From TurnTalk to ClassTalk: the emergence of tangibles for class conversations in primary school classrooms

Melonio, Alessandra; Rizvi, Mehdi

doi:10.1080/0144929x.2019.1614226

Cited by 9 publications

(4 citation statements)

References 26 publications

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“…Limitations of the work in this paper are due to the contextual nature of the reported research. Future editions should consider to change context, e.g., school contexts with their requirements [15,43,44]. In the work reported in this paper, in fact, teachers were not involved, however, parents were involved in both a direct manner, that is, during moments for them during the workshops, and an indirect manner, that is, via newsletters and printed material for them; they expressed their interest in the initiative and one of them was a teacher who asked to bring the game within his school.…”

Section: Contextmentioning

confidence: 99%

“…In the work reported in this paper, in fact, teachers were not involved, however, parents were involved in both a direct manner, that is, during moments for them during the workshops, and an indirect manner, that is, via newsletters and printed material for them; they expressed their interest in the initiative and one of them was a teacher who asked to bring the game within his school. Moreover, results of past work by authors of the paper with school teachers were used to inform the design of SNaP so that teachers would be able to pick it up for ideating smart objects with their leaners in the future, e.g., [15].…”

Section: Contextmentioning

confidence: 99%

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Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Matera

Melonio

Rizvi

et al. 2020

Multimed Tools Appl

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Design of new technology with children has been widely investigated, and lately several workshops have been organised with children for designing novel IoT or smart objects, e.g., for smart cities or parks. Gradually, the research focus has shifted, from an analysis of the technology itself, which children help create, towards an analysis of children's possible gains in design workshops. However, in spite of several recent efforts, it is still unclear what happens when children participate in diverse parts of a design process, ranging from ideation to prototyping. This paper investigates it, focussing on children's gains in relation to their knowledge of design. A structured design workshop can help obtain such gains and analyse their achievements. Therefore this paper presents a structured design workshop with 27 children, aged from 11 to 14 years old, ideating, programming and prototyping smart objects for their town park. The workshops was structured and centred around a board-game with cards, so as to playfully make children reflect about design, and promote their awareness of what they were doing. Data were gathered in relation to children's reflections from different perspectives, during the workshop, and in relation to their awareness of design, after the workshop. The analysis of the gathered data suggests that the workshop positively affected children's reflections on design and awareness of design, giving indications for future work concerning critical design with children.The order of authors is alphabetical. All authors gave major contributions to the research. In particular, Gennari supervised the overall research design, and acted as moderator. Matera supervised the data processing, and acted as moderator. Melonio supervised the game design, and acted as moderator. Roumelioti developed the game design, and acted as technical facilitator. Rizvi managed the electronics and developed programming snippets for the programming and prototyping part, and acted as technical facilitator. All authors contributed to the paper writing, which was coordinated by Rosella Gennari.

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Section: Contextmentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Matera

Melonio

Rizvi

et al. 2020

Multimed Tools Appl

Self Cite

View full text Add to dashboard Cite

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“…Similarly, Tinker Board [22] offers ambient information to support teachers' orchestration of CSCL sessions. While peripheral information can be shown through above centralized displays, it can also be conveyed through peripheral interactive devices distributed on student desks, such as tangibles [25] or ambient lamps [2,6,8,64].…”

Section: Related Design Casesmentioning

confidence: 99%

How Peripheral Interactive Systems Can Support Teachers with Differentiated Instruction

Sellier

2020

Proceedings of the 2020 ACM Designing Interactive Systems Conference

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Teachers' response to the real-time needs of diverse learners in the classroom is important for each learner's success. Teachers who give differentiated instruction (DI) provide pertinent support to each student and acknowledge their differences in learning style and pace. However, due to the already complex and intensive routines in classrooms, it is demanding and time-consuming for teachers to implement DI on-the-spot. This study aims to explore how to ease teachers' classroom differentiation by enabling effortless, low-threshold student-teacher communications through a peripheral interactive system. Namely, we present a sixweek study, in which we iteratively co-designed and fieldtested interaction solutions with eight school teachers, using a set of distributed, interactive LED-objects (the 'FireFlies' platform). By connecting our findings to the theories of DI, we contribute empirical knowledge about the advantages and limitations of a peripheral interactive system in supporting DI. Taken together, we summarize concrete opportunities and recommendations for future design.

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“…Given these challenges, recent years have seen increased interest in the design of technologies to augment teachers' practice during ongoing classroom activities. At the intersection of HCI and education, research has predominantly focused on the design of technologies to support learners (e.g., [3,8,43,75,78,121]). Nonetheless, a sizeable and fast-growing body of literature, spanning multiple disciplines, has focused on supporting teachers in the midst of their day-to-day practice, i.e., while they are teaching (e.g., [10,12,55,66,88]).…”

Section: Introductionmentioning

confidence: 99%

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Holstein

d'Anjou

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Figure 1. Two examples of real-time teaching augmentation. LEFT: ambient information on light objects supporting teachers' (a) division of time and attention over students [10] and (b) monitoring of computer-supported learning processes [12]. RIGHT: mixed reality glasses showing real-time indicators floating above students' heads, based on AI analytics, to direct teachers' attention towards students who may need it most [55].

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From TurnTalk to ClassTalk: the emergence of tangibles for class conversations in primary school classrooms

Cited by 9 publications

References 26 publications

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

Reflection and awareness in the design process: children ideating, programming and prototyping smart objects

How Peripheral Interactive Systems Can Support Teachers with Differentiated Instruction

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

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