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Recent technological developments in the field of ICT have a major impact on our work and social experiences. With the help of interaction designers and their strategies to make technology work for the human condition, we can rightly claim that ICT tools add real value to our lives in various areas. Unfortunately, this is not the case when looking at education. Here, it seems as though things are moving slower than anywhere else. In the following article, which is based on my presentation at IxDA conference this January in Toronto, I’d like to propose various engagement points for interaction designers to make technology count for education. A “user experience” of schooling The prevalent learning experience •Learning is seen as work, even by primary school kids •Learning is disconnected from ‘real-life’ experiences of learners •Learning is usually restricted to a classroom •Learners are divided into age groups; irrespective of personal development •Learners have little or no influence on learning content and methods •An insufficient integration of information technology and interfaces My wish list for 21st century learning experience •Learning should be rewarding and propelled through curiosity inherent to human nature •Learning should be linked to real world experiences and challenges •Learning should be open to the activities outside of the classroom (e.g. flipped classroom) •Learn groups should be flexible toward personal interest and progress •Learners should influence what they learn and how •Learners should have access to state of the art technology So, what is the scope of interaction design for learning? Whilst everybody talks about changing learning through technology, I am more concerned about the successful integration of technology to support the condition of learning through interaction design. As we speak policy makers spend huge budgets to fit out computer labs for the sake of introducing technology to schools oblivious to the fact that computer labs and the particular interaction this enforces are a thing of the past. A report by the New Media Consortium (NMC) released this January suggests six key technologies for learning in pre-college education (K-12) to be adopted within 1-5 years. It becomes obvious that the effectiveness of these technologies is tightly linked to interaction design. Short-term (within 12 months) •Mobile devices and apps •Tablet computing Mid-term (within 2-3 years) •Game-based learning •Personal learning environments (PLE’s) Long-term (within 5 years) •Augmented reality •Natural user interfaces In the following passage, I am going to explain the potential of these technologies laying out some challenges for interaction design whilst bringing several examples of our work at Formula D interactive. For the full transcrip please visit: www.designtalk.co.za
Citation preview
Interaction design for learning
Michael Wolf
Playfield
Interaction Design (IxD) defines the structure and behaviour of interactive systems. Interaction Designers strive to create meaningful relationships between people and the products and services that they use, from computers to mobile devices to appliances and beyond. Our practices are evolving with the world; join the conversation.
‘WHAT IS INTERACTION DESIGN?
School experience/
slidehsow classrooms
‘THE DISCIPLINES OF USER EXPERIENCE [DAN SAFFER]
Dinosaur
USER EXPERIENCE, USER INTERFACE, INTERACTION DESIGN
agbeat.com
Dinosaur
USER EXPERIENCE, USER INTERFACE, INTERACTION DESIGN
agbeat.com
Dinosaur
USER EXPERIENCE, USER INTERFACE, INTERACTION DESIGN
agbeat.com
Dinosaur
USER EXPERIENCE, USER INTERFACE, INTERACTION DESIGN
Dinosaur
USER EXPERIENCE, USER INTERFACE, INTERACTION DESIGN
agbeat.com
PERSONAS
STORYBOARDS & USE SCENARIOS
WIREFRAME DIAGRAMMES
WIREFRAME DIAGRAMMES
Computer Labs
THE SCOPE FOR INTERACTION DESIGN IN EDUCATION
NMC reportShort-term (within 12 months)
Mobile devices and apps
Tablet computing
Mid-term (within 2-3 years)
Game-based learning
Personal learning environments (PLE’s)
Long-term (within 5 years)
Augmented reality
Natural user interfaces
TECHNOLOGICAL OUTLOOK IN CLASSROOMS
Mobile devices and apps
Ipad video
IPAD USE IN SOUTH AFRICAN SCHOOL
Wenchi kids
OLPC study in rural Ethiopia
Game-based learning
Functional play Role playConstructive play
LEARNING THROUGH PLAY
Role playConstructive play
LEARNING THROUGH GAMES
Personal Learning Environments
Highway
EDUCATION HIGHWAY
SMRT.RS
SMRT.RS
FUTURE PERSONAL LEARNING ENVIRONMENT
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE MODULE
MALL
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE MODULE
MALL
SCHEDULING
ASSISTANT
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE MODULE
MALL
SCHEDULING
ASSISTANT
LEARNING
NETWORK
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE MODULE
MALL
SCHEDULING
ASSISTANT
LEARNING
NETWORK
LEARNING
PATH TOOL
FUTURE PERSONAL LEARNING ENVIRONMENT
LEARNING
TIMELINE
FOCUS ZONE MODULE
MALL
SCHEDULING
ASSISTANT
LEARNING
NETWORK
LEARNING
PATH TOOL
EVALUATION
CENTRE
Augmented Reality for Learning
Photo of pat busch
SKYVIEW
SCHOOL KIDS USING SKYVIEW IN CLASS
Recycling clip
‘RECYCLING FLOOR PROJECTION
Natural User Interfaces
‘CO-LOCATED COLLABORATION
Multi-user touch wall
FROG WALL MULTI-USER EXPERIENCE
Tangible interfaces
‘VIRTUAL CHEMISTRY LAB TABLE
‘USER TESTING AT GIRLS’ SCHOOL
‘CONTENT MANAGEMENT SYSTEM
Current learning environments suffer
from bad user experiences.
As technology tools bring
opportunities to innovate dated
learning environments, interaction
design is a critical factor to ensure
that technology interfaces are
perfectly fitted for specific content
and user groups.
‘CONCLUSION
Michael Wolf : @michael_w_wolf
michael@formula-d.com
‘SPEAK TO ME
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