BB&A Final Presentations
BB&A Final Presentations AASHNA, KYLIE, JENNY A really clear population and problem. I think this contributed to the success of your project. Prior projects are not the same as theory. The theory engages a lot with affordances. I wish there were some theoretical engagement with constructionist learning or sociocultural learning. Aashna previously talked about the culture of children’s obedience, and how this left little room for critical thinking. Is this still a goal? “ITTT is not an educational tool” What do you mean by that? Glassboxing the phone. “They see their phones as very rigid.”
DANIELA, ANDREW A compelling connection to the Such expressive sketches and prototypes. An interesting point about how some images are representational—do more of the seiotic work— and others are more abstract. Eyes, mouths, arms: appropriating the body as a cultural form. Considering inclusion, everyday people now do a lot of this kind of thing, eg bitmoji. Opportunities here.
ALLISON, ANNIE, TRACEY “The phone puts a lot of power in the child’s hands” —> Consider Vine. “Video editing is geared towards certain types of learners” the very tactile ways of expressing themselves that kids have. the solo process doesn’t match the collaborative practices of the original recording of the video content.
communal storytelling
Learning by building sharable artifacts. Look at boundary objects, partially-shared objects (CHAT)
Excellent analysis of prior art
It was helpful that you went into detail about how your product works. “Who is in control of the video editing tools” A blending of reading and writing for video.
KELLY, LIVIA Activity-centered design emphasized by giving us a model task. A very clear theoretical analysis of the task that the technology disciplinary perception
DIEGO, PO Personal history. We want to make the personal history tangible. Erikson… looking for frameworks and identities to understand themselves. Quite a generative theoretical grounding. Marina Bers: Zora… personal values, identity construction. Great exploration of how it changed through critiques. Meet Aekta Shah. I love the idea of putting TUIO tables in public spaces.
CONNIE, JASMINE Nice to see building on prior work (Bertrand) Using learner, learning, knowing Interesting to see how
SERGIO I remain concerned about the theoretical framework. It has moved more clearly into talking about Delpit’s approach, but there’s still room to grow. I think there may be a mismatch between the cultural forms of these technologies and the cultural work your project is designed to do. I would like to see this product further realized. There’s interesting possibility in the voice, and how it could reshape the meaning of the in-person interactions.
DANA, SWATI, LISA Grounded in lived experience of a need Vygotsky somewhat misinterpreted An interesting possible connection to Scratch interface, having an inside and an outside showing the mechanisms of relation between the two. Social learning Interviews with teachers, psychologists.
CLAIRE, KRITPHONG bridging the gap between imperative and functional programming an interface “women and children” sounds like you’re loading the lifeboats on the Titanic
ANA Drawing on a very different body of theory. Symbolism -> analytic psychology —> Vygotsky Brecht: restructuration of alienation/distantiation from visual to aural prior: chromatic organs the feeling that there is nothing natural about the mapping
AMANDA, JACOB, EILEEN “identity construction kit” expressing identity, tinkering and building, e-textiles
Feedback form for this evening.
Name How developed is the project
—> Illustrative prototype —> Functional prototype —> Partially
IDEAS “effective iteration”