Posts or Comments 19 March 2013

Uncategorized kimiko | 31 Mar 2008 11:01 pm

Week 10

Post brief descriptions of your final project so that we can comment on your idea.

277 Responses to “Week 10”

  1. on 02 Apr 2008 at 2:12 pm 1.jessica_kline said …

    My final project for this class is inspired by the carved fruits and veggies book series (”Play With Your Food”, “Food Play”, etc) by Joost Elffers and Saxton Freymann as well as the “Play with Your Food Pages” website that features the recipes and photos of food creations by a group of kids. These food creations and other cooking experiments can be a positive and educational activity, in that they encourage an appreciation for food and the connection between food ingredients.

    My final project is a digital ingredient card collection that captures experiences of a particular ingredient (images of food creations, explanations of likes and dislikes, and other stories and recipes). This collection allows you to record and remember various food experiences over time. Rather than teaching cooking techniques, it teaches cooking by creating a personal connection to food and ingredients.

    This project promotes Resnick’s Kindergarten approach to learning, the iterative process of imagining, creating, playing, sharing, reflecting that encourages further imagining and creating, etc. It does this by recording and refining ingredient experiences over time.

  2. on 02 Apr 2008 at 9:34 pm 2.anirban_sen said …

    My final project is to help middle school to high school students develop their creative writing, storytelling, and journalism skills. I plan to develop a system that utilizes existing technology and material to create comic books for publication either online or as printed material. A problem that I have faced with getting youth to start writing is their initial hesitance to begin. The most common reason that they give is that they do not have anything to write about. To get over this hump, I plan to use forms of popular media such as a song or a video that the youth will select. After listening to the song or watching the video, I will have the musical and visual elements stripped out so that the children only see the bare text of the lyrics and can read the story in the song lyrics. At this point, I would encourage the children to interpret the lyrics in any way they wished, even moving words, sentences, or verses around to fit their concept of the song.

    Once they have an idea for the sequence of events that they want their story to go, I will have the children take pictures of elements in their own environment that they have interpreted from the song. They can use their mobile phone cameras or digital cameras at this stage. After they have collected enough pictures for them to complete a stage of their story, they will be able to download them to a computer.

    The youth will then be able to digitally alter or enhance the images using software such as Photoshop, iPhoto, or Comic Life. Then the altered pictures can be arranged in sequence in frames to create a comic page in Comic Life. Finally, text balloons can be added to the story and the text can be filled in. In this way, the children can create a comic story of their interpretation, memory, or creative story based on a song that they have heard and enjoy.

    Eventually, the children will be encouraged to write their own stories and create comics. They will also be collaborating in the creation process and therefore will get peer feedback and reminders to complete their story so that it can be published on the social network (www.wordsoundlife.org) and others can read it. The youth will also learn to review popular media with a critical eye and ear and learn to question and analyze what they are viewing and hearing.

  3. on 02 Apr 2008 at 9:42 pm 3.liz_goodman said …

    A birdhouse is a small structure built by humans to shelter birds (and sometimes squirrels). Birdhouses exist to attract wild animals, and to allow humans to observe them. As such, birdhouses are a kind of interface between humans and animals. This project uses birdhouses as a metaphor for how new technologies could inspire curiosity about nature, supporting observation and interpretation of the world around us.

    The Birdhouse project is a series of physical installations in semi-public places that link sensor data to online services. Mobile phones inside the Birdhouses capture images, noise levels, and audio recordings, then upload that data to a website. Since the location of each Birdhouse is registered, sensor data can be combined with data from existing online sources (such as weather and air quality). The Birdhouses are self-powered by solar cells and protected from the weather, so they are expected to produce data over weeks, months, perhaps even a year. These longterm, data-rich portraits can be used to spark journal writing, science projects, and outdoor activities.

    Birdhouses can be used alone, or in concert. Multiple Birdhouses can be shown on an online map, with the newness, variety, and amount of their data represented through flocks of birds. Birdhouses that produce similar kinds of data are represented through similar species of birds – so two Birdhouses on either side of the country, but in similarly rainy sites located near freeways – might be able to see that they have something in common. Birdhouses could also work in conjunction with existing “citizen science” projects such as Project Budburst or Urban Birds, which rely on individual action to observe and document animals and plants.

