progressive learning by claudio moderini

PROGRESSIVE LEARNING 2째EDITION

Experrimental Spaces, Tools and Formats for Contemporary Learning Experiences

PROJECT LEADER

Claudio Moderini PROJECT ASSISTANT

Patrizia Cacciapuoti Renzo Giusti PROJECT ADVISOR

Elena Pacenti

FRAMEWORK:

Enhanced Learning Experience MASTER IN:

Interaction Design MIND 2010/11

6 CHALLENGE

5 BRIEF

16 8 LEARNING THEATRE

GHEZZI-NAJDOVSKA-ASLA-BALA-KORSMIT

LEARNING AGENCY LI-ELBEYLI-NAONI-NEUBERGER-UZUM

INTRO / MAP/

MAP/

CONCEPTS /

INTRO /

CONCEPTS /

LEARNING WORKWARE

RAMIREZ-SCHAUER-LEE.THORP-KLEMENCOV-CORREA

INTRO / MAP/

CONCEPTS /

CONCEPTS

contents

PROGRESSIVE LEARNING 2°EDITION

Experrimental Spaces, Tools and Formats for Contemporary Learning Experiences

The 3rd Workshop of the Domus Academy’s Master in Interaction Design [MIND Edition]. The workshop is a DESIGN RESEARCH INVESTIGATION that focuses on the relation between the contemporary DESIGN SCENE, which is in the middle of a fast-pace transformation, and its intersection with EDU¬CATIONAL/LEARNING processes, structures and practises. The workshop focuses on the analysis of pivotal factors, which are influencing the design system, and the possible exploitations of POTENTIALITIES identified within a LEARNING FRAMEWORK. Nowadays one of the most pressing issues is the evolution of the educa¬tional system in accordance and in response to the socio-economical transformations that are often difficult to predict and sometimes even hard to understand. The workshop, led by Claudio Moderini with the collaboration of Elena Pacenti and the assistance of interaction designer Renzo Giusti and Patrizia Cacciapuoti, aim to set up a DESIGN RESEARCH FRAMEWORK based on a collective output that includes a Research Map and several Opportunity Scenarios. Interaction Design students explored existent and potential teaching formats crossing three main learning scenarios: LEARNING THEATRE, LEARNING WORKWARE and LEARNING AGENCY.

KEYWORDS

situated learning, real time editing, personal thread, collaborative study, knowledge network, crowd sourcing, remote mentorship, cultural agent, global brand, parasite workshops

www

bit.ly/briefprogressivelearning

THE CHALLENGE FOR THE FUTURE IS TO UPDATE AND INNOVATE ESTABLISHED TEACHING FORMATS

What is the vision of the future, from an educational point of view, with respect to the multiple perspectives and objectives of the actors involved in the transformation?

What is the relation between learning systems and the surrounding world, considering : social, cultural, technological and business dimensions? How “situated learning” and the other emergent interaction models can enrich the quality of design education? How do educational models respond to the dynamic of our socio-economic structures?

STUDENTS: Naoni Pietro , Gozde Elbeyli Isil Uzum, Yameng Li Nicole Neuberger

AGENCY

Students, alumni, lecturers and professionals are CULTURAL AGENTS working under a unified brand and managing small size BRANCHES distributed all over the world. Activities and lectures are synchronized among the different sites creating a DISTRIBUTED CLASS; teaching material is accessible through an e-learning platform; ON-SITE/ONLINE WORKSHOPS are organized in conjunction with international events such as fairs and conferences, thus offering the opportunity to meet and exchange experiences.

KEYWORDS

cultural agent global brand parasite workshops

Main activities in design process GENERAL REQUIREMENTS

STUDENTS: Naoni Pietro , Gozde Elbeyli Isil Uzum, Yameng Li Nicole Neuberger

> Flexible infrastructure

[multiple devices, multiple data formats]

> Keep track of changes

Build Background knowledge and inspire

[Who did what? When?]

AGENCY

> Synchronisation

Organize and co-ordinate work

[online/offline]

Co-design [making]

PROBLEM SETTING

Students, professors, professionals in different parts of the world are working on similar or the same tasks and want to exchange and learn from each other.

Collaboration between individual students in different locations

CHALLENGES

> Time management > Engaging people > Informal learning > Infrastructure flexibility

SCENARIOS

Knowledge acquisition of individual students in a team

OPPURTUNITIES

Students, professors, professionals in different parts of the world are working on similar or the same -Network of trusted people with similar needs > Access to local/rare resources > Crowdsourcing > Crosspolination through diversity and want to exchange and learn from each other. Collaboration between project teams in different locations

Design education in Domus Academy follows a projectbased learning approach rather than vertical, frontal teaching models. Students explore complex real world problems and are given the opportunity to acquire and apply new knowledge in the design process; team work and peer-to-peer learning are central. With the world being more and more connected,

project-based learning can be taken beyond the local classroom. Which unique challenges and opportunities emerge for project based learning when actors and stakeholders are geographically distributed? Which elements of the distributed learning scenario can enhance the learning experience? Which design activities can and should be supported? Which tools are

already out there? Which tools and services are needed and which cultural and organizational changes are required? This investigation shows possible future directions for distributed project based learning.

This map specifies major activities that need to be supported in design projects (inner circles), gives an overview of existing solutions that are already available for geographically distributed teams and classes (outer circle), and points out some possible future scenarios (banners in the sky).

NET WORK

ION T A R I P S IN

S U O I C I L A O C

STUDENTS: Naoni Pietro , Gozde Elbeyli Isil Uzum, Yameng Li Nicole Neuberger

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STUDENTS: Naoni Pietro , Gozde Elbeyli Isil Uzum, Yameng Li Nicole Neuberger

CONCEPTS

#01 #03

Adaptive Video Tutorial A platform for improving video tutorials through user input

#02 Instant Learning

Q&A Quickie An application for getting quick answers to urgent questions

#04

#05

The Inspiration Network

Coalicious

Crowdsourcing for field research and design inspiration

A tool for collaboratively collecting information

The Inspiration Network is a community of designers and design students around the world that help each other collect inspirational material. People subscribe and indicate their areas of interest, e.g. “way-finding” or “green architecture”. They are notified of calls for contributions via a mobile crowdsourcing application. If they choose to contribute, they have to upload the requested material (for example, photos of street signs in their environment) within a time frame. All contributors get free access to the collection they help building, the best ones may also choose an additional collection. Any contributor whose material is selected for a printed collection, will receive a free copy of that print.

Design projects start with an investigation of the design topic. Team members need to share references, present them and discuss them. Coalicious is a web-based whiteboard and content sharing application that allows distributed project teams to collaboratively collect and elaborate information. Users can plugin the content collection services they already use, like Evernote, Delicious, Twitter, or Flickr, and Coalicious pulls content from there onto a team whiteboard. Content comes from more then one person and is filtered by specific, agreed tags. Once imported to the whiteboard, team members can rate, comment, discuss and annotate the content. Values: Coalicious allows students to share ongoing research with little effort and to present it in a meaningful context. Distributed learners can easily keep each other updated, inspire and collaborate.

A time-based search filter

The Adaptive Video Tutorial is a platform that allows to optimize contents of a video tutorial based on participants input during a live broadcast.Online attendants submit questions, which are rated by other users. The most popular questions are picked up by the teacher. Since they have a time stamp he can review their context, and his answers can be embedded in the right place when editing the video. A tag cloud analysis of all questions and comments reveals major areas of interest to discuss further. The tags can also be used to make the video searchable. An analysis of user activity during the tutorial (entries, exits, number of questions by time, applauses) helps to select the best parts when editing the video.

Instant Learning is a mobile application that allows people to filter information by time. The application connects to newsreaders, or any other information-base, estimates the time to study pieces of information, and presents the user articles, videos, and podcasts fitting the available timeslot. Users can train the application to provide better estimates by feeding back the actual time needed. The application can discover patterns in user behavior through an analysis of geo- and time data and can be set to automatically apply contextually relevant time filters.

Q&A Quickie is a community of peers and experts dedicated to providing quick answers to urgent questions. Members can post a question via a web or a mobile crowdsourcing application, add relevant tags, and indicate a deadline. Q&A Quickie identifies who in the network might have an answer based on profiles and sends the question to those people if their status is set to “available” before the deadline. People asking for help commit themselves to sharing the results of their work or their process with the people that helped them. A peer-rating system ensures that members respect this policy. Premium contributors get faster answers since their questions are prioritized in case of conflicting requests.

Values: Limited time slots can be used for effective learning by applying filters that are suitable to the context of use.

Values: The possibility to send urgent crowdsourcing requests to people allows to explore a field of investigation quickly and offers opportunities for collaboration between universities and companies.

Tags: Interactive webinar, clickers/student response systems, user behavior tracking, analytics, data visualization, interactive video

Tags: Mobile learning, context awareness, learning algorithms, user behavior tracking

Tags: Crowdsourcing, pattern library, engagement strategies, gaming

Tags: online whiteboard, content aggregation, content sharing, social bookmarking, mashup

Platforms:

www

Values: The Adaptive Video Tutorial allows to create video tutorials for asynchronous online distribution that respond to the needs of students and enable a personalized learning experience.

www

STUDENTS: Marco Ghezzi , Stefanija Najdovska Tamer Aslan, Jessica Bala Gozde Elbeyli

THEATRE The CLASSROOM, likewise the areas dedicated to WORKSHOP activities and the PUBLIC PLACES are equipped with high-end interfaces and tools supporting the CAPTURING and EDITING of contents for personal use and for facilitating the REAL-TIME CREATION of educational material to be published on the on-line platform. During lectures and conferences the contents produced can be broadcasted on the web and accessed both in synchronous and asynchronous mode.

KEYWORDS

situated learning real time editing personal thread

Location based learning: FabLab, internship, ﬁeld research, fairs, events, exhibitions ALTERNATIVE CLASSROOM

STUDENTS: Marco Ghezzi , Stefanija Najdovska Tamer Aslan, Jessica Bala Gozde Elbeyli

THEATRE

BLENDED LEARNING

SPACES WITH MEMORY

LEARNING LABORATORY As the contemporary design scene is having a transformational period because of the innovational currents, its relationships with different institutes are becoming greatly affected as well. One of these important intersections is with education and the learning processes; and in this section, the notion of educational spaces is specifically explored.

TOOLS FOR REAL-TIME CAPTURING AND EDITING

INTERACTIVE ENVIRONMENTS LEARNING BY DOING

Crossing media: School environment, social media networks, blended learning, online study

Progress through dialogue: designLAB, critical thinking, interactive white board, Dropbox

TRADITIONAL CLASSROOM

The design based synergy created between the corporate, the research and the educational institutes give rise to opportunities that can greatly enrich and enhance the situated learning process. On a very simple level, by converging technologies through design, the spaces can be loaded with more functionality to help the participants. An example issue regarding this topic is the capturing and editing of the content flow in the location. Until recently, the approaches in the educational systems have been rather classical; the content production has been coming after the actual learning process instead of going parallel with. This has been forming a bigger limitation especially in the design education, as it is essential for the people involved to produce content, constructing the idea of learning by doing. Fortunately, as design driven approaches become more potent by providing tools for real-time capturing and editing of content , environments are becoming much more supportive as well. The changes in the interactivity of the environment can be summarized in three categories: Emergence of interactive surfaces,

easy and transparent information capture, and spaces with memory. Although these provide new and innovational solutions for design education, they also bring up the issue of carefully designing the environments and tools. So, the problem becomes how “situated learning” and the other emergent interaction models can be codesigned to enrich the learning process, making it the basis of this research. The investigation takes the relationship between the design scene and the educational spaces as its base, and tries to scan and analyze existing work to find leads for potentialities. However, instead of directly focusing on the issue of space, it follows a deductive method starting from the broader notion of learning in design education. Later, the focus is narrowed down to situated learning and the concept of “learning laboratory”. Before building up the research maps, the three paradigms of learning - behaviorism, cognitivism and constructivism - were analyzed to choose a theoretical basis for the structure. It was seen that constructivist approach was successful in understanding and explaining the contemporary design education. Constructivism’s essence, which suggests that learning is based on interactions of experiences, is in fact quite coherent with “learning through doing” approach of design education. After setting the theoretical background; the main branches of the map are structured, starting with the input relationships that exist in the process. When looked at the contemporary scene, it was seen that different characters are becoming involved in the learning process, making it necessary to understand and use these relations. Also, the nature of created material is included to understand the output structure. Another important aspect is the time span of the learning process, evaluating if the process is temporary, long-term or real-time. For understanding the methods and the media employed, the term blended learning has been quite helpful. Blended learning considers mixing of different environments like situated learning and e-learning, as well as merging synchronous and asynchronous instruction. Therefore, the media and methods were investigated considering this approach specifically. Finally, the notion of space is analyzed to understand possible contexts the potentialities can lay within. Having structured a basis map, the next step focuses on laying three possible directions on top of this map, matching the properties of these potentialities with the terms structured. The first focal point is the multi-platform, where blended learning approach is applied to create environments that support interactivity and information layers. The second focal point considers the activity and workshop areas which can suggest better fabrication, prototyping and teamwork modalities. The last one draws from need for replicating the in-class experience in other spaces, so that the quality obtained in the actual environment can be carried to distances. Finally, based on these focal points, possible future scenarios were formed.

