• Corpus ID: 18727172

Learning through digitally-augmented physical experiences: Reflections on the ambient wood project.

  title={Learning through digitally-augmented physical experiences: Reflections on the ambient wood project.},
  author={Yvonne Rogers and Sara Price and Eric Charles Harris and Ted Phelps and Mia Underwood and Danielle Wilde and Henk L. Muller and Cliff Randell and Danae Stanton and Helen Neale and Mark Thompson and Mark J. Weal and Danius T. Michaelides},
“Fast and bulbous ”- In memory of Mike Scaife who was the inspiration and the instigator of the project Information Technology (IT) has become an ubiquitous part of education, with a wide range of software being developed and used nowadays to support children in their learning. A dominant model has been to provide information and learning material, that is accessed via the web through the use of desktop computers, in the classroom, the library or home. While the use of technology in this way is… 
Learning Biology through the Creative Use of Artistic Digital Media: Constructing Phyconic Control for a Video Installation
In this paper, the authors examine why the creative use of artistic digital media is rele- vant in classroom learning. Fifth graders learn about the existing associations between nutrition, their
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This thesis explores the use of situated, location-based mobile games for supporting learning in the field, to determine how these types of activity can support learners with reference to specific
Login Screen Mobile Learning Experience in the Calculus Classroom
Mobile technologies are ubiquitous in modern society, and college students find themselves increasingly immersed in their use. Is it possible to integrate this hand-held universe of mobile technology
Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study
This paper raises a vital question about what constitutes a meaningful mobile learning experience which takes into account the different biographical and life stage factors and challenges the ongoing debate on generational issues on uses of mobile or other digital technologies.
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In design teaching ubiquitous technologies can offer new ways of situating learning within real world experiences. Yet they require new types of knowledge; both an understanding of how to work with
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The range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education are reviewed and the advantages and disadvantages according to the location in which they are worn on the human body are compared.
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How lifelong m-learning can be supported by an integrated e-destination platform that enables the user to build content and engage with that through a variety of applications over time is demonstrated.
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This chapter presents a pedagogical model and a technological platform consisting of web and mobile technologies designed to support a mix of formal and informal, indoor and outdoor learning
Mobile learning experience in the calculus classroom
This paper discusses the attempt to integrate this hand-held universe of mobile technology into the STEM classroom at the South Dakota School of Mines and Technology by developing a “mobile portal” through which instructors and students can access mobile content to supplement and expand the in-class learning environment.


Using 'tangibles' to promote novel forms of playful learning
An adventure game, where pairs of children have to discover as much as they can about a virtual imaginary creature called the Snark through collaboratively interacting with a suite of tangibles, and discusses what it means to be engrossed in playful learning.
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Novel technologies were used to support children’s collaborative activities in storytelling, an adventure game and during an outdoor field trip as part of a larger mixed reality experience.
Things aren't what they seem to be: innovation through technology inspiration
A project whose goal was to promote learning through novel, playful visions of technologies experimented with a diversity of ambient and pervasive technologies to inspire and drive the design of novel and imaginative experiences for children.
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Four of the digital manipulatives-computationallyaugmented versions of blocks, beads, balls, and badges developed by the de MJT Media Lab group are discussed.
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Think Tags, small, name-tag sized computers that communicate with each other via infrared, are used to add a thin layer of computation to participant’s social interactions, transforming a group of people into participants in a dynamic simulation.
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Tangible Bits allows users to "grasp & manipulate" bits in the center of users’ attention by coupling the bits with everyday physical objects and architectural surfaces and ambient media for background awareness.
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This paper introduces StoryMat, a system that supports and listens to children’s voices in their own storytelling play and suggests a new way for technology to play an integral part in that activity.
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In this paper we look at two scenarios of physical-digital interaction. The first is an Ambient Wood, forming a sub project of the Equator IRC researching playful learning through novel interaction.
The Reflective turn : case studies in and on educational practice
The reflective approach poses a series of questions for the researcher: What is appropriate to reflect on? What is an appropriate way of observing and reflecting on practice? When we have taken the