Marie-Louise Crawley (University of Coventry) asks how choreography within museum and gallery spaces might allow for the emergence of new multimodal dialogues between body, space, time and art object, how it might offer us a new ‘multimodal’ approach for understanding how history is exhibited, or even for understanding history itself?
This presentation will consider these questions by exploring two case studies drawn from her own choreographic practice-as-research: choreography produced in the art gallery as part of the TATE / ARTIST ROOMS Robert Therrien exhibit in 2014, and her current project in the Ashmolean Museum of Art and Archaeology, Oxford (2017).
https://www.ucl.ac.uk/ioe/news-events/events-pub/may-2017/please-do-not-touch-dancing-museum
341
6/7/2017
Dr Laura Benton (UCL Knowledge Lab) and Piers Saunders (IOE) present the background, aims and methodology of the EEF-funded ScratchMaths project (2014-17), looking at the impact of learning computer programming on the mathematics performance of pupils at Key Stage 2.
The project to date has produced materials (for pupils aged 9-11 years) and professional development to support computational skills and mathematical reasoning through learning to program in Scratch. The speakers will discuss the approach used to explore how far pupils of this age are able to interpret and evaluate different algorithms that solve the same problem, and the resulting findings. Moreover they discuss the opportunities and challenges that might be presented by a compulsory computing curriculum for the enhancement of mathematical skills.
426
5/15/2017
The digital transformations of the last few decades are leaving behind many older adults who, for reasons ranging from accessibility issues to work biographies to personal preference, are less likely to engage with digital technologies.
At the same time discourse and practice around the design of technologies foregrounds the biological over the personal, social and cultural needs of older people, tending to highlight aspects of surveillance and the need for physically ‘assistive’ technologies.
The interdisciplinary Tangible Memories: Community in Care project, which worked with computer scientists, artists and historians, adopted a different approach - designing technologies to support the personal and social lives of older adults. The project explored the potential of tangible user interfaces to enable storytelling - making sense of and sharing stories of lives lived - to increase ‘community’ in care home settings.
347
4/12/2017
How are we to understand capability? How should we think about capability along with, and through, the technologies we build and the settings in which we train and educate?
In this talk, Alex Taylor (Microsoft Research, Cambridge) suggests that we have spent too much time working with the limits of capability—the limits of the perceptual apparatus, the limits of cognitive capacities, and the limits of how critters (whether human or nonhuman) interact and relate to one another.
Drawing on a feminist technoscience and using examples from fieldwork with interventional radiologists and people with various kinds of vision impairments, Taylor aims to show that capability is relationally enacted; that capability isn’t limited to some pre-given, individual state, but comes into being through (inter)action and through entangled relations between actors of all kinds.
450
2/23/2017
Exploring the case of the Cornerstone Maths project, a set of targeted curriculum units of work for key stage 3 maths that helps pupils achieve deep learning of the most difficult maths concepts using dynamic technology to foster reasoning and collaboration.
Over the past 20 years many STEM educational technology products have been developed and evaluated, concluding positive effects on student learning outcomes. However far fewer have scaled to widespread and sustained classroom use, particularly where the products are designed to impact on student cognition.
This seminar will explore the case of Cornerstone Maths, a longitudinal study that has designed software, pupil materials and teacher professional development for scaling to hundreds of English lower secondary classrooms.
The findings of a 2-year study exploring the knowledge trajectories of 111 practising teachers as they learn to use the Cornerstone Maths technology will be described.
468
2/16/2017
Cornerstone Maths technology in the classroom: Exploring the case of the Cornerstone Maths project, a set of targeted curriculum units of work for key stage 3 maths that helps pupils achieve deep learning of the most difficult maths concepts using dynamic technology to foster reasoning and collaboration.
Over the past 20 years many STEM educational technology products have been developed and evaluated, concluding positive effects on student learning outcomes. However far fewer have scaled to widespread and sustained classroom use, particularly where the products are designed to impact on student cognition.
This seminar will explore the case of Cornerstone Maths, a longitudinal study that has designed software, pupil materials and teacher professional development for scaling to hundreds of English lower secondary classrooms.
275
2/16/2017
Taking the position that design can prompt speculation on alternative presents and futures, speculative design re-imagines invisible and embedded cultural assumptions of how the world is and proposes instead, “How the world could be”, and “Why isn’t the world like this?" Many examples of speculative design concern physical objects, sometimes accompanied by adept social engineering to make them appear real.
If speculative design is about inviting people to entertain alternative realities, however, we should consider how speculation is enacted. In this talk, I will introduce and explore a novel design practice called Speculative Play, bringing together the critical practices and forecasting of speculative design with the hands-on functional experience of play, especially digital games. Through the Neo//qab and Remote Intimacy Devices case studies, I will show how Speculative Play can expand the traditional boundaries of speculative design as well as how we understand digital play.
338
1/17/2017