PG_Kittredge_RFID-1Lillian Kittredge1 Gaetano Borriello1 University of Washington, Seattle WA 98105, USAAn RFID-based game to encourage social interaction
This is a link to a video of ‘pass the bomb’ using RFID enabled mobile phones and other interesting stuff. http://www.youtube.com/watch?v=djT5z_57A5s. Also a paper about mobile phone games. ” PAC-LAN: Mixed-Reality Gaming with RFID- Enabled Mobile Phones. OMER RASHID, WILL BAMFORD, PAUL COULTON, AND REUBEN EDWARDS, Lancaster University, Lancaster, UK, AND JURGEN SCHEIBLE, University of Art and Design, Helsinki, Finland pac-lan_cie
Looks like it would be interesting to talk to Mattel, as they have produced the first RFID game, Hyperscan. Written out in more detail in word document. Mattel Hyperscan
Just found some interesting rfid games. There is an Institute for Pervasive Computing, at Zurich, Switzerland, they created a smart jigsaw puzzle. Theme is augmenting real world games. Paper: The Smart Jigsaw Puzzle Assistant: Using RFID Technology for Building Augmented Real-World Games␣ Jürgen Bohn, Distributed Systems Group Institute for Pervasive Computing ETH Zurich, Switzerland, firstname.lastname@example.org bohn_smartjigsaw_2004
This paper gives more detail about how the technology can work for wearable applications. Wearable RFID for Play
Yevgeniy “Eugene” Medynskiy, Susan Gov, Ali Mazalek, David Minnen College of Computing Georgia Institute of Technology email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org http://www.gvu.gatech.edu/ccg/resources/wearableRFID.html
The most common definition is: “ The Science and Art of Teaching” It involves the knowledge and skill that a teacher brings and it is dynamic and reflects ongoing technological and cultural changes.  Robert Slavin was one of the originators of cooperative learning. Working together to support each other, to improve their own learning and that of others. Key elements:
- Positive Interdependence Sink or swim together. Pupils required to work in a way so that each group member needs the others to complete the task. Three musketeers.
- Individual accountability. His or her part of the work is clear. No hitchhking
- One further aspect necessary (other ingredients debateable). The lubricant of cooperative group work: interpersonal and small group skills. Two aspects: the academic task following instructions staying on task, planning, generating ideas . Second element is listening and encouraging consensus, conflict resolution and valuing others.
- Shared goals
Action: Look up: Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary years. 
Cognitive Aspects of Learning:
Affective Aspects of Learning:
Action: Social and Emotional Skills supported with docs SEAL: social and emotional aspects of learning. Research has shown that programmes that teach social and emotional skills impact on pupils academic skills, motivation, attendance and morale. 
Approaches to cooperative learning:
David and Roger Johnson’s approach and Spencer Kagan’s structures
Action: look up.
Also Bloom’s taxonomy of thinking is useful
Visual Pedagogy: Media Cultures in and beyond the Classroom by Brian Goldfarb 
Friere’s Pedagogy of the Oppressed, spawned three decades of scholarship in education built on the premise that pedagogy is a form of cultural politics rather than a science of knowledge transmission. The second half of the 20th c was marked by the global expansion of communications media and a burgeoning visual culture. Many considered a focus on media as negative, taking away from literacy. Visual and Graphical means of knowledge production can play a major role in social transformation.
Aronowitz based on reception studies, audiences do not just consume tv magazines and popular msic they make readings that gain meaningful knowledge of self identity and community. Warren Crichlow, also included a discussion of actual pedagogical practices. The work of John Fiske, media representations are cultural resources.
There was a move in the 1990’s towards the student as viewer to the student as producer. This enhanced a democratic belief that new technology could enhance individual expression. Traditionally production techniques have been considered an alternative to academic activities, like writing texts. Goldfarb and others, suggest that merging critical understanding and creative thinking with practical media production can create new learning opportunities. Become more aware too of how narrative can come from a persons perspective and influenced by editing and selection.
Individual expression and identifying with the learning? Perspectives:
1. Jolliffe, W., Cooperative Learning in the Classroom: Putting it into Practice. 2007: Paul Chapman Publishing, Sage Publishing.
2. DfES, Excellence and Enjoyment: Learning and Teaching in the Primary Years, Professional development materials. 2004.
3. DfES, Excellence and Enjoyment; Social and Emotional Aspects of Learning 2005.
4. Goldfarb, Visual Pedagogy: Media Cultures in and beyond the classroom. 2002, Durham and London: Duke University Press.
For Sept and Oct most reading was based on the Interaction Design for Children conference series and other associated papers about mobile learning in situ and the technology used.
Mobile Learning with Children:
2008 Chicago USA
Overview: About Intergenerational and Experientail, Situated Learning
Irish Primary schools studying biodiversity. Brigit’s Garden, a project related to Irelands environment, heritage and folklore. DHS students, the DHSP uses the metaphor of the Irish ‘hedge school’ from 19th Century. This is an intergenerational learning structure. Situated Learning, Supports curriculum “ Social Environmental and Scientific Education.
Flash intro to the map and collecting field data in the form of Species Sheets about natural objects, drawing them and writing about them.
Feedback about the project was through questionnaires and quantitative in terms of what learned and also qualitative about enjoyment. Identified: positive negative pointas, evidence learning, personal participation, enjoyment, suitability and technological ability. Also discussions and a design session and interviews on site recorded on video.
68 % said they enjoyed using the cameras.
Informal learning settings and activities can profoundly impact children’s motivation and interest in learning.
From others: “ the kind of present experience that lives fruitfully and creatively in subsequent experiences” (Dewey, J. 1963) Experience and Education 1963 Kappa Delta Pi Series, Collier Books, NY.
Is the Hedge school idea of intergenerations, an interesting/ investigable one?
Is UK curriculum the content?
DBR methodology is an adaptive framework particularly suited to the design of educational interventions. Check?
- Experiental Learning: Dewey Dewey, J. 1963) Experience and Education 1963 Kappa Delta Pi Series, Collier Books, NY.
- Brigits Garden:
- Beale, J. Brigit’s Garden, 2004 [cited March 2007] www.brigitsgarden.ie
- DBR methodology
- The Design based Research Collective, Design Based Research: An Emerging Paradigm for Educational Enquiry. Educational Researcher, 2003. 32(1):p5-8
- Bell,P. and Sandoval, W.A, Design based research methods for studying Learning in Context: Introduction. Educational Psychologist, 2004, 39(4):p199-201
- Wang, F design Based Research and Techology Enhanced Learning Environments. Educational Technology Research and Development, 2005 53(4) p5-24
Co-Design with Children
Guha, Mona Leigh, Druin, Allison, Fails, Jerry Allan,
- Nousiainen, Tuula. Kankaanranta, M, Varsaluoma, J. Agora Center Finland.
Designing a Mobile Learning Concept for a secondary school together with students and teachers. IADIS International conference mobile Learning. 2011.
Consideration of relevant methods for co design at the concepts stage.
Mobile Learning project based on the needs of the schools and curricula but designed by the students using a particular method based on cards. Different technology explored during co design process as well as different subject areas. Also about ‘bridging the gap between informal and formal learning bringing tools and practices into school that the students use in casual contexts’. Avoiding involvement in detail and therefore using
Requirements from real needs of education: Lauriillard
Insipiration or motivation behind the content chosen = Awareness of Nature. This will not be measured but reasons are…
There is still a lot to write up here: