LUMO, by PO-Motion: Projection system for children that transforms kid's designs into interactive creations (Kickstarter)

I'd like to give a shout-out to Meghan Athavale, Curtis Wachs and the other interactive minds at PO-MO for their Kickstarter project.  LUMO is an interactive system that allows any room - not just a kid's room - to be transformed into an environment that encourages play, interaction, and creativity.

From what I know about PO-MO-s other creative projects, LUMO is deserving of financial backing. Although this is the company's first venture into a hardware solution, it looks promising.  If it can be produced on a larger scale, children - as well as kids at heart - will have a new opportunity use technology to create interactive mixed reality play-scapes, right in their homes.

Watch the video, and then head over to LUMO on Kickstarter and make your pledge!

"LUMO turns a kid's room into an interactive playground, encouraging movement and imaginative play in children of any age."


Screen shot of the creation tools for children to use when creating their LUMO interactive effects:

Credit: PO-MO

ABOUT PO-MO

The following information was taken from the Kickstarter website:

PO-MO Inc. creates interactive experiences for museums, retail environments and events.

They also offer SaaS platform Po-motion.com, a website which enables people all over the world to create their own interactive floor and wall installations.

In 2010, Meghan Athavale and her business partner Curtis Wachs decided to quit their day jobs and design interactive experiences for a living. They launched PO-MO Inc. in July 2010. Within a few months, Keith Otto and Matt Gillies joined PO-MO. Meghan and the PO-MO team launched Po-motion interactive floor and wall projection software as a beta in early 2011. In 2012, the full version of Po-motion was launched and Meghan won many awards at investment pitch contests, was one of 12 people chosen to participate in Tech Women Canada in Silicon Valley, and closed the year with an amazing advisory board, another member of the team (Joss Le Leannec) and a profitable, global company.

Meghan Athavale (CEO) and partner Curtis Wachs (CTO), along with Matt Gillies, Keith Otto, Jocelyne Le Leannec and Dave Kelly spend their days making, playing with, and dreaming of interactive surfaces.

RELATED

PO-MO Website
LUMOPlay
PO-MO interactive effects for special events and parties:
PO-MO Inc. interactive visuals for parties from PO-MO Inc. on Vimeo.

Pixel Press: Draw, create, play, and share games, without code, now on Kickstarter

Drawing and Playing with Pixel Press

Pixel Press is an early stage video design platform that supports the creation of DIY video games, without requiring coding skills.  The project was recently approved by Kickstarter, with an initial funding goal of $100,000.00.  The first version targets the iPad. 

Robin Rath, the creator of Pixel Press, was inspired by his memories of creating his own drawings for games when he was a kid in the 1980's, and it shows.  Pixel Press might appeal to gamers across generations, and looks suitable for use in school settings.

According to the Pixel Press website, there are just a few things to learn in order to create a basic video game within the Pixel Press environment, making it an ideal activity for kids and others aspiring game designers:

"You are designing five floors of a video game level.  Your hero will start at the bottom and attempt to overcome the obstacles you create to reach the elevator at the end of each floor to advance up to the next floor.  Your objective is to create a five floor level that is progressively more challenging from top to bottom." 

Pixel Press: Draw your own video game 

Pixel Press: Draw Your Own Video Game from Robin Rath on Vimeo.


The video below provides an overview/tutorial of how it works:

Pixel Press Walkthrough (For Website) from Robin Rath on Vimeo.

RELATED
Playing with paper:  with Pixel Press, design your own game by drawing it
Andrew Webster, The Verge, 5/3/13
This code-free design tool lets you freehand your games
Kris Ligman, Gamasutra, 5/3/13

Pixel Press Back Story
Pixel Press FAQ

Robin Rath's website
Robin Rath works at Coolfire

Interesting Videos I Almost Missed (Future/Emerging/Creative Tech)

Creative Tech Videos I Almost Missed

I admit that sometimes I just don't have the time to hang out and watch interesting or quirky tech/future tech videos on the web.  Here are a few that passed me by the first time around.  

Enjoy!


The first video for this post is of an interactive game installed permanently for children at the Royal London Hospital.  Woodland Wiggle is a work commissioned by Vital Arts, in collaboration with Nexus Interactive Arts, Chris O'Shea, Felix Massie, and Brains & Hunch.  The game was created in C++ using openFrameworks, and relies on an Xbox Kinect camera.   The installation is part of play and garden spaces designed as healing environments for young patients.  (See links in the "Related" section for more information.)