STUDENTS: Marco Ghezzi , Stefanija Najdovska Tamer Aslan, Jessica Bala Gozde Elbeyli

THEATRE LINK RES ING OU RCE S

STUDENT GENERAT ED CONTEN T

ENRICHING LAYER OF N INFORMATIO

BRAINSTORM WORK AND EVALUATE TOGETHER BRIDGE PL TFOR MS AND COMPA ETENCIES

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CROSSING KNOWLEDGE

E C A SP

MEDIA

TIMESPAN INPUT

EXPERIENCE AND PRACTICE COLLECT RELEVANT KNOWLEDGE D EXPLORE AN T EXPERIMEN E ENGAGIO IN ACT N

LOCATION BASED LEARNING

ANT V E L E R CE N E R E REF

ITE GS E N I AC LD BUI LIC SP PUB NT EVE TORY FAC PANY T COMNTINE P D N L E M C A KSHO FIE N R N O R WO L I O V EN HAL RY L A LIBRA SROOM N O N I IO SS CLAS E T E U F TIT HOM TE S PRO N I L REMO E GO O O H ON T SCH EMAIL URE R E T LITERA EAM OTH R LIVE ST M R PLATFO S L UTORIA T E CHAT ONLIN SERVER AL SYSTEM AUDIO/ VISU MACHINES WORK SPACES BOARD OFFLINE BOOKS NOTEBOOK FLEXIBLE ION AT NT FIXED LONG-TERM DOCUME CONTEXT TEMPORARY AVAILABLE PARTICIPATION REAL-TIME FEEDBACK COMPLIMENTARY PARALLEL TEACHERS COACH EXPLAIN STUDENTS SELF REFERE NTIAL PROFESSIO GROUP CON TRIBUTION NALS TEACH STAKEH OLDERS INSPIRE ANCHO R POINT S EVALU INDIC A TE DIRE ATE CTION SELF GROU P T DIAL EACH OGU EXTER ER E N BRAIN AL DISC STORMIN SHA U G PITCH SSION RE DEBA DOC TE EXP LAIN PRES UMENT A REFE ENTATIO TION CO ON RENCE N LLE PRA FIELD S CT WO CTICE IVE LEC RKSHO PER LITE TURE P SO PRO RATU NA PRE CESS RE L BLO SENT MAP ATI WE G ON BSIT S K The map consists of two parts: spectrum of issues to be taken into account when it NOETCH E LIN TES ES comes to the learning environment, what we discovered during our research; and TU KS three focus points - colored beams coming from the research - core of what we were TO RIA L addressing in the scenarios. The spectrum is build in 3 levels: Dark gray - main fac-

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tors influencing the learning; Lighter gray - areas where those factors take place; Light gray - practise. From this, the three colored beams were build upon the same method, where the core level expresses the focal issue, and the light - the points that it covers. Color coded, each of them links back to the spectrum on the right that shows from where they arise.

22 STUDENTS: Marco Ghezzi , Stefanija Najdovska Tamer Aslan, Jessica Bala Gozde Elbeyli

www

http://www.ted.com/

#01

www www

bit.ly/smartboardyoutube

External Classroom

bit.ly/smartboardyoutube

Location Based Learning

#02

CONCEPTS

Revision Table Progress Through Dialogue

#03 Our Reference LOGIN

Crossing Knowledge

PROFILE INTERESTS

MATCH KEYWORDS TO INTERESTS

SPEECH TEXT KEYWORDS

GENERAL HIGHLIGHTS PER CLASS

VISUAL & TEXTUAL INFORMATION

STUDENT INTERESTS

The External Classroom aims to tie the learning environment outside the school with its students body, by using the students’ personal mobile tools. When a workshop is going to be performed outside the school’s premises, students can add it on the class digital calendar, for others to join remotely. Participants, through a mobile application share the workshop materials and engage in new contents co-creation. Activities are broadcasted through the the group members point of view. The remote workshop attendees have the capability to switch among the different points of view having a much richer access to the ongoing experience. Values: The archived materials will create a library of students-generated contribution for future reference and further use (research, study, etc...) Tags: knowledge sharing, practical tutorial, space bridgingthe workshop materials and engage in new contents co-creation. Activities are broadcasted through the the group members point of view. The remote workshop attendees have the capability to switch among the different points of view having a much richer access to the ongoing experience. Platforms:

