PoCoMo: Projected Collaboration using Mobile Devices

As personal projection devices become more common they will be able to support a range of exciting and unexplored social applications. We present a novel system and method that enables playful social interactions between multiple projected characters. The prototype consists of two mobile projector-camera systems, with lightly modified existing hardware, and computer vision algorithms to support a selection of applications and example scenarios. Our system allows participants to discover the characteristics and behaviors of other characters projected in the environment. The characters are guided by hand movements, and can respond to objects and other characters, to simulate a mixed reality of life-like entities

The audiovisual ghetto blaster effect

In this paper I explore the transition from static to mobile audiovisual media and the implications of this transition in the construction of collective or individualised audiovisual experiences. The focus is on how the transition from static to mobile technologies enables novel audiovisual experiences in the public realm. To explore the transition, I delve into how technological developments reduced the size of the devices that facilitate the display of audiovisual content, and how the size constrains or expands the affordances for interaction with audiovisual media in public space. Although the current trend of reducing the size and improving battery autonomy of portable electronic devices might amplify the isolation from the immediate environment and lessen opportunities to engage with other people in the public realm, I argue that with the incorporation of mini or embedded speakers and portable projectors into portable electronic devices (PED) audiovisual content can be brought back into the public space

Augmenting spaces and creating interactive experiences using video camera networks

This research addresses the problem of creating interactive experiences to encourage people to explore spaces. Besides the obvious spaces to visit, such as museums or art galleries, spaces that people visit can be, for example, a supermarket or a restaurant. As technology evolves, people become more demanding in the way they use it and expect better forms of interaction with the space that surrounds them. Interaction with the space allows information to be transmitted to the visitors in a friendly way, leading visitors to explore it and gain knowledge. Systems to provide better experiences while exploring spaces demand hardware and software that is not in the reach of every space owner either because of the cost or inconvenience of the installation, that can damage artefacts or the space environment. We propose a system adaptable to the spaces, that uses a video camera network and a wi-fi network present at the space (or that can be installed) to provide means to support interactive experiences using the visitor’s mobile device. The system is composed of an infrastructure (called vuSpot), a language grammar used to describe interactions at a space (called XploreDescription), a visual tool used to design interactive experiences (called XploreBuilder) and a tool used to create interactive experiences (called urSpace). By using XploreBuilder, a tool built of top of vuSpot, a user with little or no experience in programming can define a space and design interactive experiences. This tool generates a description of the space and of the interactions at that space (that complies with the XploreDescription grammar). These descriptions can be given to urSpace, another tool built of top of vuSpot, that creates the interactive experience application. With this system we explore new forms of interaction and use mobile devices and pico projectors to deliver additional information to the users leading to the creation of interactive experiences. The several components are presented as well as the results of the respective user tests, which were positive. The design and implementation becomes cheaper, faster, more flexible and, since it does not depend on the knowledge of a programming language, accessible for the general public.NOVA Laboratory for Computer Science and Informatics (NOVA LINCS), Multimodal Systems, Departamento de Informática (DI), Faculdade de Ciências e Tecnologia (FCT), Universidade Nova de Lisboa (UNL) and Escola Superior de Tecnologia de Setúbal (EST Setúbal), Instituto Politécnico de Setúbal (IPS)

Rationale for and Examples of Internet-Based, Software, and Hardware Technologies That Can Be Integrated into the Science Classroom

The global market and workplace today demand knowledge and skills associated with technology. More often than not the responsibility to provide students with the exposure to technology is left up to the classroom teachers, whether or not the teachers themselves are experienced with it. The natural intersection of science and technology is a recognized element of science education in 21st century classrooms. This thesis project presents some of the more accessible forms of technology to understand and offer assistance to both pre-service and in-service teachers as well as suggested methods for integrating technology in a science classroom. While technology integration can be straightforward, teachers still need introduction to and experience with its implementation. It is suggested that teacher preparation programs devote time in analyzing current curriculum and teaching practices for ways to incorporate more opportunities for intentional partnerships of science and technology. Some of the recommendations culled from the research analysis, specifically directed to science teachers, includes suggestions for teacher education programs on incorporating technology requirements into standard education classes, developing technology-specific mini how-to classes that on website development and podcast creation, and courses that involve both the introduction to and the use of handheld computers and probeware. (Appendices list instructional websites created for teachers; some with a direct science focus.

PicoTales: collaborative authoring of animated stories using handheld projectors

In this article we describe a novel approach to collaborative video authoring using handheld projectors. PicoTales are created by sketching story elements on a projector+phone prototype, and then animated by moving the projected image. Movements are captured using motion sensor data, rather than visual or other tracking methods, allowing interaction and story creation anywhere. We describe in detail the design and development of our prototype device, and also address issues in position estimation and element tracking. An experiment was conducted to evaluate the prototype, demonstrating its accuracy and usability for ad-hoc creation of story videos. The potential of the system for story authoring is shown via a further experiment looking at the quality of the animated story videos produced. We conclude by considering possible future developments of the concept, and highlighting the benefits of our design for collaborative story capture

The Interactive Lecture: Teaching and Learning Technologies for Large Classrooms

Conventional lectures in large classrooms are connected to fundamental didactic problems due to a lack of interactivity and feedback opportunities. In an interactive lecture each student is equipped with a light-weight, mobile device that can be used to interact with the lecturer during the lesson, thus creating an additional channel of communication. These devices support new teaching and learning paradigms such as participatory simulations. In this paper, we present our experiences with the usage of mobile devices in lectures. After discussing the didactic benefits of interactive lectures, we introduce the software toolkits used in our scenarios, we highlight selected tools like a quiz tool or a support tool for participatory simulation, and present major results from six studies we have conducted

Interactive ubiquitous displays based on steerable projection

The ongoing miniaturization of computers and their embedding into the physical environment require new means of visual output. In the area of Ubiquitous Computing, flexible and adaptable display options are needed in order to enable the presentation of visual content in the physical environment. In this dissertation, we introduce the concepts of Display Continuum and Virtual Displays as new means of human-computer interaction. In this context, we present a realization of a Display Continuum based on steerable projection, and we describe a number of different interaction methods for manipulating this Display Continuum and the Virtual Displays placed on it.Mit zunehmender Miniaturisierung der Computer und ihrer Einbettung in der physikalischen Umgebung werden neue Arten der visuellen Ausgabe notwendig. Im Bereich des Ubiquitous Computing (Rechnerallgegenwart) werden flexible und anpassungsfähige Displays benötigt, um eine Anzeige von visuellen Inhalten unmittelbar in der physikalischen Umgebung zu ermöglichen. In dieser Dissertation führen wir das Konzept des Display-Kontinuums und der Virtuellen Displays als Instrument der Mensch-Maschine-Interaktion ein. In diesem Zusammenhang präsentieren wir eine mögliche Display-Kontinuum-Realisierung, die auf der Verwendung steuerbarer Projektion basiert, und wir beschreiben mehrere verschiedene Interaktionsmethoden, mit denen man das Display-Kontinuum und die darauf platzierten Virtuellen Displays steuern kann

Instructional Technology in Elementary Education

Technology has grown at a rapid rate and its usefulness in everyday life is astonishing. Including technology in elementary education provides students with unlimited resources to better their education and skills that will lead them in life. Research has been done on how useful implementing technology is when students are learning. Including how instructional technology helps students with special needs or learning disabilities, because these students shouldn’t be left behind or feel left out. Teacher attitudes of how they are shaped to teach with technology is an important factor. Ages of elementary students has shown how effective instructional technology can be and the implications it can have if used correctly. Educators have been surveyed as to technology use and what it can do for them to make instruction more affective