The next video is the creation of Igor Labutov, Jason Yosinski, and Hod Lipson, of the Cornell Creative Machines Lab.

AI vs. AI:  Two chatbots talking to each other


I liked this video because I once created a chatbox video game for an AI for Games class I took several years ago, and have fond memories of the hours I spent reading the textbook supporting the display on the right- Artificial Intelligence: A Modern Approach)

Tom Jenkins and Simon Sharp, of thetheory, created the following two video shorts. Address Is Approximate is a stop-motion video about a lonely desk toy who makes a journey across the US via Google Maps Street View.   Speed of Light uses a pocket projector, a video feed, and creativity to create an augmented reality-like police-chase short.  According to information from the Vimeo website, Speed of Light was filmed using a Cannon 5d Mkll + HD MiniCam, with MicroVision projectors.

Address Is Approximate, from The Theory

Address Is Approximate from The Theory on Vimeo.


Speed of Light / aka / The World's Tiniest Police Chase from The Theory on Vimeo.

RELATED
Woodland Wiggle:  Interactive games on a giant television at the Royal London Hospital
Interactive Woodland at Royal London Hospital (Nexus Productions Website)
Giant tigers and rooftop teepees: the Royal London Hospital play space
Oliver Wainwright, The Guardian, 2/21/13
Note: I especially liked that in his article about the Royal London Hospital's play space, Oliver Wainwright shared this quote from Florence Nightingale's 1859 Notes on Nursing: "variety of form and brilliancy of colour in objects presented to patients are an actual means of recovery".
Cornell Creative Machines Lab
Robot-To-Robot Chat Yields Curious Conversation
Robert Siegel, Host, All Things Considered, 9/1/11
Introduction to Artificial Intelligence (Udacity Course)
Meet the Creators: Tom Jenkins and Simon Sharp Trade Viral Shorts for A Studio Film
Joe Berkowitz, Co.Create

Listen

Google Glass and Kids- BYOGG? Quick Links to MIT Tech Review Post and more

Now that I'm set to experiment with Leap Motion, I started thinking about Google Glass - I know if I visit my grandson wearing them, he'd figure he should, too.  Why not?  He expects to play with my iPad for at least a short while during our visits.

I can see the potential for active educational game applications with this device.

I wonder if Google Glass will follow the path of cell phones into classroom settings. Once banned, many schools are embracing their use in BYOD (Bring Your Own Device) programs. BYOGG?  TIme will tell.


Here is a video from Google provides a view of what the Google Glass experience might be like for a variety of people:
 



Here is an example of a mother of a 2-month-old infant, wearing Google Glass as she shares special moments:

I'm guilty of BTV (baby TV)- in the form of BetaMax and VHS tape recordings.  If Google Glass was around when my kids were babies, I'd probably do the same.


Here is another example of "Project Glass": 



I work with a number of students who are non-verbal and have severe autism. I think there is potential for use with children and adults disabilities.   

Some ideas that come to mind:

Facial expression translator/decoder (for people with autism spectrum disorders)
Two-way sign language translator
Augmented device for the visually-impaired, elderly, etc.
Accessible games, active games
Travel guide, museum guide, health care/hospital stay guide
Exercise companion
InfoVis advisor
Shopping trip/fashion advisor for people like me who hate shopping


RELATED
Growing Up with Google Glass: When Google Glass launches it will be used by kids as well as adults.
Tom Simonite, MIT Technology Review, 3/5/13

Can You See How Google Glass Will Disrupt Higher Education?
Jimmy Daly, EDTECH, 2/26/13

The rise of smartglasses in education: or, A shameless plea to Jaime Casap
Thomas B. Segal, Education Week, 3/5/13

Updated: Links and Resources for coping with (and preventing) tragedy - Sandy Hook and beyond

I have spent much of my adult life as a school psychologist,  working with children, teens, young adults, and those who care about them. This Sandy Hill Elementary tragedy hit close to home, because among those killed was a fellow school psychologist, Mary Sherlach.  My heart goes out to everyone who has been touched by this event in some way, especially the families of those who lost their lives. 

Before going on to the rest of my post, I encourage you to take a few moments to listen to the children singing Silent Night in honor of those who lost their lives on Friday, December 14, 2012.

