Storyboard
Storyboard Presentation Handout
General Response to Feedback
Feedback Summary & Specific Responses
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Storyboard Presentation Handout
This is the handout that accompanied our in-class storyboard presentation. It contains a general outline of our presentation, as well as the goals for our project. It responds to the 10 goals for storyboard presentations outlined by Professor Blumberg.
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General Response to Feedback
- Encouraging learning for sake of learning how to read walls, to know how to ask questions about other walls aside from the six in our program
- Look for research on teaching about things like this to young learners
- We need to clearly define the objective of the game to combat the insatiable "why?" factor that might stop the girls from playing
- Notebook: We think that the pop-up notebook is genius. We also really liked the suggestion of putting down thoughts, potential questions, what to look for in walls, etc. prior to the "conversation." This could be viewed again at the end and see what different types of questions were asked. We think it is important to see the differences in the questions asked in addition to just thinking "oh, I originally thought about asking these types of questions."
- There should be some sort of human component where children should be encouraged to ask the teacher a question and not feel trapped by the program
- Doing the nonnarrative in pairs sounds like a great idea and is only something that we can suggest to the teacher but not really enforce through the program itself
Feedback Summary & Specific Responses(in green)
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- The different perspectives are an exciting feature. Having the different goals for each character poses some excellent opportunities (challenges)
- different perspective=different questions; the answers to these questions are subsets of the same information. How much will these subsets overlap?
- Are the characters completely discrete (encouraging replay?) or are they all going to achieve the same end conceptual goal
This is interesting and we discussed the pros and cons of encouraging discrete play rather than overlapping. We decided to go with our original thought which was that having each of the characters convey the same information was most interesting because it meant as a user you got a variety of ways of accessing the same information, while if each of the roles were discrete, then as a user you would be forced to take on all of the different roles even if you didn't want to in order to access all of the information. The downfall is that if you wanted to play each user and learn different information each time, you would be sorely disappointed when you tried out a new role. - End result, game “objective.” Is there any authority enforcing the user to create the article? Any negotiating factors other than a teacher over the shoulder? (I’m not suggesting that isn’t necessarily sufficient)
- very experimental take
- the “help” screens – are they necessary? Is the interface going to be very complicated to learn?
- I like the different modes for viewing the information – experimental, conversational
- I like the map idea—great way to make the walls feel more “real” and to get the students to know Providence geography better—another way to add to their sense of location
- giving the user choice in roles: architect, journalist, or ??? information
- it might feel like a lot of information until the user realizes that the same information is available in each mode
- navigation, order, how the user ????? her status within the structure—is it going to feel like a labyrinth? Are the users even going to care? Will it primarily feel conversational enough that they won’t care?
- Lincoln School girls tend to be very (overly) sheltered. I laud your intent to open their eyes.
- Cool help button
- anthropomorphic objects sound cool
- maybe recommend that kids use the programs in pairs to feel safer
- on topics that are scary maybe keep the content more impersonal?
- if you are dealing with complex issues, I guess you have two choices: a) emphasize ambiguity and the open endedness. Ask questions with no answers b) give a simple message to address complexity: families get separated (ACI) BUT families overcome challenge
We are against the suggestion of having some underyling message to each wall, but are also hesitant to leave the student with simply questions to deal with fear. - I don’t know what is better, but I think ambiguity is the real source of fear
- Make the non-narrative part on the same hierarchical level as the journalist, architect, etc
- Truly a beautiful display
- I love the images and graphics
- Just watch out for the RIPTA maps—could be tricky
- Introductory language for each role to focus learners on the type of questions such a person would be interested in
Having a hypothesizing stage about each wall, what's on both sides of walls, what learner thinks wall is for, perhaps in the background blurb for each of the characters - Possibly make the “turn off help mode” more obvious
We will run QA tests with Sandra Kaufman’s class to determine if turning off the help mode is confusing or difficult. - Program reminded me of “where in the world is Carment Sandiego?” it’s a cool interface, and so is yours
- really like the nonnarrative dialogue and notebook combination
- RIPTA is an awesome idea
- Bravo for choosing the walls you did—as we discussed, the issues you raise are important and I think you are dealing with them in a very responsible manner.
- Many dialogues will be time consuming to create
- Anthropomorphic—a journalist interviewing trees is weird, unbelievable—undermines seriousness of task
We had a discussion about this and ultimately disagree with this opinion.
- Are any of the kids from Cranston? If not, why do walls that are in Cranston?
- 1st screen: in the text “general” is in red and “journalist” is not
Thanks for pointing that out! - I think it would be nice to have pictures of the walls when users are choosing which one to learn about
We decided against doing this in an effort to play against any prior assumptions about certain walls. This will also require QA testing.
- In journalist mode is the notebook page different from the interviewee page and/or the observer page? Wouldn’t the student want to take notes while they were interviewing while they were listening, reading, looking, etc?
Good point. We will try to implement this feature. - Is the interface entirely workable fro nine year olds?
- How can you allow for space in which the user can pose difficult questions
- RIPTA/public transportation seems like a good construct tie in between project and Providence-Is it possible to go through and talk with all the people and look at the walls without taking notes, etc?
- Is it possible to turn off the automatic help function when I get sick of it (side note: maybe not necessary because they are nine)
- Different angles on each way is a thoughtful approach
- I want to see your finished product, I am sure that I will learn from your walls. I too am worried about age appropriateness. I am sure that y’all will be able to do it. I don’t have immediate thoughts on it, but I imagine that will be difficult.
- It seems like going back to the walls as different characters would be interesting, IF the material is different to the various characters (I wasn’t exactly clearly whether or not y’all were going to do that, or not…seems like a lot of work)
- Talking Duck (instead of anthropomorphic)
- Fear? scare the kids at Lincoln! (or not)
- Questions, don’t force answers
- Schools works because people feel safe there
- Core content/complex and deeper context
- How well “reading” the walls lead to an ability to read other walls. Would it be an interest in other walls, or active tools for reading them? Will interest be developed in other/new walls?
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