    See:
    http://www.birds.cornell.edu/celebration
    http://www.windows.ucar.edu/citizen_science/budburst/index.html

    Though not designed explicitly for children, the Birdhouse project is inspired by the work of science teachers in elementary schools. These educators work to teach knowledge about local species as well as elements of scientific research. The Birdhouses are designed with constructivist learning in mind – to promote conversation between their caretakers and to enable multiple modes of interpretation. The Birdhouses are not traditional science lessons; there is no “right” procedure for working with them. Instead, they are intended to promote a vision of scientific observations as plural, reliant on interpretation, and highly personal. These are ideas that can be useful at any age.

    The Birdhouses are also designed as an investigation into how people respond to new technologies. Birdhouses make “sensing” (broadly defined) more available to ordinary people and track patterns of growth and change over time. They visualize what was previously invisible. In working to interpret the data, users may see relationships between places, people, plants and animals that are not easily visible without browsing these archives. One of the goals of the project is to engage in dialogue with users about how what they see may change their minds and their actions.

  4. on 02 Apr 2008 at 10:11 pm 4.seungwan_hong said …

    Making Book House based on perception changing and spatial imagination

    1) Project description
    Spatial imagination and perception change are always important elements to stimulate children’s creativity. Among many educational materials, picture books are one of good materials for those. Through manipulative stacking and building books (opening, half opening, rotating, leaning), children easily create their own space (towers, houses, castle, etc.) with imagination and perception changing. However, books’ scales and pre-defined material often hinder various spatial imagination and perception changing. (making book house is based on somewhat higher level vocabulary with abstraction.)

    Physical computing and virtual place technology can complement such making book house playing. If children will play on the matte with books- both of them have location and motion capturing sensors, virtual place will trace building book situation. During building book house, collaborative playing is also possible. After finishing house making, through walking and jumping on the playmate with sensors, children can explore and play inside or outside the house in virtual place. (the scene will be displayed on wall size screen.) In virtual place, children can change materials of building, shadows, and details (windows, doors, and stairs) with variety. The various changeable options on lower level vocabulary will stimulate children’s perception changes.

    2) Target: Kindergarten ages

    3) Technology: 1) Physical computing (input system/location sensors on the books and playing matte with motion capturing sensors) 2) Virtual Place (outputs/spatial navigation inside book house)

    Educational purpose: Stimulating creativity related to 1) perception changing, 2) spatial imagination, and 3) collaboration

    Applicable educational programs: 1) training space/form creation, 2) creating imaginary place to play, and 3) training social skills through collaboration

  5. on 03 Apr 2008 at 12:26 am 5.hsin_hsien_chiu said …

    During the childhood, many people might have experience about using physical objects, e.g. chairs or quilts, as giant Lego to make their own playgrounds in the house. They might spend a whole day for playing together by going through this puzzle-like, novel space made by physical objects in the houses. These playgrounds could become emotion-bound spaces rooted in the memory; nevertheless, they could not be maintained for a long time. For instance, there were several children living nearby. To play hide and find together, they met in the same house, using lots of chairs to build up a small playground. While parents came back, these children might be scolded and asked to put all these chairs back. Meanwhile, these children had to be split out and went home individually. The learning process of creating space individually or collaboratively is interrupted in this way.
    The project goal is to propose a hybrid virtual playground (physical world + Multi-User virtual world) providing socially collaborative learning environment where children can not only create objects together, but also can build up their playground (emotion-bound space) by using what they’ve created. The system will contain a physical box (magic cube) and an input surface. Users could put physical boxes on the input surface to input their magic cubes as virtual Lego into the virtual playground. During this phase, they can work either together or individually. After, they could modify, interact one another by these virtual Lego to build up their own playground. Moreover, parents and educators could participate in the learning process, making specific learning environment according to different learning subjects.
    Taking advantage of virtual space, these virtual playgrounds could be saved for a long time, becoming invaluable experience when users grow up. Also children could meet together virtually without being limited by time and physical spaces. Here are some key issues could be discussed in this project:
    •Learning by playing (Metacognition)
    •Collaborative virtual community (social creativity/ interrelationship)
    •Situated learning (customize learning environment )

  6. on 03 Apr 2008 at 12:34 am 6.pierre_tchetgen said …

    The Freedom Friday Social Media Salon (aka Freedom Media Salon) is an exploration into the media-arts as vehicles for self-expression and community exchange around shared concepts, issues and values. The sessions can take place anywhere (a classroom, an after-school center, a park etc), making this a truly portable learning environment for multimedia storytelling.

    For my final project, I will focus on defining, designing and refining the principles, activities and technologies for the social media salon as a learning ecology. All social environments contain specific artifacts, objects and rules for members to express themselves and interact. In this particular setting, the key defining principles for participating youth and adults are: Creative as Agency, Voice as Power in the world, Freedom as Art, Play as Learning and the Personal as Political. The curriculum and activities, although varied depending on the group and setting, will generally be geared towards developing 5 core intelligences: aural, visual, linguistic, kinesthetic and existential.

