MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Sound for Fantasy and Freedom

Sound is an integral part of our everyday lives. Sound tells us about physical events in the environ- ment, and we use our voices to share ideas and emotions through sound. When navigating the world on a day-to-day basis, most of us use a balanced mix of stimuli from our eyes, ears and other senses to get along. We do this totally naturally and without effort. In the design of computer game experiences, traditionally, most attention has been given to vision rather than the balanced mix of stimuli from our eyes, ears and other senses most of us use to navigate the world on a day to day basis. The risk is that this emphasis neglects types of interaction with the game needed to create an immersive experience. This chapter summarizes the relationship between sound properties, GameFlow and immersive experience and discusses two projects in which Interactive Institute, Sonic Studio has balanced perceptual stimuli and game mechanics to inspire and create new game concepts that liberate users and their imagination

Digital and Media Literacy: A Plan of Action

Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015

International audienceWhat is the role of a journal? Is it to follow the research or lead it? For the former, it is to serve as an archival record of the scholarship in a field. It can serve to permit the research community to engage with each other via the written record. But, for the latter, it can serve the research community by pointing out gaps in the research based on the archival record. This review is intended to do just that

Analyzing Visual Mappings of Traditional and Alternative Music Notation

In this paper, we postulate that combining the domains of information visualization and music studies paves the ground for a more structured analysis of the design space of music notation, enabling the creation of alternative music notations that are tailored to different users and their tasks. Hence, we discuss the instantiation of a design and visualization pipeline for music notation that follows a structured approach, based on the fundamental concepts of information and data visualization. This enables practitioners and researchers of digital humanities and information visualization, alike, to conceptualize, create, and analyze novel music notation methods. Based on the analysis of relevant stakeholders and their usage of music notation as a mean of communication, we identify a set of relevant features typically encoded in different annotations and encodings, as used by interpreters, performers, and readers of music. We analyze the visual mappings of musical dimensions for varying notation methods to highlight gaps and frequent usages of encodings, visual channels, and Gestalt laws. This detailed analysis leads us to the conclusion that such an under-researched area in information visualization holds the potential for fundamental research. This paper discusses possible research opportunities, open challenges, and arguments that can be pursued in the process of analyzing, improving, or rethinking existing music notation systems and techniques.Comment: 5 pages including references, 3rd Workshop on Visualization for the Digital Humanities, Vis4DH, IEEE Vis 201

Interaction Design: Foundations, Experiments

Interaction Design: Foundations, Experiments is the result of a series of projects, experiments and curricula aimed at investigating the foundations of interaction design in particular and design research in general. The first part of the book - Foundations - deals with foundational theoretical issues in interaction design. An analysis of two categorical mistakes -the empirical and interactive fallacies- forms a background to a discussion of interaction design as act design and of computational technology as material in design. The second part of the book - Experiments - describes a range of design methods, programs and examples that have been used to probe foundational issues through systematic questioning of what is given. Based on experimental design work such as Slow Technology, Abstract Information Displays, Design for Sound Hiders, Zero Expression Fashion, and IT+Textiles, this section also explores how design experiments can play a central role when developing new design theory

Composing Possibilities: Open Educational Resources and K-12 Music Education

Music open educational resources (OER) have the potential to fill gaps in access to instructional materials for K-12 music teachers and learners, and to support teachers and learners as content creators and collaborators in meeting educational goals. This study explores the current state of music OER, the audiences that these resources serve to benefit, and the opportunities and challenges involved in adopting an open approach to the development of music education resources