 


RESOURCES AND LINKS


Over the past few days, members of the National Association of School Psychologists  (NASP) have been providing information and resources for the public to assist with coping with the tragedy, and Twitter and Facebook have proven to be great ways to spread the word. 

Some of the information below is appropriate for those who are directly involved with the children who attend Sandy Hook Elementary or those who attend other elementary schools in the community.   Other articles have suggestions that would be appropriate for parents, teachers, and support staff in schools around the nation (and world).  There are other articles below that are good for those responsible for planning longer-term safe school strategies

Leading School Psychologist Advises How to Talk to Kids about Sandy Hook ShootingNASP: A National Tragedy: Helping Children Cope - Tips for Parents and Teachers 
NASP: Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers (pdf)
NASP: Threat Assessment at School: A Primer for Educators (pdf)
NASP: Threat Assessment: An Essential Component of a Comprehensive Safe School Program (pdf)
NASP: Helping Children Cope With Crisis: Care for Caregivers (pdf)
NASP: Tips for School Administrators for Reinforcing School Safety (pdf)
NASP: School Safety and Violence Prevention (Multiple links on topics such as mental health, suicide prevention, bullying, violence prevention planning, crisis prevention and intervention, and behavior/discipline). 
NASP: National Emergency Assistance Team (NEAT)
North Carolina Dept. of Justice: Keeping North Carolina Schools Safe & Secure (pdf)

If you are a parent or concerned member of your community, check your school district's website to learn more about what local safe school policies are in place. There may be a section with tips for parents. (Additional related resources can be found in the body of the comments below and at the end of this post.)

REFLECTIONS

Violence prevention is a complex problem.
From my point of view, preventing or minimizing tragedies such as the one experienced at Sandy Hook Elementary will take a systems approach, and involve people from a number of disciplines. I am convinced that it will take a larger number of people, who can commit to sustaining their efforts over a long period of time. 

What troubles me in this case is that the perpetrator was homicidal, suicidal. and matricidal. He had the wherewithal to know that the school most likely had a school safety plan in place.  He did the unthinkable - he  used a powerful weapon to gain access by blasting through the entry doors. And he would not stop until he had killed 20 young children and a good handful of caring adults.

The problem of protecting schools from intruders can't be solved by making schools more prison-like. Sandy Hook school reportedly had a video surveillance system, locked front doors, a policy for visitors to be buzzed in, and a safe schools policy that required that all teachers (and students) receive training in what to do in an emergency requiring a school lock-down.  If these things were not in place, many more lives would have been lost.  


Firearms:  The Elephant in Our Nation's Living-Room
The elephant that is taking up a huge space in our country's living room?  Weapons that are appropriate for military and law enforcement use, such as the semi-automatic rifle that was in the hands of this young man, are readily available in most communities. We know that the perpetrator did not own the weapons he brought to Sandy Hook Elementary School.  We know that he had easy access to it because it was purchased legally by his mother, and apparently was kept in his home.  

This topic is a political hot potato, but worthy of serious study.  With "Big Data", advanced analytics, and some engaging information visualizations, I am sure something positive can emerge from the 'debate'.   (Nate Silver, author of the New York Times FiveThirtyEight blog, might have a few words to say on this topic, judging from his December 14th post, "In Public 'Conversation' on Guns, a Rhetorical Shift".)


Need for Research - Co-Morbidity - Identification, Evidence-based Treatment, and Prevention

At the time of this post, it was not certain if the perpetrator had a disability, a personality disorder, or a mental health disorder that may have contributed to his violent acts. We do not know if he was receiving treatment, or if he had ever been hospitalized or prescribed medication.  

Whatever the case, I am sure that the tragedy that happened at the Sandy Hook elementary school has caused additional worry for a number of parents of teens and young adults who struggle from mental health problems and other disorders.  Having worked with a number of young people with challenging mental health concerns over the years, including psychiatric patients with a history of serious violence, my heart goes out to these parents. I am sure some of them wonder if the next crisis that flashes on the news is something that was initiated by their child, no matter what the child's age.

Not everyone is aware that serious mental health disorders can crop insidiously during the early teens. The "red flags" might be attributed to puberty, and not be interpreted as precursors to something more serious.  Some mental illnesses become full -blown during the later teen years or during young adulthood, often past the age where a school psychologist or similar professional in the education system can step in to intervene, or provide resources and information for parents. 