    Sessions already take place weekly in Room 110 every Friday from 4-6pm. The goal for the final project is to create a work plan (consisting of key documents, stations and roles) for facilitating this kind of media salon in the aforementioned spaces.So far, I am envision it as follows:

    Stations
    Fishbowl (discussion)
    Breakout (green stage)
    Podcast (recorder)
    Kiosk (media)
    Wall (projection)

    Roles
    host/moderator
    live participant
    camera-person
    citizen reporter
    writer/blogger

  7. on 03 Apr 2008 at 2:40 am 7.andy_carle said …

    Peripheral & Ambient Displays of Classroom Climate

    Problem:

    Decades old research indicates that a student’s perception of their relationship to the rest of their class has a profound impact on their success. The focal point of these perceptions is self-confidence — if a student feels they are inferior to their classmates, they tend to perform poorly regardless of their actual ability. This attitude, and the conditions that affect it, are broadly termed “Classroom Social Climate” and have been extensively studied. (See Anderson, 1968; Moos, 1978; Barker, 2002; Garvin-Doxas, 2004; etc.)

    To date, most efforts at improving the social climate of a classroom have been focused on the actions of the instructor and other teaching staff. Examples include actively encouraging discussion, tolerating and even promoting mistakes in class, and being emotionally and academically supportive to less confident students. However, very few (if any) significant solutions have focused on exposing and sharing the collective fears, apprehensions, abilities, and attitudes of the students in the classroom.

    Target Audience:

    I would like to address this issue in university-level classrooms, particularly large (150+ students) lecture courses. Existing technologies designed to address the complexity of scale in these environments such as Peer Instruction (Mazur, 1999), LiveNotes (Kam et al., 2005), and the work of Bär et al. (2005) have primarily been aimed at improving student-to-student collaboration and student-to-instructor feedback. To my knowledge, no significant technical work has been done on the problem of student body-to-student communication of attitudes and apprehensions.

    Design Goals:
    1. Capture information about student attitudes and social climate in a reasonably unobtrusive way.
    2. Present this information in real time in the classroom in a way that is informative but does not detract from the extant learning environment
    3. Educate students and instructors on the meaning and significance of this information in an effort to shape the learning environment and student attitudes in positive way
    Proposed Implementation:

    I propose using peripheral and ambient displays to convey information about classroom social climate. While the details of this are to be determined, I imagine combinations of LCD monitor arrays, lighting scene changes, light coloring, and ambient sound effects will be included in the initial design. To gather student data, I propose piggybacking on existing input infrastructure, such as peer instruction devices, laptops, cell phones, and lab machines. While this decision leads to a number of obvious constraints, I think it is the most feasible implementation decision. For the purposes of this class project, I will likely make the simplifying assumption that each student has a laptop and network connectivity, though I don’t see that as essential in the long-term.

    Sample Usage Scenarios:

    1. To improve the classroom social climate, students would ideally know when other students are just as confused by a lecture as they are. To this end, students will use a simple interface to indicate confusion. The aggregate level of confusion in the classroom will be displayed via the ambient/peripheral displays.

    2. In a lab-centric course (see Clancy, 2003), being aware of which steps of the lab are causing difficulty for other students is crucial to classroom social climate. In this situation, no direct input is required, as the lab software knows how much time each student is spending on each step. Information about which parts of the lab (or perhaps about the pace of the lab in general) will be reflected in the ambient/peripheral displays.

  8. on 03 Apr 2008 at 9:14 pm 8.maryanne_berry said …

    The Virtual Book: Facing and De-Facing Text

    I would like to create a virtual environment synthesizing the design features of virtual worlds with the aesthetic experience of reading literature. The virtual book would offer multiple resources and activities to enhance the experience of literacy while developing critical and creative thinking.

    Outcome realized through the following activities:

    Conversations: Avatars meet “inside” a text to discuss and analyze via instant messaging and chat. Opportunities for constructing collaborative texts (ala Google documents, wikipedia, bspace).

    Role Play: Performance of characters in and outside of the text: characters, readers critics, author through role playing games and interactive drama (ala Façade) that could be created performed in-world and produced (ala Machima) to share with others.

    Design: Space to compose analytic and creative responses in text-based documents (explications, essays, reviews, digital stories) and in virtual space (artistic artifacts, architectural and environmental sims).

