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Project Plan: Use Scenarios

Create a set of fictional characters representing the different people who might end up using the space and the technology you are putting into the space.  Be as specific and comprehensive as possible imagining how the might come into the space in a give situation, how they might interact with the people already there, how they might seek help, how they might make use of the space and the technology over the course of a session, and how they might end their session and leave the space.  By creating 1-3 use scenarios in collaboration with your community partners, it will hopefully become easier to consider how the space, technology, and supporting materials should be designed to facilitate those uses.

1st Scenario: Sunday School

User Scenario 1: Children in Sunday School

Coming into the space:

  • They could be excitable, might want to run around the area
  • There’s an adult there providing structure
  • They talk with each other
  • Might bring their parents there after class

Using the space:

  • Work individually or in small groups and then share what they learned to the larger group

Leaving the space:

  • Some people might stay, continue what they worked on in class, do school work or other work.
  • Parents might come and check their email
  • Some computers might get turned off or be left on
  • Maybe an open lab time would follow class

Supporting materials to facilitate use:

  • Bookmark the materials, such as Cokesbury, that they might use.
  • The internet is needed to use the Cokesbury program
  • Are headsets needed?

Suzy and Billy are 6th graders. They’re pretty active and social kids. They like to come to church and so when they heard about the new computer lab they were excited to explore what it had to offer. An adult shows them the space. They see computers and bright colors and it’s pretty exciting.The lab is set up with 10 computers in two circular configurations.

They pick two computers right next to each other and sit down. They know how to use computers from school. On the monitor is taped the user name and password so Suzy and Billy type in the information. The desktop has large icons, including Office programs, internet, Cokesbury and fun, educational programs. Suzy clicks on TuxType on the Desktop because last week during her after school program, the Americorps volunteer who worked there showed her a fun typing program. She starts playing typing games. Billy clicks on the Internet icon and goes to Youtube to listen to music from his favorite new artist. Suzy goes onto the internet too and sees a link on the homepage to a number of Christian and educational games.

Other students start to filter in for the Sunday School class. The instructor quiets everyone down and starts to teach the class. The students work in small groups and the teacher walks around to see how everyone is working on the Cokesbury program. Students use the set up of the computers to work together and then after a while the teacher brings everyone together and they talk about what they learned as a class.

After the class ends, the students leave the computers on. Some left the computers logged in so the teacher walks around and makes sure all the computers are logged out.

physical needs in scenario #1:

  • headsets
  • computers, monitors, keyboards, mice
  • internet, tuxtype, Cokesbury
  • chairs, desks

2nd scenario open lab time (evening):

Community Members from the Neighborhood want to use the computer lab during the open computer times.

  • Bill wants to use the computers for Job Searching, who heard about the computer lab through the church community who came to visit him at the housing project.
  • Susan wants to use the computers for checking her Email, she is a senior citizen from the church community who heard about the community lab through the church bulletin on sunday.
  • Monique wants to use the Photo Editing Software

Bill needs to access appropriate Job Searching online resources easily, with minimal clicks and assistance (which depends on open computer lab assistance). The minimal assistance could be facilitated by tutorials. Bill plugs his flash drive in, to pull up his Resume in the Office Word program. Bill wants to be able to save all of the job searching sites he has visited, so he creates a new Word document.

Susan wants to create an email account, but very rarely uses the internet. She really likes seeing all of the large icons on the desktop to connect to the internet. She can’t remember if she has created an email account before, fortunately, since Bill is in the lab and his computer is close to hers, she asks him for assistance. Bill does his best and one of the most important aspects of setting up an email that he remembers, is the tutorial the UIUC students put together on the laminated pages for the users like Susan.

Monique really wants to edit her family photos for her cousin’s birthday. She goes into programs and finds the photo editing software. She hasn’t used this software before, but knows her cousin has used the software before, so she facebook chats and starts to google the software name. Through these networks she learns many new ways to use the software. With the information she has not learned from her networks, she goes to youtube to find tutorials and instructions.

physical needs in scenario #2:

  • office software
  • photo editing software
  • movable, flexible
  • reliable internet access

3rd scenario

Rebecca and Tom both want to use the computer labs. Therefore they need to negotiate who will use what space. Rebecca wants to skype with the church partners in Libya but Tom wants to work with his partners on a story they are creating together. Rebecca decides to use the space with the LCD screen, so she will be able to connect her computer to the LCD screen to skype online. Tom uses the other space with his partner. Therefore, he moves the two computers into the other space and collaborate with his partner.

Physical needs in scenario #3:

  • LCD screen
  • skype software