Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers

Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges

Dynamir: optical manipulations using dynamic mirror brushes

Mirror surfaces are part of our everyday life. Among them, curved mirrors are used to enhance our perception of the physical space, e.g., convex mirrors are used to increase our field of view in the street, and concave mirrors are used to zoom in on parts our face in the bathroom. In this paper, we investigate the opportunities opened when these mirrors are made dynamic, so that their effects can be modulated to adapt to the environment or to a user's actions. We introduce the concept of dynamic mirror brushes that can be moved around a mirror surface. We describe how these brushes can be used for various optical manipulations of the physical space. We also present an implementation using a flexible mirror sheet and three scenarios that demonstrate some of the interaction opportunities

Making it real: exploring the potential of Augmented Reality for teaching primary school science

The use of Augmented Reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of teacher-child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children, revealed that the children using AR were less engaged than those using traditional resources. We suggest four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. These requirements are: flexible content that teachers can adapt to the needs of their children, guided exploration so learning opportunities can be maximised, in a limited time, and attention to the needs of institutional and curricular requirements

Quantum Information and Entropy

Thermodynamic entropy is not an entirely satisfactory measure of information of a quantum state. This entropy for an unknown pure state is zero, although repeated measurements on copies of such a pure state do communicate information. In view of this, we propose a new measure for the informational entropy of a quantum state that includes information in the pure states and the thermodynamic entropy. The origin of information is explained in terms of an interplay between unitary and non-unitary evolution. Such complementarity is also at the basis of the so-called interaction-free measurement.Comment: 21 pages, 3 figure