SMALLab is an interdisciplinary collaborative project at the Arts, Media and Engineering program at Arizona State University, and includes people from fields such as education, art, theatre, computer science, engineering, and psychology. The SMALLab provides students with a multi-sensory, multi-modal way of learning concepts in an immersive environment, and uses a motion capture system that tracks the position of the students as they move and interact within the environment.
SMALLab's project lead is David Birchfield, a media artist, researcher, and educator who focuses on K-12 learning, media art installations, and live computer music performances. SMALLab researchers have recently partnered with GameDesk to develop a 6th grade curriculum for a GameDesk charter school in 2012. (Information and links related to GameDesk are located in the RELATED section of this post.)
"In today’s world, digital technology must play a central role in students’ learning. A convergence of trends in the learning science and human-computer interaction (HCI) research offers new theoretical and technological frameworks for learning. in particular, mixed-reality, experiential media systems can support learning in a way that is social, collaborative, multimodal, and embodied. These systems comprise a new breed of student-centered learning environments [SCLE’s]. Importantly, they must address the practicalities of today’s classrooms and informal learning environments (eg.: space, infrastructure, financial resources) while embracing the innovative forms of interactivity that are emerging from our media research communities (eg: multimodal sensing, real time interactive media, context aware computing)...
...SMALLab is an extensible platform for semi-immersive, mixed-reality learning. By semi-immersive, we mean that the mediated space of SMALLab is physically open on all sides to the larger environment. Participants can freely enter and exit the space without the need for wearing specialized display or sensing devices such as head-mounted displays (HMD) or motion capture markers. Participants seated or standing around SMALLab can see and hear the dynamic media, and they can directly communicate with their peers that are interacting in the space. As such, the semi-immersive framework establishes a porous relationship between SMALLab and the larger physical learning environment. By mixed-reality, we mean that there is an integration of physical manipulation objects, 3D physical gestures, and digitally mediated components. By extensible, we mean that researchers, teachers, and students can create new learning scenarios in SMALLab using a set of custom designed authoring tools and programming interfaces."
Below are a few videos about SMALLab, and information about GameDesk, an organization that is collaborating with SMALLab in California.
"GameDesk is a 501(c)3 nonprofit research and outreach organization that seeks to reshape models for learning through game-play and game development. The organization looks to help close the achievement gap and engage students to learn core STEM curriculum. It develops project-based learning with a strong focus on purpose, ownership, and personal value. The organization (originally developed out of research and support at the University of Southern California's IMSC) has now been in development, practice, and/or evaluation for over two years in various schools in the Los Angeles area." -Gamedesk
"Nothing's impossible, we just get smarter and smarter by the day." - Student, commenting about his experiences in the SMALLab environment.
The research team at Arizona State university, lead by David Birchfield, has worked to create embodied, multimodal, and collaborative mediated learning learning environments using mixed reality that has been in use at Coronado High School with much success. The SMALLab is a learner-centered approach to learning that provides multi-modal, multi-sensory activities that engages learners, and also results in deeper understanding of more complex concepts.
Video of high school students describing their work in SMALLab (Coronado High School) "Central to our work is the development of a new interactive mixed reality learning environment, the Situated Multimedia Art Learning Lab [SMALLab]. SMALLab is an environment developed by a collaborative team of media researchers from education, psychology, interactive media, computer science, and the arts. SMALLab is an extensible platform forsemi-immersive, mixed-reality learning. By semi-immersive, we mean that the mediated space of SMALLab is physically open on all sides to the larger environment. Participants can freely enter and exit the space without the need for wearing specialized display or sensing devices such as head-mounted displays (HMD) or motion capture markers. Participants seated or standing around SMALLab can see and hear the dynamic media, and they can directly communicate with their peers that are interacting in the space. As such, the semi-immersive framework establishes a porous relationship between SMALLab and the larger physical learning environment. By mixed-reality, we mean that there is an integration of physical manipulation objects, 3D physical gestures, and digitally mediated components. Byextensible, we mean that researchers, teachers, and students can create new learning scenarios in SMALLab using a set of custom designed authoring tools and programming interfaces. SMALLab supports situated and embodied learning by empowering the physical body to function as an expressive interface. Within SMALLab, students use a set of “glowballs” and peripherals to interact in real time with each other and with dynamic visual, textual, physical and sonic media through full body 3D movements and gestures. For example, working in theSpring Sling scenario, students are immersed in a complex physics simulation that involves multiple sensory inputs to engage student attention. They can hear the sound of a spring picking up speed, see projected bodies moving across the floor, feel a physical ball in their own hands and integrate how the projected ball moves in accordance with their own body movements to construct a robust conceptual model of the entire system."
