FINALE Process Book

5/24/2018 FINALE Process Book

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the tailored museum experience


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the tailored museum experience

North Carolina Museum of Natural SciencesRoss Andrews & Clara MacDonellApril 4, 2014


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INTRODUCTION SECTION 1:

USE OF SPACEproblem 4task flow 5personas & scenario 6-7

SECTION 2:

INTERVENTIONproposal 8prototype 10-17

SECTION 3:

ITERATIONprocess 14


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The Nature Research Center (NRC) is the new 80,000-square-foot wing of theNorth Carolina Museum of Natural Sciences. Its goal is to bring research scientistsand their work into the public eye, help demystify what can be an intimidating

field of study, better prepare science educators and students, and inspire a newgeneration of young scientists. The Nature Research Center features research labswhere scientists from the Museum, University of North Carolina system schools,the Department of Environment & Natural Resources, or visiting scientists fromindustry or agency partners conduct their research while visitors observe sciencein action through floor-to-ceiling glass walls.

Specific to our intervention, The Naturalist Center provides visitors access to anextensive collection of specimens for individual or class research or for generalinterest. Collections include birds, mammals, reptiles, amphibians, fishes, insects,plants, fossils, rocks, minerals and more. Reference books, computers, CD-ROMs,microscopes and other lab equipment is available. Watch audio and video of certain

specimens at one of two interactive tabletops. Staff can provide assistance withself-directed exploration in the Naturalist Center.


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Initial Observations

Museums are usually a fun and informative experience; however, there is anoverwhelming amount of information that is available to a visitor. Therefore, themuseum experience has become difficult for a visitor to retain information and hasthus become passive. By the time visitors leave the museum doors, they have anunclear direction about how to retain and process what they have just experienced.How can this experience be altered into an active learning experience that hastakeaways for both hands on and minds on learners?

Current Behaviors of the Space

The Naturalist Center currently functions as a separate niche of the museum andis only entered by permission of a docent. Visitors enter through the glass doorsin shifts in order to not overpopulate the flow. The space houses a plethora ofinformation, where unfortunately much of it can be easily bypassed on a rushedtour. Separating the Naturalist Center from the general flow of the museum allowsdocents to tailor this experience and open their eyes to all the facets of the center.

Problems Within Touchpoints

_People peer into the glass doors and are notified to wait outside until theirturn is called in order to control traffic flow. _The 3 minute introductory video walks through the dos and donts ofhandling the specimens, but gives no background as to what the Naturalist Centeris about and how selection process works.

_The current ipads that are distributed around the space are a poor use ofthe term interactive. The interface is poorly designed and not a strategic use of thetechnology to its fullest potential.

_The David Small Interactive Tables are a popular attention grabber yetusers lack direction. Marveled by the RFID specimen identification and the clicking

mechanisms, absorbing information is forfeited. The attempt to combine thetangible specimens with digital fact sheets is not successful. The fact sheets givesimple cookie cutter facts that arent key to developing the education of the animal. _Book shelves around the Naturalist Center seek to add a classroom aspect.Since this is the only place where books are available to interact with, visitorsassume they are off limits and just for looks. No prompts encourage the visitors toflip through the books as if you were in a library. _The Specimen Drawers lack direction for the general user. Content differsamong drawers and visitors need direction as to how to understand a drawerbefore exploring it.


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Hands On

User that retains information through tactile

and visual experience. Attracted to physicalobjects that allow interaction.(ex. school groups, children, families, etc) Visual Experience

taking photosmicroscope observationsobserving other visitorswatching introductory videolooking at specimens

FormalExperience

come in with an agendaengage with workersread books/labelsask questionssearch for answerstaking notes

EXIT

Informal Experience

no agendaexploratorylistens to other visitorsengaged in workers knowledgeplaying with technologies

Tactile Experience

interactive tabletshandling specimenshandling petri-dishopening specimen drawerstouching bones/furs

Minds On

User that retains concrete information through

dialogue, reading, reflection, and questioning.(ex. professors, researchers, students, activelearning individuals, etc.)

ENTER


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Emily Broughton is a current 6th grader at Centennial Campus Magnet

Middle School. In her free time Emily enjoys to play soccer, paint, and read.

She has an older sister and brother who both have helped to mold her andmake her much more mature than most kids of her age. Emily is also a Girl

Scout; so, she greatly enjoys the outdoors and working on projects with

others. Emilys parents both work for the school system so they are essential in promoting her motivation

towards school. She is a hard working student who loves to work with her hands when it comes to

absorbing information. Her favorite subjects in school are Science & Ar t because they are both tactile;

with labs in her science class and projects in her art class.

How would you say you learn best?

I love to be able to play with my hands! I have the most fun and learn the best when my work feels more

like play. Like in class, I am always drawing out what my teacher is talking about because it helps me

remember the topic better. I am a visual learner, so Thats why I love art class because I am able to be

expressive and work in a hands on environment.