Many families have struggled to obtain an appropriate level of care for their teen or young adult child, only to find that these services have been reduced due to budget cuts to mental health and transition-to-adulthood programs in their communities.  Many of these young people have good potential, but their mood states, unusual mannerisms, or periods of erratic thought processes make it difficult to interview for jobs and keep them unless they receive consistent support in the form of counseling, job coaching, and/or medical management. 

There is a need for more research and support that focuses on the needs of teen to young adult age group. This includes research in psychological treatment,group counseling approaches, psychopharmacology, mental health education, and more.   

Update: 
For a graphic description of what this might be like for a parent of a teen who struggles with emotional/behavioral issues at time, see the blog post that has been circulating around the internet.  The mother, Liza Long, wrote the post  immediately after she learned of the Sandy Hook shootings. Her post triggered hundreds of comments, some of them critical.  In response, an anonymous school psychologist reflected on some experiences with a student in need of support.  I do not think the school psychologist's story exaggerates reality in any way. 

Role of technology in Intervention and Prevention:
Interactive digital media, such as serious games, might play a role in this effort.  For example, the Australian National University developed the MoodGym training program, an interactive, free web-based application that use a cognitive-behavior approach to cope with anxiety and depression, and E-Couch, an online program for preventing and coping with depression, generalized anxiety disorder, and social anxiety disorder.  

For middle-school children, the PBS ItsMyLife website provides a number of activities, games, and videos that explore topics such as emotions, school, friendships, bullying, and more. The website includes lesson plans for teachers and tips for parents. 

More research is underway to support the use of interactive digital technology to support mental health.  One example is the work of Stanford University's Calming Technology lab. Another example is the use virtual reality for treating post-traumatic stress disorder. The USC Institute of Creative Technologies has been involved in this area for a number of years. MindHabits, a suite of games developed by psychologists in Canada, was based on research and aims to help people reduce stress. 


Coincidentally, Connecticut's Southwest Regional Mental Health Board is developing a web-based resource for young adults with mental health concerns, if the information from a job posting for the project is correct:

"The goal of this project is to design or adopt an electronic/virtual system to engage young adults in mental health services.  This system would assist young adults in enhancing their own mental health, and addressing mental health issues as they arise or develop via an interactive, multi-media electronic platform.  This platform would integrate social networking and information media which may include website, facebook, You-Tube, Skype, blog, chat room, texting and phone apps.  Development of this platform will be informed by Connecticut youth and young adults and advised by an advisory group of statewide young adult leaders in the mental health and addiction fields."

It is my hope that the power of the "social" web will support efforts to collaborate and tackle this problem, on many levels.

RELATED

Mental Health Issues - Co-morbidities
After I learned that it was speculated (but not confirmed) that the perpetrator of the Sandy Hook Elementary School shootings may have had Asperger's Syndrome,  I thought it would be helpful to include additional on the topic of Asperger's Syndrome and co-morbid mental health disorders.  

Mazzone, Luigi; Ruta, Liliana; Reale, Laura.   Psychiatric comorbidities in Asperger syndrome and high functioning autism:  diagnostic challenges. Annals of  General  Psychiatry. 2012; 11: 16.

Published online 2012 June 25. doi:  10.1186/1744-859X-11-16

Link to online publication: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3416662/

Link from publication:

Summary of studies published between 2000-2011 exploring psychiatric comorbidity in Asperger syndrome and high functioning autism:  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3416662/table/T1/

Gagan Joshi, Carter Petty, Janet Wozniak, Aude Henin, Ronna Fried, Maribel Galdo, Meghan Kotarski, Sarah Walls, and Josephe Biederman: The Heavy Burden of Psychiatric Comorbidity in Youth with Autism Spectrum Disorders: A Large Comparative Study of a Psychiatrically Referred Population
Journal of Autism and Developmental Disorders10.1007/s10803-010-0996-9

Taylor, Julie Lounds, Seltzer, Marsha Mailick. Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood Journal of Autism and Developmental Disorders© Springer Science+Business Media, LLC 201010.1007/s10803-010-1070-3

Link to online publication: http://link.springer.com/article/10.1007/s10803-010-1070-3/fullte

Mental Health Issues: Funding
State Mental Health Cuts: A National Crisis (pdf) (2011) National Alliance on Mental Illness

Systems Approach/Prevention
The following resources are from various disciplines:

Systems Theory (Wikipedia)
2012 National Strategy for Suicide Prevention: Goals and Objectives for Action (pdf)
A Report of the U.S. Surgeon General and of the National Action Alliance for Suicide Prevention