    Affordances:
    * Reading becomes more social, dialogic (Bakhtin, Streponi).
    *Social interaction prompts internalization (Vygotsky).
    *Greater access to centralized resources (audio readings, guides, criticism, film, historical info)
    *Opportunity for performance (Improvisational thinking via IM, chat; role play, (see research on Improv + Conversation Analysis, see Hutchby).
    *Opportunities for the development of individual learning styles (Gardner).
    *Opportunities to learn to build and design in virtual space (Bers).

  9. on 10 Apr 2008 at 7:02 am 9.jon_breitbart said …

    Sorry, totally forgot to post this earlier!

    For my final project, I want to look at the Pleo and it’s programming affordances in the context of children’s productive play. The idea will be to program the Pleo so that it can follow the path of children’s drawings and can act differently according to the color of the path. In addition, I may look at having the Pleo react in different ways to drawings or markings other than simply paths of lines, but also other shape/color combinations. The context for this will be any play room or environment that has a floor (or surface) that children can draw on and that the Pleo will be placed on. The environment could include any other toys, objects, people, animals, etc., as long as children can draw on the surface. I imagine programming the Pleo to recognize a specific type of drawing implement and specific colors, so that the children will have a set of “magic” crayons/markers/pencils that they can choose from. Ideally, the play surface/floor will be disposable or erasable so that when the drawing area gets too cluttered, the children can clear it away and start anew.

    The goal of this project will be to modify the Pleo so that it allows children to, in some sense, “program” the Pleo’s movements and behaviors through the familiar and creative activity of drawing. The environment can also be a collaborative one, in which several children can interact together with the Pleo, directing its movement, exploring how it reacts to their drawings (and movements, sounds, etc.), and can also inspire both solitary and collaborative storytelling. The experience will ideally be a dynamic one, in which there is a great combination of the children directing and influencing how the Pleo behaves, learning how their actions affect the Pleo and its exploration of the environment, as well as the often spontaneous or ambiguous nature of the Pleo’s behaviors and actions, which the children will be able to interpret and respond to - experimenting how their actions are “interpreted” by the Pleo, as well as their playmates.

  10. on 14 May 2008 at 8:24 am 10.jonathan_brack said …

    My final project is a design model for a youth-lead Participatory Media Project. There are two phases that make-up this project.
    1) Participatory Research
    2) E-advocacy Campaign

    1) Participatory Research
    Over the course of 6-weeks a group of 5-10 high school seniors will use digital video camera to document their world and begin to think critically within it. During weekly “study sessions” the participants will screen footage of themselves and their community. Through a collaborative process of reflection and dialogue the group will name and research an problem that is adversely affecting their community.

    2) E-advocacy
    The second phase of the project begins with the students using their ‘research data’ to then launch an E-advocacy campaign, throughout their senior year, to create meaningful change that addresses the problem. Through the use of a variety of new media tools (i.e. e-mail, social networking,video blogging, podcasting, etc.) youth participants will attempt to mobilize themselves, peers, and community in order to advocate for meaningful political and social change in their world.

    Designed for out-of-school programs for marginalized youth, the participatory media project builds upon Micheal Resnik’s(1998) five ‘learning through design’ principles:

    1) Active participation
    2) Creative problem-solving
    3) Personal connection to knowledge
    4) Interdisciplinary
    5) Sense of Audience

    From this perspective, the goal of this project is to go beyond individual acheivement as the basis of education but towards a collective, community-based action-oriented education. The Participatory Media Project provides an action plan for youth to engage in political and social change. One that fully integrates new media as strategic tools to create that change.

  11. on 20 May 2008 at 9:42 pm 11.aylin_selcukoglu said …

    I was exploring a few different options for my final project.

    My first idea was attaching a web-cam to the Pleo and building off the new perspective that provided for children. I was somewhat stuck on where to go with this Pleo’s-eye-view idea and left it be since I couldn’t really think of what activities it best supported or what I could help children learn by using the Pleo that way.

    I then moved on to using the Pleo and combining it with visual programming to allow children to program choreographed dances with their Pleos.

    My third idea involved building off a construction kit concept of letter blocks that was suggested during a class exercise, but it did not really bring anything new to the table that wasn’t offered by current technologies.

    I finally went back to my Pleo’s-eye-view idea and decided that augmenting the Pleo in this way could help bootstrap literacy and act as a Story Listening System (SLS). This especially builds off the idea that children and adults have this very intense emotional connection with Pleo and relates a lot to the Evocative Objects we discussed earlier in the semester.

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