About David Birchfield: David Birchfield is "a media artist, researcher, and educator. He has created work that spans from interactive music performance to generative software to robotic installationsn to K-12 learning environments. In recent years, this work cuts across three areas of exploration:K-12 learning, media art installations, and live computer music performance."
Some publications: Birchfield, D., Megowan-Romanowicz, Johnson-Glenberg, M., Next Gen Interfaces: Embodied Learning Using Motion, Sound, and Visuals – SMALLab. To appear in Proceedings of the American Educational Research Association Annual Conference; SIG Applied Research in Virtual Environments for Learning [ARVEL], San Diego, CA, April 2009. Megowan-Romanowicz, M., Uysal, S., Birchfield, D., Growth in Teacher Self-Efficacy Through Participation in a High-Tech Instructional Design Community, to appear in proceedings of the National Association for Research in Science Teaching Annual Conference, Garden Grove, CA, April 2009.
Birchfield, D., Thornburg, H., Megowan-Romanowicz, C., Hatton, S., Mechtley, B., Dolgov, I., Burleson, W., Embodiment, Multimodality, and Composition: Convergent Themes Across HCI and Education for Mixed-Reality Learning Environments, Journal of Advances in Human-Computer Interaction, Volume 2008, Article ID 874563.
Dolgov, I., Birchfield, D., McBeath, M., Thornburg, H., Todd, C., Amelioration of Axis-Aligned Motion Bias for Active versus Stationary Judgments of Bilaterally Symmetric Moving Shapes’ Final Destinations,Perception and Psychophysics, in press 2008.
D. Birchfield, B. Mechtley, S. Hatton, H. Thornburg, Mixed-Reality Learning in the Art Museum Context, Proceedings of ACM SIG Multimedia, Vancouver, BC, October 27, 2008.
S. Hatton, D. Birchfield, M.C. Megowan, Learning Metaphor through Mixed-Reality Game Design and Game Play, Proceedings of ACM Sandbox Conference, Los Angeles, CA, August 10, 2008. [pdf]
Institute of Play's SMALLab contact: Katie Salen, Executive Director, Institute of Play Associate Professor, Parsons The New School for Design
The Institute of Play, along with the Joan Ganz Cooney Center and others, have a number of publications related to technology and learning:
"The mission of The Joan Ganz Cooney Center is to catalyze and support research, innovation and investment in digital media technologies to advance children's learning. Nurturing foundational and "21st century" literacies:
The inaugural focus of the Center—given the national need—will be on determining how technology can help elementary-aged children develop the fundamental building blocks of literacy. These include the vital reading, writing, speaking and listening capabilities that all children must develop during the primary grades. A special emphasis of the Center will be on struggling readers who risk educational failure if they do not catch up to their peers by grade four...Another important focus of the Center is to leverage the potential of interactive media to promote "21st century" literacies that students will need to compete and cooperate in our connected world—competencies such as critical thinking and problem solving, second language competency, inter-cultural understanding and media literacy."
Henry Jenkins will be moving from MIT to USC Annenburg School of Communication and the Cinematic Arts School. He'll be teaching courses such as "Transmedia Storytelling" and "New Media Literacies". "...there is a learning ecology now, one that takes place outside of the classroom in the after school world...and right now, schools are cutting themselves out of the learning ecology by blocking games, by blocking YouTube, by putting filters on the computers. They block off ways the students are technologically connected, from the best ways of learning..and they leave those students who are trapped behind the participation gap from having access to the experiences that prepare the technically literate for the future."
"..Good teachers are fighting a valiant battle just to be able to access the materials of YouTube .. the other day we discovered that students could not access online resources about Moby Dick, the great American novel, because it had the word "Dick" in it."
My high school blocks websites about games. TeacherTube is blocked, too!
In the above video, a school that integrates the use of games within the curriculum is mentioned. The school isQuest to Learn, scheduled to open for the 2009-2010 school year. It is known as "New York's school for today's digital kids".
"Quest supports a dynamic curriculum that uses the underlying design principles of games to create highly immersive, game-like learning experiences for students. Games and other forms of digital media also model the complexity and promise of “systems.” Understanding and accounting for this complexity is a fundamental literacy of the 21st century."
![Gaming SMALLab [IOP, ASU]: Lab install at Parsons DT](http://farm4.static.flickr.com/3296/2885671606_0a732fb6b8.jpg)
