + Norman, Donald A. Emotional Design: Why We Love (or Hate) Everyday Things. New York: Basic, 2004. Print. + Padilla, Michael J., Ioannis Miaoulis, and Martha Cyr. Science Explorer. Boston (Mass.): Pearson Prentice Hall, 2006. Print. + Visible Body | 3D Human Anatomy. 2010. Web. 26 Oct. 2010. <http:// www.visiblebody.com/>.
17:: Conclusion
A Huzzah! Production 2010

Designing A Prototype For Seventh Grade Science Students: Prototype Development Process Book

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Designing A Prototype For Seventh Grade Science Students: Prototype Development Process Book

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graduate studio project:

Design thinking strategies and 7th grade science

graduate studio project:

Design thinking strategies and 7th grade science

1 :: Problem Statement and Activity Description

indication of individual work:

Blue pages by Laura Janet Rodriguez

Green pages by Thomas Joseph Blanchower

2 :: Process Brief and Table of Contents

Left Atrium Left Ventricle

Radius and Ulna Humerus

Fragmentation which includes Budding External Fertilization Internal Fertilization

which can involve Teeth

Mechanical Digestion Chemical Digestion

done by includes the breakdown of food by

Stomach Bile Saliva stored in the Gallbladder

Lymphatic Systems Integumentary System Excretory Systems

Spleen Lymphatic Vessels which contains

Lymph Nodes Lymph Capilaries

which work together in

Lungs includes Airways Muscles

Nervous Tissue monitors and controls

THE NERVOUS SYSTEM consists of the

which consists of the

3 :: Subject Matter Map

Brain Spinal Cord Cranial Nerves Central NS Peripheral NS

Eyes Head & Neck Thorax

Nervous System Selection

Muscular System Endocrine System Arteries

Isolation Digestive System

quiet, shy, smart, curious, hesitant, impulsive

Gesture Cond. Scenarios Transparency Time Adaptive Affordances

Interactive Media Experience

O2 Rich Blood to Brain

Adrenaline & Cortisol Heart beats faster

energetic, entertaining, silly, smart, social, curious

Blood Shifts Away

Flood of Hormones Pupils Dilate

Excessive Exercise Etc...

4 :: Dynamic Information Architecture Map

Thesis Research Points

Sam Nielsen, 13 years old

5 :: Persona and User Path: Sam Neilson

Thesis Research Points

afforded enables recognition via

Sue Heck, 13 years old

6 :: Persona and User Path: Sue Heck

Central NS Peripheral NS Selection Endocrine System Muscular System

Nervous System Digestive System Selection

Endocrine System Muscular System

Thesis Research Points

transference / Continuums forecasting

Interactive Media Experience

will power / Zooming self control

AGENCY: customizing and ability to opt-out Interactive

PATTERN: visualizing online behavior that puts them at risk Lymphatic

participation within online spaces

Circulatory System Integumentary

Transparency Peripheral NS Muscular System Endocrine System

Peripheral NS Hide / Show Selection

Endocrine System Muscular System

Gesture Respiratory System Continuums Adaptive Affordances

Skeletal System Cardiovascular

Sam Nielsen, 13 years old

Interactive Media Experience

Reproductive Digestive System System