STORE IN SHARED DATABASE

SPEECH TEXT VIDEO

Revision Table is a classroom set up for improved work reviews and discussions. The driving force behind it comes from the need to easily follow, capture and share the project’s process. With people logging in to the table, their personal files contributing to the project are brought on the table, creating a physical Drop-box. Familiar gestures are associated with operations like highlighting, pointing, moving, zooming or grouping and saving. A presentation document is recorded by merging the table contents in a workflow, enriched with an audio track from the discussion. Values: As the changes in the documents are recorded along with sounds, Revision Table creates a narration path thus enabling scanning through the work progress. The project progress can be stored and shared in a dynamic and media rich format.

Our Reference is a tablet and laptop application for note-taking and referencing. It is enhancing the learning process by bringing up relevant contents and keeping track of students’ interests. Lectures are recorded, and made accessible to the school complemented with data collected by Our Reference. Keywords are real-time generated and displayed on students’ personal devices, along with relevant links. The students make their notes by adding keywords, comments, or attaching other contents thus feeding a relevant notebook where every item has a time-stamp linking it to the lecture. Values: A collective class interest plot is generated weaving together students’ contributions. This can be used to provide feedback for a lecture or be displayed in the school as a temporary trace of subjects treated.

Tags: dynamic review, process trail-map, physical drop-box

Tags:

Platforms:

relevant notebook,mutual learning, borderless classroom

STREAM / BROADCASTING

COMBINED STREAM / BROADCASTING * ADDED TEXTS * ADDED AUDIO * ADDED VIDEO

SPLIT DATA

STREAM SHARED INTERESTS

24 STUDENTS: Maria Paz Ramirez Tealdo,Vanessa Schauer, Jaun Pablo Correa, Roman Klemencov

WORKWARE Tools and devices can be both enhancement of the PERSONAL STUDY ENVIRONMENT and MOBILE HUBS for manipulating DIGITAL CONTENT. They are the active link to a seamless and distributed KNOWLEDGE NETWORK and the technological platform for REMOTE COLLABORATION, CROWDSOURCING ACTIVITIES — such as trend monitoring/reporting— but also for managing the relation between actual and potential partners/sponsors

