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| Status | Revised (presentation, due date |
| Points | 10 |
| Deadline | Week 5 (Tue, Feb 13) |
This assignment is to be performed in a team of about 3-5 people (preferably the same team as the first assignment).
The general goal is to get practical experience with the rapid prototyping design process for a particular problem and the use of storyboards to help demonstrate the interface and the interaction. The objectives for this assignment are:
If appropriate for the topic, you can also use a rapid prototyping technique different from storyboarding. Please discuss this with me first, however.
Your need to select a task or activity related to the themes for this class ("computer support for learning" and "tablet PCs"), and use the storyboard technique (or an alternative rapid prototyping technique) to illustrate its functionality and interaction. This task does not necessarily have to concentrate on computer applications, you can also explore the use of space or furniture for group activities, for example. The focus of this assignment is on the interface/interaction design, rather than the underlying implementation issues. This is a mock-up (low to medium fidelity) - full functionality and even full details are not expected. However, examples of text, artwork, animations, sound, etc. should be present in the appropriate places. The task or activity you select is intended to benefit primarily students, but may also consider other groups such as faculty, staff, and members of the public.
The main part of the assignment is the creation of a set of storyboards that give a clear picture of the overall task, and the design of the interactions it involves. You do not need to make a storyboard for every single interaction detail, but there should be enough to show the main features (a minimum of 10 panels in total).
Your storyboard should address at least the following aspects:
Since the emphasis in this assignment is on a rapid prototyping design, you are not expected to formally develop user requirements or use data gathering for this assignment. The storyboards can be prepared with any drawing/painting tools you wish to use (manual or computer-based), and may include multimedia objects (text, sound, pictures, icons, animations, video, voice recognition, etc.) or placeholders for such objects. This is not an implementation project, so it does not require any GUI building at this time.
Also, full text for each screen is not necessary, but your storyboard should at least indicate what text will appear, and roughly how your design will look overall. The storyboards themselves can be either electronic or paper-based (e.g., large pieces of cardboard with stuff glued on them).
If you choose to make a paper-based storyboard, be sure to take pictures of it and post those pictures on Blackboard before the due date. If you choose to develop a computer-based storyboard, you need to make sure that the facilities you need (e.g., computer projector, screens) are available (check with me!) and that your materials are posted on Blackboard before the due date.
Each team has to prepare a very brief presentation (about 5 min) that serves as an introduction and overview. Every team member is expected to be able to explain the storyboard and provide additional information to anyone who is interested.
After presentations are given, one or two members of your team will stay with your story board while the others can explore the storyboards prepared by the other teams. Your team members will switch in and out to make sure each team member has an opportunity to act as host, but also gets the opportunity to walk around.
As with the first assignment, your team is expected to do a self-evaluation, and to provide some feedback on the work of the other teams. We will use a similar form as in the previous assignment. I am looking for sincere and meaningful feedback, not just meaningless banalities. Please try to express your suggestions in a professional manner, and avoid statements that can be (mis-)interpreted as hurtful or insulting.
Revision: We will have a joint session with David Gillette's ENG 412 class, where the teams from our class display the storyboards, and Dr. Gillette's students show material they developed in their class. We will use the lecture and the class time on Tue, Feb 13 for this. The displays will be in room 14-301 and surrounding areas (e.g. hallways, breezeway of building 14). If you want to, you can combine this with a first data collection activity, e.g. by asking class mates or passers-by for reactions to your display.
The story boards will be presented during week 5; we will mostly use the lab period, but may also use parts of the class period. The accompanying material for the presentation must be available on the respective Blackboard discussion group at the time the presentation is given. The teams will have an opportunity to revise their materials in response to feedback given by class mates. Some of this feedback may be given directly during the presentation of the story boards, and additional feedback can be given via the Blackboard discussion forum. The revised presentation material must be posted on Blackboard at the end of the day after the presentation.
The storyboard itself and the accompanying material are 10% of the overall class grade. I will use a form similar to the one in Assignment 1 for grading the storyboards and documentations. This form will also be used for immediate feedback from the other teams, and for a self-evaluation of each team. The grade will be influenced by two aspects of feedback: The feedback on a particular team's work, as well as the quality of the feedback given by a team. So if your team only delivers very cursory feedback ("Good job! 10 points") for the other teams, your score will be affected adversely.
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| Franz Kurfess |