Exploring Research through Design in Animal-Computer Interaction

This paper explores Research through Design (RtD) as a potential methodology for developing new interactive experiences for animals. We present an example study from an on-going project and examine whether RtD offers an appropriate framework for developing knowledge in the context of Animal-Computer Interaction, as well as considering how best to document such work. We discuss the design journey we undertook to develop interactive systems for captive elephants and the extent to which RtD has enabled us to explore concept development and documentation of research. As a result of our explorations, we propose that particular aspects of RtD can help ACI researchers gain fresh perspectives on the design of technology-enabled devices for non-human animals. We argue that these methods of working can support the investigation of particular and complex situations where no idiomatic interactions yet exist, where collaborative practice is desirable and where the designed objects themselves offer a conceptual window for future research and development

Framework for Technological Competence in Invention Projects

This chapter examines invention pedagogy from the perspective of technological competence that students appropriate through participating in invention processes. We present the theoretical background and propose a framework for technological competencies in invention projects with five, overlapping dimensions: (1) crafting, (2) designing, (3) engineering, (4) programming, and (5) reflecting, documenting, and sharing. Each dimension is elaborated through its central concepts, aims, examples of the technological tools and pedagogical practices associated with their use. We also discuss the dimensions, as a part of invention project planning, and the relevance of the framework for the future work of teachers and researchers. We argue that the conceptualization and operationalization of technology competence supports both teachers and students in reaching a broad and in-depth understanding of the surrounding socio-technological environment. Further, we claim that technological competence supports students in learning to create solutions and innovations that build a better future for them and for others.Peer reviewe

Sonic City: Prototyping a wearable experience

Sonic City is a project exploring mobile interaction and wearable technology for everyday music creation. A wearable system has been developed that creates electronic music in real-time based on sensing bodily and environmental factors - thus, a personal soundscape is co-produced by physical movement, local activity, and urban ambiance simply by walking through the city. Applying multi-disciplinary methods, we have developed the wearable from a scenario-driven, aesthetic and lifestyle perspective. A garment has been crafted for 'trying on' interaction and wearabilty options with users on-site in the city. With this prototype, we have been able to expore and rapidly iterate context and content, social and human factors of the wearable application

Mobile App Design for Teaching and Learning: Educators’ Experiences in an Online Graduate Course

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging), complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning

Audiovisual coherence and physical presence: I am there, therefore I am [?]

The following is an attempt at both documentation and discussion of my personal audiovisual practice to date; in particular my attempts over the past four years to bring a complex, largely algorithmic, fixed-media method into a live, improvisatory performance context