KEYWORDS

collaborative study, knowledge network, crowdsourcing, remote mentorship

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ente emen p pro Perf re Pl tural Crow n Cl Rece llect ging ing nowl vate etw ut & ourc g Ex essiv catio Sys Aug nage ing ming ure P tion Cro erat ng R entin nde hing roac ovate cial utpu Data erime essiv tion E d i e u v r s t C a i s s e p & o n & r a o p l s c U p c t g d N a e o g n u l g u s u o s r s a O i o i o i h g g g o m g i u t s y o g a p g e n i t gr s h r n o m t e t a l e o n s u S p r u d K t t a g g t Ge rogre oten appin ment nage proce prot Futu ral S rvice on C ng R cting lishin each owle s Inn Netw utpu rces Q eratin Progr ation appin Aug mana g Gro typin h Fu on C rvice pera chin ting C g Ma Teac ach es Inn ocial g Ou ata re Edit Prog on Ed appin obili ata m tego Perf ch F vesti rvice n Co earc ocum aging es Te rk A es In time zing lanin g Ex n Pro y Rel appi e T r r S r e i e i y y o n a i s e P u D p o a o i g n c r b r g t e & O u r n t g S h c r n l n a t P a n D D a p c r h e to M m M ll in s it x l o In re S ratio ues ing S n in g lt al tu ac w an al iti ra sig gn tiona ase M ty Au ata m Grou nting searc n Cu are S opera earc g Co ng Pu pace ch K Lectu Socia zing reso g Ge esign Edu ase M obil t Dat goris pro esea stiga are on C es Se cume blishi spac App Lectu time alyz ing erati Desi Rela hase ness nput g & typin Rese tion a o niq n ng M tal sp rame g Lec g Re n An ring E g Ed e De mpo Phase awa b n e w a a n n S h i y n k n i s h i o n l i w e R c & l m u n e a t n s u o D e l D i w e i a a o o l t t r P a u o v e e k o y o n n l r i i a l g g h P e r t l a k h a l i g P i s e n n F a p l s i t a n i g i q r i R r l s r a r A t k t s a d duc enge mobSTUDENTS: put orisin perim ools stigat Wor tion C ique men Teac enta App okin l tim n An ng D rstan ware elat enge enes ng in & ca nting Tool ion In l Wor abor chni ing D ing P imen mewo ookin g Re tion Exp ng G rkwa pora lenge awa etin rgani & pro s Too Inter l Wo y Co e Tec ses P blish rime ents ooki mput rmat & sh nerat rkwa Con lenge catio n G n i n a l R i o e n r e e l i k n u t G i a h o l l d u m s o l s o g t l e n l o a e r l L v al ng ateg g Ex ces T Inve sona bora Tech Doc ming peri work ng L g Re atio plan es nde Wor rary Chal awa n Get nising erim ences terac rsona y Co tive T Plan Teac Expe ts Fra ing L puti form harin stand g Wo ontem Cha catio sion ing O nting rienc entia rson reali reati roce ing P Exp l Stu cing ud co g inf cting ng Ge ng W ledg Cha rks L ressi ce Ch aren GetiMarco c itGhezzi U m , Stefanija Najdovska a n i r x r x e n t o p n l p t e r n i s m n r a i t o n i p n c e g e r n g r e e i c i s d s n o l w o h n n m e g a i e i C a r r i l o o e E n w n g & g Ed peri ractio ms P y Co eativ annin Perf orm Fram dsour mput g info ring E aging arnin temp ision catio ressi Org ng Ex xpe tial I ms P real t Cre cesse rmin tform tude dsour ud co ing i g & Unde earn dge C isio rks L expre s Quo erim Exp al Po ems P ente ent roup Teac atfor ultu dsou on Cl ceiv Col stand earn Kno Visio etw & ex resou n a essio isinTamer L t E o r n l x v n n n e p V e S Aslan, Jessica Bala N d n g e C i t e f g l s g i e e o vin sha an g Le Co ate V ks L r wo ut & urce g Ex ssiv atio Syst ugm agem ing G ing re P ion Crow erati g R ntin nder ing oach vate cial utpu exp uotin Edit sive Pote Syst ente emen p pro Perfo e Pla tural Crow n Clo ecei llecti ging ing L nowl vate etAUGMENTED ata rime an ratin ive E l Int Syst real ent C ses P typin Plat dent Crow ud c NETWORKS i M e e A t n c D m r h v n r u o e e s r s i p & n R & e r p o c U g t exp Org eneGozde N a a e o g n u l g a o u s l u o s p c r s a d o i o o i g h g t d p in ility a m gor erfo h Fu stig vice Coo arch cum ing Tea re diti rog nn e S ing O ning Exp Prog & ng nti ping ente agem roces proto utur al St ices n Cl g Re ting ishin each wled Inn etwo tput es Q ratin rogre iona pping Augm ana Gro ping Futu n Cu vices erati hing g C Man Teac ch K Inn cial res tElbeyli Ou REALITY b e n E app o E P kA s I e g t s a m y n r c P v a s s c u p F te r c z oe g