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2013 its activity_pad_pyykkonen_etal_v3

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Jukka Riekki
Jukka Riekki

This presentation introduces Activity Pad, an interactive digital artifact for active learning environments. The pad combines a 4x6 grid of programmable NFC readers together with printed sheets of A4-sized paper to allow teacher-driven creation of interactive learning applications featuring application-specific tangibles. More information: Pyykkönen M, Riekki J, Jurmu M, Sánchez I (2013) Activity Pad: Teaching Tool Combining Tangible Interaction and Affordance of Paper. ACM International Conference on Interactive Tabletops and Surfaces (ITS’13), Oct 6-9 2013, St Andrews, United Kingdom. http://dx.doi.org/10.1145/2512349.2512810

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ACTIVITY PAD: Teaching Tool Combining Tangible Interaction and Affordance of Paper Mikko Pyykkönen, Jukka Riekki, Marko Jurmu, Iván Sánchez Milara ITS 2013 - Interactive Tabletops and Surfaces, St Andrews, UK, October 6-9, 2013 Pyykkönen M, Riekki J, Jurmu M, Sanchez I (2013) Activity Pad: Teaching Tool Combining Tangible Interaction and Affordance of Paper. ACM International Conference on Interactive Tabletops and Surfaces (ITS’13), October 6-9 2013, St Andrews, United Kingdom. pp. 135-144. http://dx.doi.org/10.1145/2512349.2512810
 Active learning  Observations in schools  Activity Pad design process  Prototype and demos  Discussion and future work INTRODUCTION
What is active learning environment?  In pedagogical sense ”activities involving students in doing things and thinking about what they are doing”  Learning implies physical movement and action  Environment can be active as well (i.e. produce responses)
2013 its activity_pad_pyykkonen_etal_v3
In our earlier work, we have built several NFC-based applications for children and learning. E.g. we placed NFC tags in a zoological museum to augment animals with audio and images. In a kindegarden we helped early learners in their first steps towards literacy. We noticed that there is a lack of devices that would let teachers themselves build and create applications for children. Earlier work
Surveying schools  Site survey  Online survey
Conceptual design Idea of a new kind of learning aid
Building mockups and scenarios
Scenario Maths with Activity Pad
Scenario English with Activity Pad
Discussion sessions with teachers
Analyzing discussions
 Impressions were positive  Teachers liked the idea of using paper  They thought that it would be easy to create content for the device  They thought that the target group of this device could be six to nine years old children and children with learning disabilities  Teachers considered learning with computers as lonely and lacking support for motoric and haptic skills  Activity Pad could support learning motoric skills  Such a tangible learning aid can support the development of social skills and encourage children towards face-to-face communication  Teachers could transform already existing learning materials to be used with Activity Pad
Designing mechanics and building the first prototypes
2013 its activity_pad_pyykkonen_etal_v3
How Activity Pad works VIDEO: vimeo.com/jpriekki/activitypad
Building demo applications
Future Work  Audio feedback  Connecting ActivityPad to external devices via Bluethooth  Testing Activity Pad in real classrooms
QUESTIONS If you want to know more, feel free send email mpyykkon@ee.oulu.fi jukka.riekki@oulu.fi ?

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2013 its activity_pad_pyykkonen_etal_v3

  • 1. ACTIVITY PAD: Teaching Tool Combining Tangible Interaction and Affordance of Paper Mikko Pyykkönen, Jukka Riekki, Marko Jurmu, Iván Sánchez Milara ITS 2013 - Interactive Tabletops and Surfaces, St Andrews, UK, October 6-9, 2013 Pyykkönen M, Riekki J, Jurmu M, Sanchez I (2013) Activity Pad: Teaching Tool Combining Tangible Interaction and Affordance of Paper. ACM International Conference on Interactive Tabletops and Surfaces (ITS’13), October 6-9 2013, St Andrews, United Kingdom. pp. 135-144. http://dx.doi.org/10.1145/2512349.2512810
  • 2.  Active learning  Observations in schools  Activity Pad design process  Prototype and demos  Discussion and future work INTRODUCTION
  • 3. What is active learning environment?  In pedagogical sense ”activities involving students in doing things and thinking about what they are doing”  Learning implies physical movement and action  Environment can be active as well (i.e. produce responses)
  • 5. In our earlier work, we have built several NFC-based applications for children and learning. E.g. we placed NFC tags in a zoological museum to augment animals with audio and images. In a kindegarden we helped early learners in their first steps towards literacy. We noticed that there is a lack of devices that would let teachers themselves build and create applications for children. Earlier work
  • 6. Surveying schools  Site survey  Online survey
  • 7. Conceptual design Idea of a new kind of learning aid
  • 13.  Impressions were positive  Teachers liked the idea of using paper  They thought that it would be easy to create content for the device  They thought that the target group of this device could be six to nine years old children and children with learning disabilities  Teachers considered learning with computers as lonely and lacking support for motoric and haptic skills  Activity Pad could support learning motoric skills  Such a tangible learning aid can support the development of social skills and encourage children towards face-to-face communication  Teachers could transform already existing learning materials to be used with Activity Pad
  • 14. Designing mechanics and building the first prototypes
  • 16. How Activity Pad works VIDEO: vimeo.com/jpriekki/activitypad
  • 18. Future Work  Audio feedback  Connecting ActivityPad to external devices via Bluethooth  Testing Activity Pad in real classrooms
  • 19. QUESTIONS If you want to know more, feel free send email mpyykkon@ee.oulu.fi jukka.riekki@oulu.fi ?