Pinder-Amaker S, Bell C. A bioecological systems approach for navigating the college mental health crisis Harvard Medical School

Source

Sprague, J. and Nisioka, V.  Skills for Success: A Systems Approach to Delinquency Prevention and School Success (pdf)

Institute on Violence and Destructive Behavior, University of Oregon

Center for Disease Control and Prevention: Violence Prevention

Dynamical Systems Theory (as applied to psychology research) Front Psychol. 2012; 3: 382. Published online 2012 October 4. doi:  10.3389/fpsyg.2012.00382

MIT Partnership for a Systems Approach to Safety (PSAS)

Computational Thinking in the 21st Century: Videos and Links (ISTE, CSTA, Google)

Smartphones, iPads, tablets, and other gadgets will be given as gifts to spread the holiday cheer, putting more computational power in the hands of people of all ages and walks of life than ever before.    Walk into any toy section, and you'll see tablets, games, and accessories designed for toddlers.  Many little ones have not known a world without a "computing device".  Although not all children will grow up to be computer scientists, they will need to be prepared during their school years for an increasingly technology-infused society.

One of the things teachers (and parents) will need to know more about is the concept of computational thinking. 
Credit: wordle.net; Center for Computational Thinking, Carnegie Mellon

No longer limited to mathematicians or computer scientists, computational thinking  something that is essential to all disciplines. For this reason, representatives from ISTE (International Society for Technology in Education) and CSTA (Computer Science Teacher's Association) have developed the Computational Thinking Tookit, available on-line, "to prepare young learners to become computational thinkers who understand how today's digital tools can help solve tomorrow's problems."


To help spread the word, I'd like to share a few videos and resources on this topic. The first one was created by ISTE, CSTA, and NSF, and provides a short overview of ways technologies have changed the way people do things, and how computational thinking is an essential skill for all:

In the next video, various people who work at Google discuss the importance of computational thinking and how it is applied in their work to solve problems.  One interesting example is how Pegman, the little yellow figure in Google's Street View in Google Maps became "smarter" through the development team's use of computational thinking.    K-12 resources are available on Google's Exploring Computational Thinking website, and a list of links to additional web-based resources can be found on the Web Resources page.

Solving Problems at Google Using Computational Thinking (Google)
 

Jeannette M. Wing, a professor at Carnegie Mellon, believes that computational thinking is not just for computer scientists - it is important for people from all disciplines and walks of life. She discusses the concept in the video below:

Computational Thinking and Thinking About Computing

RELATED
Center for Children and Technology

The Curiosity Cycle:  Preparing Your Child for the Ongoing Technological Explosion
Author: Jonathan Mugan

10 Emerging Education and Instructional Technologies that All Educators Should Know About 
K. Walsh, 9/9/12

Thinking about a Kurio 7 Tablet for your kid? Here is a start!

I haven't had a chance to play with the Kurio, a 7 inch Android tablet designed for children and their families, so I haven't formulated an opinion about the device, or the applications that it runs.  I thought I'd share the promotional video and related information/links:


Kurio Tablet from CIDE on Vimeo.

Parents can view a number of "how-to" videos to get the tablet up and running. Developers can apply to be part of the Kurio store. From what I can see, the Kurio is in need of some creative, child-friendly apps.

Below is a hands-on demo:




RELATED
Kurio at Toys'R'Us
Toon Goggles Partners with Techno Source on New Kurio7 Android Tablet for Families
PR Web 7/9/12
Kurio's Features

Toys 'R' Us has its own tablet, the Tabeo:

Makego: Turn your iPhone into a vehicle, by creative digital artist Chris O'Shea

Chris O'Shea is an artist and designer who uses technology in creative and innovative ways. He's known for his "Hand from Above" outdoor installations.  His latest creation is Makego, is an app for the iPhone that bridges the digital with the real world.  Children can create a small vehicle out of Legos that can serve as a place to set an iPhone, running the app, and move the vehicle about a larger space.  In the examples below, the children have created scenes using crayons, paper, and colored art foam.

"Makego turns your iPhone / iPod Touch into a toy vehicle. It encourages fun, open ended collaborative play between parent and child. Combining creativity and imagination with the virtual world on screen. Select your vehicle within Makego, then interact with the drivers and their world through animations and sound. This release has 3 vehicles to play with: a race car, ice-cream truck, and river boat. More vehicle are coming later". -Chris O'Shea


The application is now available for $1.99 on the App Store. 