G og g n l ata at n ti uo ndin n Pr nal P e Ma Augm man oup p ng & arch ultu e Ser eratio archi olle Pub ces T Kno cture cial N ng O esour Gene ign P duca e Ma bility ata m rising rotot earch igatio e Ser Coop Searc enti shing aces ppro cture e So yzing g D ating sign elatio se M ss mo ut D & ca ping esear n Inv re Se ratio ues S ing D ana pace ewor cture eal ti naly Expl ditin esign ora C a M m e e s s r h g i m C s p l r D o s a a p e n r a t E p i r r e s g i p e e t o y o q o A a i i A g R o E n e i n t s m i o D a a R c t z u g g l e s l t a a e i s R t L y s p t e a t a s g D g o n L b g s n h S L n n e a G t o w a a c n n S h mp in n a y n ti k n in b s n e o n l e der re De duca ge Ph obili put D sing rime ls R gatio orkw n Co ques entin each ntal ppro king time Anal Dat tandi are D latio ge P ess m inpu cate ting & ols R Inv orkw orati niqu g Do g Pu enta ewor king Real on A xpla g Gen ware orary nge P ware ting anisi prot Tools terac ork Colla Techn s Pla lishin ment ts Fr king uting atio shari rating ware onte nge p e e E a C T W ri w g & b In W rk A m E ti m p ri ch in se lW y en n rm & oo en oo ng s ng & e in ab rg To tio in rs rk sti pe le im m oo le ni al Re in oo en en na ren ne ion rkw ation hall ness ting atego g Ex ces T Inve sonal bora Tech Docu ming perim work ng L g Re atio plani nde Work rary Chall awa Geti ising erim nces eract sonal Coll ve Te lann each xper s Fra ng L putin orma aring tand g Wo ntem Chal catio sion G ng O ting ience ntial rsona realit eativ roces ng Pu Expe Stud ing L d com info ting g Ge g Wo ledge Chal ks L U f m i e e a i s r P e T l n g i r l t i i C o c x c r n h t r n u n n r r e y x E e n o t n p l p t e c r n s n i Re ion awar on G g & Editi erie ction s Pe Col ative ning erfo rm E ram ourc puti info ng E ging rning emp sion atio ssio Orga g Ex peri al In s Pe ealit reat sses ing orm uden sourc d com ng in & s nder arnin ge C ision ks Lo xpre Quo rime xpe l Po s P ented ent C roup Teach tform ultura sour n Clo eivin Colle tandi earn Know ision etwo & e E s P n c i i C m t p i x r a i a g s t m e e F i n e f e d y r a c d U u t e r m m i o r m a n a d s r g i s n a r t V e d L s x v n p Pl Pl co vin sha Le Con te V s Lo exp ting diti ve E ten an ste ent proc rfo Pla ste tio alit t Cr ted nts ow ing latf n C row eratio g Re nting nder ing roach vate cial N utput D ctin ng g L wle te V two t & nis ting e E nte res al S ow Clo cei rce Ex sive tio yst ugm gem g G ing eV h pp nBOX e o i vat Loca exp Orga enera essiv tial I ng Sy ted re emen esses totyp ure P Stude es Cr loud ecei g & ing M hing edge nova work ut & Quo ing E ressi al Po ng Sy gmen agem oup ng Pe ture ultur es Cr tion g Re Colle nagi chin Kno nova l Ne utpu resou iting gres duca ing S ity A mana orisin form uture igatio es C CLOUD p o c U O h o a m o a r n a r h F est c pro t u n C vic n i t utp s i l h s In cia s ut & ing t rog tion ppi n r rc ocu ging s Te k A s Inn me S zing aning u c on C ng R ctin lish eac n d Pro n E app obil ata ic ra chin ing l O g g e I e e a i o e u e G C p c a F a p a k g G t e e a t v M a e w r E r A T r c P v a s e p F r t y r o o a l i r p N r e c o n r g n o h r o e p g t m t o e g a v T o m e r e i e i t a o t a a a P g s e p u r r r S i g y n y n i b e P D r o g o a l t c e O u n r o n S h r n n l o t t o t n t D l & D c n t g c c h e n n m l M a a P n l a s i i u p S at w Ou o Se e ign i t p u c t e u se M bili tu me lyzi ng in ese on I K ectu ocia ing reso o g Pu ace si prot sear tiga re S d ign s tin esig ela ase al se M Au ta m rou ing earc Cul re S pera earc es ing Ma spa mew ect Rea Ana g Exp Editi a e h p i a C c u d & G p s Q n a r r r n u s C m h p e p r s i D e y a A i E a o n s o i o q s a t c R z o u g n g l s l i a t a t e s a t L y s p e e a a n s g i i D R n o n L t n h t S L n g g e a b G t o e a a g c n s S n i a y t n k n n b i n s e n o l w e n g h g i l e e n h i i w t e r n n o R & m pu ate w C i n urc der or ing D ar ar ing ea n A rk es eP Pu nta tio har hin ent s F ing tin ols erac ork olla ch iqu 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Scenarios