What brings you to the Museum of Natural Science?

I came to the Museum with my Biology class for school. We are currently learning about different animal

species; so, my teacher thought that a great reference would be the Natural Science Museum in Raleigh.

Since the Museum is very close to our middle school, it is a great place to visit. My biology teacher has

talked nonstop about the addition of the Nature Research Center and specifically the Naturalist Center.

The Museum is a great place to learn about the cycle of life and to see research and collection in action.

Emily starts off her Monday by throwing on her school clothes, grabbing her lunch, and then running out

to catch the bus for school. On the bus, Emily talks with her classmates about how excited they are for

their field trip to the Museum of Natural Science in downtown Raleigh. They finally arrive at school, andEmily walks to her classroom before the bell rings for class to start . Once the school day at Centennial

Campus Magnet Middle School starts, Emilys teacher directs her class outside to the bus they will be

taking for their field trip to the Museum of Natural Sciences in Raleigh. Emily and her classmates all turn

in their permission slips before getting onto the activity bus. The bus driver starts up that bus and they

head on the road to the museum. After the short drive, Emily and her class are directed off the bus as her

teacher leads them to the museums entrance. The class works their way around the museum (starting in

the main building) and finally ends up in the Nature Research Center Wing.

Emily is amazed by all the information and displays there are at the museum. Although it is a vast amount

of information to absorb, Emily is having a great time interacting with her classmates. Her favorite exhibit

is the Naturalist Center due to the fact the she is able to touch and hold animals that she had learned

about in her science class. Af ter waiting outside of the glass doors, Emily and her classmates were invited

into the Naturalist Center and directed to watch the introductory video before they walk around the space.

The video shows Emily and her classmates how they should handle the specimens (since most of them

are fragile). Once the video is complete, Emily looks over and sees the white interactive specimen table.

She walks over with one of her classmates to the table and one of the Naturalist Center docents follows

them over to the table. The docent tells them how the table works and tells them to grab a specimen to

place on the table. After doing so, the table reads the specimens tag and gives field information on said

specimen. After the table, Emily walks through the hands on section of the exhibit, looking for specimen

that she is allowed to handle. Emily learns best by handling the specimen and talking to her fellow

classmates about which parts were her favorite. Finally, Emily and her classmates meet back up and

their teacher directs them to the bus. As they head back to school, Emily and her fellow classmates laugh

and chat about their day and the exciting field trip.

HANDS ON: PERSONA AEmily Broughton

SCENARIO


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Steve grabs his tall vanilla latte at Starbucks on his way to the office on NC States campus. He arrives

and organizes his schedule for the day, makes some phone calls, and prepares for his lecture at 9:10.

He announces to the class that hell be making a trip out to the Nature Research Center today andencourages his students to check it out when they get a chance. He typically takes two to three outings

per week between lectures or during his lunch hour. The role of these outings is to investigate various

environments crucial for research opportunities in his field of study. He arrives at the Nature Research

Center and begins his self-led tour. Contrary to the typical class field trip visitor, Steve is here on a mission

since hes particularly interested in animal science and biology. He peruses through the first level then

makes his way up the staircase to the second floor. So many things grab his attention but he eventually

decides to make his way over to the Naturalist Center. He waits in line until the attendant welcomes him

in the glass doors to sit at the semicircle seating and carefully watch the introductory video. The video

goes through a list of dos and donts on how to properly handle the specimens, which are elementary

guidelines for Steve. When finished, Steve meanders around the perimeter of the room looking at the

various plants, insects, and animals on the shelves. Unlike other places in the museum, physical books

pertaining to various species are on display around the counters. Stacks of books scattered around

the room draw Steves attention and he picks up a few to glance through. Next he comes to the David

Small Interactive Tables and places a few specimens on the table to see general field information. He

finds this quite modern and interesting, but would prefer a human connection rather than a digitized

animal portfolio. Several docents circulate through the space and Steve takes advantage of this insider

opportunity so he begins to ask them questions to discover the strategy behind this tangibly interactive

space. Steve strikes up a conversation with a docent while he opens dozens of animal specimen drawers.

He finds this most helpful as his personal questions on the specie collection process are answered,

whereas the interactive tables and iPads are limited to the information stored in them. Steve leaves the

Naturalist Center quite satisfied with his experience.

Steve Thompson is a native of Charlotte, North Carolina, and has lived there

for 25 years. He and his wife, Sheila, have four children, Blake, James,

Sally, and Addie, and two golden retrievers, Junior and Joe. They currentlyreside in Raleigh, North Carolina, where he works as a biology professor at

North Carolina State University. Thompson received his BA in Biology from

Stanford University. Since biology could take many different career directions, Steve received his Masters

degree in animal science. Prior to becoming a professor he spent a lot of time researching and writing

about the process of collecting species. Steve has co-authored two books titled, Animals in Education and

Navigating the Species. While lecturing throughout the week, Steve still seeks to spend equal amounts

of time researching outside the classroom in order to inform his students about whats currently taking

place.

