Inidvidual Scenario

The group created individual scenarios related to their thought showering maps, it was hoped that in completing this process a concept will be found that all members of the group liked, enabling us as a group to proceed onto the next step in the design cycle.

Individual Scenario 1

Asifa is a 3rd year Muslim Student who commutes to University 3 days a week for lectures.

It is a warm spring day and Asifa and her friends have an hour before their next lecture and want somewhere to go to relax and enjoy the weather, David is tired and would prefer to rest on the grass he knows he burns easily. Lucy recommends Source bar beer garden but Asifa would prefer to suggest somewhere other then the bar.

They decide to go to the ray of light, and each is able to do varying things within close proximity. Asifa and Oliver are feeling lively and interact with the holographic images. David sits by them but falls asleep on the cushions and chairs provided in the space. Lucy and Rachel decide to sit in the open section of the light and find themselves chatting to the boys to the left of them.

Before they realise the hour has passed. Asifa and Oliver stop for a second to admire their work and rallies the troops. David wakes up feeling much better after his nap in the light. Rachel exchanges numbers with the boys she was talking too and leaves for lecture.
Arron Harrison

Individual Scenario 2

Jim is the head of marketing for the student union at UCLAN. He wants to advertise the bridge job centre in the students union to new student who may not be aware of the facility. Usually it is advertised though a blanket email campaign however Jim wants to make the experience more interactive to individual students. Jim uses the new interactive hands to post current job vacancies.

Students walking through the space can use the space to find jobs relevant to their CV. Jim plans to use the space to advertise future events planned by the student union tailed by the student’s individual profile. This uses the database contained within the new interactive hands space to cross reference with an advanced database which cross references student’s profiles with current job opportunities.
Paul Rowe

Individual Scenario 3

Chen is an 18 year old student from China and has just enrolled on the BA (Hons) Business Studies at UCLan. He has never been to the UK before but has a fairly high standard of English and has passed his IELTS level 6 (a prerequisite for international students wishing to study for a UK Undergraduate degree). Chen chose to study in the UK as he saw it as the perfect opportunity to broaden his experience and further develop his English skills. UCLan was his first choice of institution due to its high reputation back home in China and so by studying here he would increase his career prospects quite considerably.

It is a Saturday morning and Chen has just finished his first week at UCLan. He has already made a couple of friends and has explored the campus, so feels pretty optimistic about his future here. Some of Chen’s friends from his home town in China have also come to England to study and are based at Manchester Metropolitan University. Chen has arranged to go and meet up with them today and see how they are settling in. Also with it being his first time away from home it would be nice to see a familiar face.

The only problem is, due to the excitement of the previous week (enrolment, paying fees, induction lectures, settling into halls of residence etc.) Chen forgot to ask one of the ‘Buddies’ (international student advisors at the University) how get to Manchester from Preston and the University was now closed, with it being Saturday. Chen, therefore, asks his flat mates if they can help and they inform him that there is a train station nearby but are unsure of the timetable. Just then Chen has a brain wave. He remembers that during his induction tour of the University he was shown a student electronic information point, located near the Computing and Technology building. He didn’t really pay much attention to the specifics of how it worked because there was a lot to take in that week, but he figures this has got to be his best chance of finding out how to get to Manchester, and so he sets off for the information point.

On arrival at the Computing and Technology building Chen approaches the information point. An instruction is written on the screen which says, “touch screen to activate”, in a variety of languages, including Chinese. Chen does as instructed and a welcome message appears, prompting him to select a language. Although Chen has a decent standard of English and normally enjoys testing out his language skills, he is in somewhat of a rush and so decides to select Chinese. Once he does this a menu appears giving him a variety of information options, including ‘events on the surrounding area’, ‘university timetables’, ‘university opening hours’ etc. Chen is unsure which menu to select but notices a search field on the top of the screen so selects this. Upon doing so a touch keypad appears and so he enters the word “trains to Manchester” in Chinese and presses the “ok” prompt also present on the screen. The screen then generates another menu with a list of various options, one of these being “train times from Preston to Manchester.” Chen selects this option, using the touch screen and is then prompted to choose the time of travel. Chen selects the option for the “next available train” and a list of times appear for trains travelling to Manchester, from Preston, over the next couple of hours. “Brilliant!” Chen thinks. There is a train in the next hour, which leaves him with more than enough time to get to the train station. However, there is just one small additional problem; he doesn’t know where the train station is. Therefore, before Chen leaves the information point he uses the “back” button prompt on the touch screen to return to his previous search results and browses through the remaining options. Sure enough at the top of the list, is the option for “directions to Preston train station”. Chen presses this option and a map appears on screen, directing him to the station from that exact spot. Chen is very pleased. He now has all the information he needs to make his journey. Finally, before Chen leaves the information point, he selects the “exit session” button on screen and it closes down, by displaying the message, “thank you for using the student information point, goodbye.” Chen then sets off on his journey.
Richard Hamer

Individual Scenario 4

David is 19 years old, he is completing a degree in computing and has a high knowledge of technology including computers. He has been informed by his friend Mark that Mark and his other friend James will be late and that they should meet him at the WALL. The WALL is the new interactive hub that replaced the praying hands memorial. They all agree to meet at this well known public/ student location. David arrives at the WALL and takes a seat under the sheltered area where he sees a group of students chatting, David begins to read the graffiti written on the wall, the wall is made of clear glass. The graffiti is not of public defecation but a feature of the WALL that users are able to interact with the WALL and post their own graffiti tag.

David stands up and walks over to the interactive control panel which senses him in proximity and activates the available features. He selects his text font and colour and writes a message on the interactive wall, he then access the paint feature using his finger he goes on to draw a picture. He then posts the image to the WALL. The wall does not allow him to post the image as the content is not appropriate, this being one of the security features within the WALL, (image recognition) he edits his images and resubmits. His friends finally arrive and they sit down together and chat.
William Carter