Prototyping Study
Process Documentation
Interaction Scenarios
Platform Description

Layout Variations

Structural System

System Components

Taxonomy of Interactions
Prototype Team

Process Documentation Images and captions show and describe how we are developing and prototyping design ideas for 1) the physical space, 2) technology and interaction affordances and 3) information architecture. Ideas prototyped and evaluated in the space are intended to represent a typical, ThinkeringSpace installation. All explorations are works in progress and are being built at the Institute of Design. They generally appear in chronological order.
				The 10’x10’ structural frame contains four, large, rear-projection screens. The idea is to use the interior space of the frame to position the rear screen projectors at 90 degrees from each other so that projected images will not be interrupted by users. All activities become external to the frame.
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				Canopy elements extend the preceived boundary and size of the structural frame. They provide the possiblilty to shield or reflect light and to control or affect acoustics. As prominent visual features of the structure, opportunities for identity and other graphical intent become evident. The canopy prototype suggests construction detailing. Canopies would become a component of the “kit-of-parts”.
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				The multi-user table is an early exploration of how simultaneous control of interactive content can encourage and support cooperative behaviors. Explorations include various control modes such as touch-pad, pen/tablet, track-ball and conventional mouse. The round table promotes and supports group social interaction.
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				The curved, low wall desking counter shows four “activity nodes” where kids make drawings, build animations, create sound snippits or explore the micro-world with a digital microscope. These nodes are about kids creating content that will in turn be manipulated into stories.
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				One of the the multi-user table experiments uses trackball controllers to color a pattern. Controllers are designated as red, green or blue and drawing color coded cursors can be re-sized. Each person manipulates their respective colors only. Simultaneous control of interactive tools clearly promotes social interaction. For example, making yellow requires cooperative behavior between the red and green tool users and so on through the color combination options.
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				A storytelling wall combines both large-scale interaction with an infrared “wand” and text input through a keyboard.
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				Interactions with large-scale graphical objects using a “wand” that is based on Nintedo “Wimote” hacks by Johnny Chung Lee and others.
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				Wimote setup with a projector.
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				Overall view of the prototyping space, showing how the “Pathways” frame provides a free-standing armature supporting and organizing the space.
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				Kids may use a ThinkeringSace card to access and use the system. This card will facilitate management of personal ID information and allow developed content to move between activity nodes as kids navigate the system.
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				When tagged books are placed on the return table, a window opens and calls for reader comments.
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				“Art Club” is one of the many ideas around ThinkeringSpace local library community programming. Special interests are easily accommodated in the platform environment.
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				“Story Wall” enables kids to co-construct narratives using character and environment elements. “Story Builder” illustrates how the creation nodes provide a place for kids to create content that will be manipulated or smashed into stories.
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				“Phycons” enable kids to explore a variety of content. The geometric, paper constructions have embedded RFID tags that enable content to be displayed on the large, interactive screen. The control “wand” is an infrared light source that acts as a cursor for controlling on-screen artifacts.
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				“Phycons” let kids gather and contain new work or access their earlier work or the previous work of others. Each “phycon” is tagged differently and accesses different information. These tangible are a key element in system and content navigation.
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				Physical objects for cross media linking (Some of them come with content attached or linked to them, and others allow users to attach new content in several formats - video, text, pics, urls, etc).
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				Using a 'wand' to avigate content that could be authored by kids or curated by librarians or other mentors.
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				“Character Photos” are built into a simple narrative. Images captured become story elements. The background masks are chosen to connote image intent. Images are sent via “EyeFi” to “Flickr” and returned to the large display screen where they can be arranged into a narrative.
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				Why is this flying monkey angry? The ’The Wonderful Wizard of Oz” provides inspiration for the prototype backdrops.
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				Individuals can take turns playing roles, collaborating to construct their own version of a book in the library.
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				“Puppet Show” video nodes enable kids to create animated scenes that are projected onto a large screen to be shared by others. Objects and characters used in the animation are made by the kids.
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				This later version of the multi-control table has 6, large trackball controllers. Each operates independently and players can all interact simultaneously. Collaborative interaction is both encouraged and supported.