IMAGING III : DESIGN FOR A NETWORK SOCIETY
Students demonstrated the ability to:
• Describe the affordances of touchpoints that influence relationships among
people, objects, and settings.
• Apply core methodologies and vocabulary used to discuss and design dynamic
• Develop a group-oriented workflow that promotes collaboration and
• Analyze the cognitive, interactive, and affective capability of existing dynamic
• Plan a dynamic interactive system that provides a service to a community.
• Construct a prototype that demonstrates the experience of a dynamic
• Construct a scenario that illustrates the integrated experience of a dynamic
• Evaluate the quality and value of the designed system, given assessment criteria.
Design for a Networked Society (Imaging III) challenged first semester juniors to design
conditions for experiences—rather than isolated objects—that foster health within the
NC State community. The entire course consisted of one extensive project undertaken at
the group level, subdivided into discrete phases constituted of individual (but situated)
design work. In other words, students handled all strategic work at the group level; all
design work (hand-on-mouse) was handled individually, in line with group goals. The
topical groups in which students worked were: Fitness, Nutrition, Environment, Play,
Relationships, and Safety.
In the first phase of the project, students employed context-assessment
techniques—i.e. first-person experience, interviews, observation, and service and
interactive flow diagrams—in order to develop a proposal, or statement of intent. The
proposal explained the community’s state of health, identified shared health values
among the community, and proposed leverage points for influencing community health.
After proposing a strategy as a group, students began the exploration and
prototyping phase. Students designed conditions for experiences across four
media formats, or touchpoints: Web site, Mobile application, Large-scale touch
screen application, and Physical space. Information architecture and production
methods—i.e. site maps, click streams, and wireframes—enabled students to generate
iterative sketches of the interface. Storyboards and scenarios encouraged students
to contextualize the interface according to user, circumstance, timing, and location.
Students frequently posted progress to the course website for both individual- and
The website proved a common space for shared resources and feedback across
groups. Additionally, students used and received introductory instruction with Flash
Actionscript, HTML & CSS, and AfterEffects.
For the final phase, students worked together as a class to compose a scenario,
which integrated the topics and touchpoints into a speculative video-based narrative.
The scenario illustrated the user’s experience with the design system.
In combination, the proposal and scenario became the final presentation.
Throughout the course, students developed proposals, sketches, prototypes, and
scenarios, which illustrated discrete experiences that could foster a healthy community
at NC State. The following semester, the course project was on exhibit at the Institute
for Emerging Issues Healthcare Forum 2011.