Towards data exchange formats for learning experiences in manufacturing workplaces

Manufacturing industries are currently transforming, most notably through the introduction of advanced machinery and increasing degrees of au- tomation. This has caused a shift in skills required, calling for a skills gap to be filled. Learning technology needs to embrace this change and with this contri- bution, we propose a process model for learning by experience to understand and explain learning under these changed conditions. To put this process into practice, we propose two interchange formats for capturing, sharing, and re- enacting pervasive learning activities and for describing workplaces with in- volved things, persons, places, devices, apps, and their set-up

From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educational gaming

Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit. As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education

Being moved: Kinaesthetic reciprocities in psychotherapeutic interaction and the development of enactive intersubjectivity

This paper will present an art-based frame of reference to psychotherapeutic intervention. Structures form clinical Dance Movement Therapy (DMT) will serve as an example to investigate the specific contributions of kinaesthetically informed interactions to (experiential) psychotherapy. In DMT the working alliance between patient and therapist is informed mainly through non-verbal engagement. The mutual engagement is perceived and regulated in movements and actions by the sensing and expressing body. The kinaesthetic encounter between patient and therapist will be conceptualised from this somato-sensory perspective as (kin)aesthetic intersubjectivity. Structures from dance as an art form will be described to inform our understanding of the kin(aesth)etic, nonverbal characteristics of interpersonal attunement during psychotherapy. In DMT nonverbal structures of interpersonal attunement are used to create a situation that addresses and supports the patient to engage in corporeal shared, improvised, movement experiences. We propose that this engagement may contribute to the co-creation and co-regulation of the therapeutic relationship. Kinaesthetic relating may contribute to participatory pre-conceptual sense-making between patient and therapist. Embodied as they are, the experiences of mutual non-verbal relating, social engagement and understanding transfer easily from the therapeutic context ahead into everyday life.Final Accepted Versio

GEMINI: A Generic Multi-Modal Natural Interface Framework for Videogames

In recent years videogame companies have recognized the role of player engagement as a major factor in user experience and enjoyment. This encouraged a greater investment in new types of game controllers such as the WiiMote, Rock Band instruments and the Kinect. However, the native software of these controllers was not originally designed to be used in other game applications. This work addresses this issue by building a middleware framework, which maps body poses or voice commands to actions in any game. This not only warrants a more natural and customized user-experience but it also defines an interoperable virtual controller. In this version of the framework, body poses and voice commands are respectively recognized through the Kinect's built-in cameras and microphones. The acquired data is then translated into the native interaction scheme in real time using a lightweight method based on spatial restrictions. The system is also prepared to use Nintendo's Wiimote as an auxiliary and unobtrusive gamepad for physically or verbally impractical commands. System validation was performed by analyzing the performance of certain tasks and examining user reports. Both confirmed this approach as a practical and alluring alternative to the game's native interaction scheme. In sum, this framework provides a game-controlling tool that is totally customizable and very flexible, thus expanding the market of game consumers.Comment: WorldCIST'13 Internacional Conferenc

Space, conversations and place: lessons and questions from organisational development

Physical workspace is distinguished from workplace. The latter embodies culture and should become the greater concern of FM. In the field of individual and group development spaces can add an extra gear to stimulate cognitive processes. We provide various examples and suggest modern workplaces, with their emphasis on interaction need to also focus on environments and spaces for individual and collective reflection

Enkinaesthetic polyphony: the underpinning for first-order languaging

We contest two claims: (1) that language, understood as the processing of abstract symbolic forms, is an instrument of cognition and rational thought, and (2) that conventional notions of turn-taking, exchange structure, and move analysis, are satisfactory as a basis for theorizing communication between living, feeling agents. We offer an enkinaesthetic theory describing the reciprocal affective neuro-muscular dynamical flows and tensions of co- agential dialogical sense-making relations. This “enkinaesthetic dialogue” is characterised by a preconceptual experientially recursive temporal dynamics forming the deep extended melodies of relationships in time. An understanding of how those relationships work, when we understand and are ourselves understood, when communication falters and conflict arises, will depend on a grasp of our enkinaesthetic intersubjectivity

ICT research bursaries : a compendium of research reports a report on the ICT Research Bursaries 2002–03

An assessment of the ways in which teachers evaluate software, Bridging the gap: ICT in the transition year, Colouring outside the lines: research into the potential of using new digital technologies to increase home-school interactivity in a conductive education environment, The development and use of a computer-based model for assessing thinking skills, The Hedley Walter High School: cultural change in learning through the use of new technologies, ICT and subject literacies: a study of the relationship between ICT and subject literacies in the secondary school, An investigation into the visual and kinaesthetic affordances of interactive whiteboards, Making IT happen: patterns of ICT use among a group of UK school staff, Networking success: an investigation of the effectiveness of the Birmingham Grid for Learning's ICT Research Network, The Ripple Project: the whole school impact of conducting learner-centred ICT projects in infant classrooms, The use of interactive whiteboards in the primary school: effects on pedagogy, Video conferencing in the mathematics lesson, Trainee teachers and 'impact' learning: A study of trainees' views on what helps them to use ICT effectively in their subject teaching, An investigation of how different ways of presenting information using ICT may affect children's thinking, New Opportunities Funding: Did it work? A follow-up to NOF training, The HomE-Work Project, e-Learning in broadband-connected classrooms, Digital video and bilingual children with special educational needs: Supporting literacy activities, Sustainability and evolution of ICT-supported classroom practice, The impact of prior technological experiences on children's ability to use play as a medium for developing capability with new ICT tools, How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?, Already at a disadvantage? ICT in the home and children's preparation for primary school, The impact of technology on children with physical disabilities: an evaluative case study at a special school in the West Midlands, Bedding in: factors that facilitate implementation and integration of ICT in classroom practice, Developing a networked learning community with ICT - learning the hard way, Exploring the elements that make an effective web-based science lesso

Enkinaesthesia: proto-moral value in action-enquiry and interaction

It is now generally accepted that human beings are naturally, possibly even essentially, intersubjective. This chapter offers a robust defence of an enhanced and extended intersubjectivity, criticising the paucity of individuating notions of agency and emphasising the community and reciprocity of our affective co-existence with other living organisms and things. I refer to this modified intersubjectivity, which most closely expresses the implicit intricacy of our pre-reflective neuro-muscular experiential entanglement, as ‘enkinaesthesia’. The community and reciprocity of this entanglement is characterised as dialogical, and in this dialogue, as part of our anticipatory preparedness, we have a capacity for intentional transgression, feeling our way with our world but, more particularly, co-feeling our way with the mind and intentions of the other. Thus we are, not so much ‘mind’-reading, as ‘mind’-feeling, and it is through this enkinaesthetic ‘mind’-feeling dialogue that values-realising activity originates and we uncover the deep roots of morality