WORKWARE

learning workware

Key

visualized by means of an application on a computer of the feedback for example ratings or comments and possible For example leaving notes in the space, interacting with the ecessary to manage an assignment effectively. with minimal distraction. The Feedback is aggregated and Internet to access the digital layer, allowing for limited from immersive gaming presenter, allowing the presenter to respond either to social opportunities for example: connecting with others of presentergleaned or having avatars. There3D is also the environments potential to emerge. visualized byresponse means ofor anspecific application on a computer of similar the feedback for example ratings or comments and possible review theFor example leaving notes in the space, interacting with the signer collaboration, Assists in general trends in audience points. interest. material later. : presenter, allowing the presenter to respond either to social opportunities for example: connecting with others of presenter or having avatars. There is also the potential to designers can focus on design. s efficient multi-designer collaboration, Assists in general trends in audience response or specific points. Values: similar interest. Values: Values: review the material later. management so designers can focus on design. Asset Management Expands the information about one specific topic, compleFeedback helps the lecturer to understand which parts of Enhances the possibilities of bridging distances for physical Values: Values: Values: nt ments the search and the physical object in a digital way. the presentation need to be reworked or to be further workshops, greatly enhanced user control over how they Collective Digital Asset Management Expands the information about one specific topic, compleFeedback helps the lecturer to understand which parts of Enhances the possibilities of bridging distances for physical clarified. experience the tutorial. Project Management ments the search and the physical object in a digital way. the presentation need to be reworked or to be further Tags: Augmented workshops, greatly enhanced user control over how they Reality www experienceReality the tutorial. Ubiquitous Computing Tags: Real-Timeclarified. Tags: Augmented ms: Tags: Augmented Reality Physical Tagging Audience Feedback 3D-enabled Tutorial www Ubiquitous Computing Real-Time Tags: Augmented Lectures Tags: & Presentations Prototyping Support Reality Physical Tagging Audience Feedback 3D-enabled Tutorial Platforms: www Lectures & Presentations Prototyping Support Platforms: Platforms: 3D www www Platforms: www Platforms: Kinect Platforms: SixthSense 3D www www

STUDENTS: Marco Ghezzi , Stefanija Najdovska Tamer Aslan, Jessica Bala Gozde Elbeyli

CONCEPTS #02

#01

#03

Audience Responder

Augmented Object Info

3D Tutorials

Facilitating useful feedback from a lecture audience

Tagging physical objects with digital information

Tutorials enhanced with real-time 3D footage

#05 Cloud Box A cloud-based application for comprehensive project management of collaborative creative assignments

#04 Research Journey Facilitating collaboration on early-phase online research

Audience Responder is a system used in lectures and presentations. It gives the presenter real time â&#x20AC;&#x153;abstractâ&#x20AC;? feedback from the audience, for example the level of interest or understanding. This is achieved by a simple device that allows audience members to input feedback with minimal distraction. The Feedback is aggregated and visualized by means of an application on a computer of the presenter, allowing the presenter to respond either to general trends in audience response or specific points.

Augmented Object info is a system for augmenting physical objects collected in specific spaces, such as libraries, exhibitions and expos, with relevant, networked digital information. Tags correspond to information stored on the web. Attendees use a mobile device connected to the Internet to access the digital layer, allowing for limited feedback for example ratings or comments and possible social opportunities for example: connecting with others of similar interest.

Using real-time 3D filming equipment like the Microsoft Kinect for tutorials about complex physical activities would allow the user to choose their viewing position and angle in real time. Since the physical environment of the lab or workshop is digitized, a huge spectrum of opportunities gleaned from immersive 3D gaming environments emerge. For example leaving notes in the space, interacting with the presenter or having avatars. There is also the potential to review the material later.

Values: Feedback helps the lecturer to understand which parts of the presentation need to be reworked or to be further clarified.

Values: Expands the information about one specific topic, complements the search and the physical object in a digital way.

Values: Enhances the possibilities of bridging distances for physical workshops, greatly enhanced user control over how they experience the tutorial.

Tags: Real-Time; Audience Feedback; Lectures & Presentations

Tags: Augmented Reality; Ubiquitous Computing; Physical Tagging

Tags: Augmented Reality; 3D-enabled Tutorial; Prototyping Support

Tags: Online Research; Collective Research Tasks

Tags: Collective Digital Asset Management; Project Management

Platforms:

www

Research Journey helps track and share a collective online research task for design-like educational activities. This allows for more co-ordinated and efficient early-phase research, for example minimizing search overlaps or drawing on the experience of previous research. Values: Facilitating co-ordinated and efficient online research.

www

Most design teams in a school context do not have a dedicated project manager. This application complements the creative work-process enabling real time collaboration on shared assignments from distributed personal workspaces. It manages shared data while minimising the effort necessary to manage an assignment effectively. Values: Enables efficient multi-designer collaboration, Assists in project management so designers can focus on design.

www

32 CONCEPTS Choose one of the proposed focus and refine/ visualize the progressive learning scenario defining the CHARACTERISTICS of the LEARNING PLATFORM in term of PHYSICAL SETTINGS, TOOLS INTERACTION MODALITIES, features and provided services by means of high level concepts.

KEYWORDS

envisioning concept scenario generation

34 CONCEPTS

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