WallCology

Moher, Tom; Uphoff, Brian; Bhatt, Darshan; Silva, Brenda López; Malcolm, Peter

doi:10.1145/1357054.1357082

Cited by 15 publications

(2 citation statements)

References 25 publications

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“…We used Knowledge Places within the context of a ten-week curriculum unit in population ecology enacted with 15-students in a sixth grade (11-12 y/o) classroom in an urban Midwestern U.S. school. The unit utilized the WallCology application [11], shown in Fig. 1, an "embedded phenomenon" [10] built around the concept that the walls of classroom contained active ecosystems that served as the objects of collective inquiry.…”

Section: Design Learning Contextmentioning

confidence: 99%

Knowledge Places

Perritano

Moher

2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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This research investigates a novel approach to supporting classroom learning communities through the use of proxemic interaction and ambient visualizations. Specifically, community knowledge is embedded within the physical space of the classroom, with the aim of mediating opportunistic inter-group interactions, instigated through proximity and shared artifacts. This approach entails decomposing the community knowledge-base into a collection of independent thematic sub-stores, and then conceptually distributing those sub-stores to mapped, demarcated locations around the classroom, called "Knowledge Places." This necessitates physical movement among and proximity to those places in order for students to contribute to or otherwise access their peers' contributions to the emerging knowledge-base. The present research studies the materialization of Knowledge Places over the course of ten weeks within a sixth-grade life science curriculum, with topics of food webs and ecosystems.

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Section: Design Learning Contextmentioning

confidence: 99%

Knowledge Places

Perritano

Moher

2019

Proceedings of the 18th ACM International Conference on Interaction Design and Children

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“…The recorded readings were then used to create a physical model of the earthquake; string and Styrofoam balls were hung from the classroom ceiling to physically show the epicenter of the digitally recorded earthquakes. In a follow-up project, WallCology (Moher et al 2008), wall displays were designed to simulate windows as part of the classroom wall, with simulated life forms living beneath. Classrooms of children collaborated to track the creatures and understand what conditions allowed them to prosper.…”

Section: Shareable Interfacesmentioning

confidence: 99%

Learning by Doing with Shareable Interfaces

Rick¹,

Rogers²,

Haig³

et al. 2009

Children, Youth and Environments

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New technologies, such as multi-touch tables, increasingly provide shareable interfaces where multiple people can simultaneously interact, enabling co-located groups to collaborate more flexibly than using single personal computers. Soon, these technologies will make their way into the classroom. However, little is known about what kinds of learning activities they will effectively support that other technologies, such as mobile devices, whiteboards, and personal computers, are currently unable to do. We suggest that one of the most promising uses of shareable interfaces is to support learning through exploration and creation. We present our work on DigiTile as a case study of how shareable interfaces can enable these forms of learning by doing. We demonstrate how DigiTile supports collaboration, present a field study on its learning benefits, and show how it can fit into a larger computing ecology.

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