How do you learn best?

I am a people person, therefore, I learn best by engaging in conversation as well as reading articles to

stay up to date on current news and research. My prior researching job required me to spend a lot of

my time with my head in the books, especially while writing for the two books I co-authored. My iPhone

gives me a lot of opportunities to quickly skim through articles and topics throughout my workday. As a

professor, I spend a lot of time in the university classroom giving lectures. I particularly enjoy getting to

know my students by name because I think this tactic spurs on discussion and makes for a more active

learning environment.

What brings you to the museum?

While Im not lecturing, I usually plan two to three outings throughout the week to surrounding animal

science and biology events. These events include museums, speakers, conferences, special guests, etc.

Museums always bring me mentally back to my passions, animal science and biology. I love delving into

exhibitions with a keen eye as information is presented from various perspectives. My inquisitiveness

adequately prepares me to engage in conversation with any docent available and willing.

MINDS ON: PERSON A BSteve Thompson

SCENARIO


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Our intervention proposes an interactive system for the ipad/smart phones thatwill help to retain information observed at the Naturalist Center (for both hands on& minds on learners). This intervention will help eliminate a passive experienceamong museum-goers through information and question cues that will guide thevisitor as they work their way through the space. Overall, the system will provide amore clear direction so that visitors of both learning types will leave the Museum/Naturalist Center with a memorable experience.

Progression of the Intervention Interface _While you wait outside the glass doors of the Naturalist Center a docent willhand you an ipad, unless you have access to a smartphone (with which youll needto download the Retain App).

_The first screen that appears asks, How would you like to explore theNaturalist Center? The options consist of: Hands On, Minds On, and I Dont Know. _If you are unsure about what learning type to begin with, the I Dont Knowpage will take you to a personality analysis that suggests where you should start. _A map of the space gives you an idea of where the Hands On and Minds Onstickers are located. At any point the icons on the map can be double tapped whichpops up an actual picture of the space to help with identification.

_The stickers are placed on touchpoints (tables, books, specimens, drawers,etc.) in the space and can be activated through picture scanning with your device. _Upon scanning the stickers you will be guided through multiple choice andshort answer questions pertaining to the space. A comment box is available forfurther notes you want to record. _At any point you are free to switch between scanning the Hands On and

Minds On stickers. Choosing where to begin doesnt bind you to that category for theentirety of your time. _Whenever you care to leave, tap the done button and submit your emailaddress if you would like the results to be sent to you.

How would you like to explorethe Naturalist Center?

hands on minds onhmm


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Hands On Learner Question Cues

These questions pertain to the HandsOn user that retains information through

tactile and visual experience. They are

attracted to physical objects that allowinteraction. (ex. school groups, children,families, etc)


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A n i m a l T r a c k s

Which shows the

Opossums tracks ?

A

B

C

D

write other observations

I n t e r a c t i v e T a b l e

What type of species

is the horseshoe crab?

ABC

D


marineanthropod

marinenemopod

marinedecapod

marinetermapod

M i c r o s c o p e sLooking at the Starfish,

why is it considered a

marine invertebrate?

ABC

D


theStarfish can re-growparts

this species has no eyes

this Starfish has no spine

this marineanimalcan invertits body


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Minds On Learner Question Cues

These questions pertain to the Minds Onuser. They retain concrete informationthrough dialogue, reading, reflection,

and questioning. (ex. professors,researchers, students, activelearning individuals, etc.)


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The California Sea Lion

is one of ___ species?

A

B

C

D


A n i m a l S k u l l s

twelve

five

seven

two

Other birds harrassing

owls is called what?

A

B

C

D


B i r d B e h a v i o r s

flocking

mobbing

gaggling

pecking

What is the third stage

of a butterflys life cycle?

A

B

C

D


B u t t e r f l i e s

larva

caterpillar

pupette

chrysalis/pupa


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_detailed map of how theintervention would engage visitorsas they enter the space, arehanded an ipad/iphone, and beginto explore the Naturalist Centerthrough the question cues

_early ideations of user flow and low fidelitywireframes for Retain interface

_touchpoint sketches of where the hands onand minds on stickers would be located in thespace

_developmental ideas ofstickers/icons/tags/motifs

to be easily identifiable forthe visitor to find and scan


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3_experimenting with the hands onand minds on motifs

4_cover and previous title, remuze

1_early iterations of homescreen map

2_screens in context at theeducational snake table

After the visitor choses his/her learning type, a map of the spacewill show which areas are geared towards the learning style.

Go to these sections to learn more

david smalltable

learning cornermicroscopes

remuze

Figure 1.

Figure 3.

Figure 2.

Figure 4.


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April 4, 2014

Ross Andrews & Clara MacDonell

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FINALE Process Book