Makego from Chris O'Shea on Vimeo.





RELATED
Chris O'Shea's Website

GeekDad's Post: The Changing Nature of App Design for Kids (quick link)

The Changing Nature of App Design and Development for Kids
Daniel Donahoo, GEEKDAD, Wired,  1/16/12


"During 2011, I have observed a real push towards app development and digital design for children that is respectful and purposeful - not just a marketing and money making exercise." -Daniel Donahoo


I encourage you take the time to read Daniel Donahoo's thoughtful post!

RELATED
GeekDad Opinion:  We Need a Children's Apps Rating System
Daniel Donahoo, GEEKDAD, Wired, 12/11/10
Moms with Apps Workshop Summary
Moms with Apps, 12/4/11

Mind/Shift Blog Post: Read, Hear, or Create a Story: Apps for Traveling with Kids - and great related links!

Today is Thanksgiving, and one of the things I'm thankful for is the opportunity to share interesting ideas and links with readers of this blog! 


The following post was written by Tina Barseghian, who is an editor/blogger at KQED/NPR for the Mind/Shift blog. Mind/Shift  focuses on ideas and technology that will impact the future of how we learn.  
Read, Hear, or Create a Story: Apps for Traveling with Kids Tina Barseghian, Mind/Shift, 11/23/11

Link to other Mind/Shift post collections:
Children and Social Media
Tech Tools
Mobile Learning
Digital Divide
School Day of the Future


RELATED 
Boredom Busters: 50 Fantastic Play-and-Learn Apps, Sites, and Toys
Tina Barseghian, Mind/Shift, 6/17/11
Libraries and Museums Become Hands-On Learning Labs 
Audrey Watters, Mind/Shift. 11/23/11
"A new competition sponsored by the Institute for Museum and Library Services (IMLS) and the John D. and Catherine T. MacArthur Foundation has just announced 12 winning libraries and museums that will receive $1.2 million in grant money to help push the boundaries of what these institutions look like, specifically helping to create facilities that are  better "learning labs" for teens"
Lauren Britton Smedley (Transliteracy Development Director a the Fayetteville Free Library)
IDEO's Design for Learning (Sandy Speicher, Duane Bray, Rachel Switzky)
K12 Laboratory at D. School (Stanford)
Books Should Be Free
Storynory, Storynory iTunes Library:  Podcasted stories for children, offers a free audio story every week, has some online multimedia activities.

AAC Technology at Camp (augmentative and alternative communication) -via Kate Ahern

The following video clip is an awesome example of how AAC technology (augmentative and alternative communication) can be integrated into a range of activities- learning, social, leisure, and creative, when everyone makes an effort to make it work- and not give up.  Thanks to Kate Ahern for sharing this! (Cross-posted on the TechPsych blog.)

The song in the background is "Talk", by Coldplay, a perfect fit for the theme. 

 

"This year's AAC Summer Camp students taught us a lot. This video highlights some important things to think about when it comes to augmentative and alternative communication." -Communicare LLC

RELATED 

Let's Go To AAC Camp! (Includes a list of AAC camps around the U.S.)

Kate Ahern, Teaching Learners with Multiple Special Needs, 4/25/11 

Communicare: Speech-language pathologist specializing in Augmentative and Alternative Communication (AAC) Communicare's resource page

Lyrics to Coldplay's "Talk"

COMMENT
Most of the devices highlighted in the video are very expensive and are difficult to integrate seamlessly with other technologies that are emerging in classrooms- and in homes.  I am in the process of writing a post (or two) about this topic. The ultimate goal of AAC technology is to provide people with a means to communicate more seamlessly with people beyond the "sheltered" circle of therapists, special educators, parents and teachers.

Interactive technologists, from a range of disciplines, can help make this happen.

Best Practices For Designing Websites for Kids - Quick Link

Best Practices For Designing Websites for Kids
David Morrison, Smashing Magazine, 7/6/11


Here is a short quote from the article:


"According to Jacob Nielsen’s research on teenagers, interactive website features (such as forums, mini-games, polls, ranking systems, competitions and 3-D interfaces) are valued by kids if they build a sense of community and foster participation. Bolting such features on will not likely prove effective, because kids will soon see the gaps and re-evaluate the website, despite any initial interest."

CHI 2011 Workshop Program and Related Links: UI Technologies and Impact on Educational Pedagogy, Related Child-Computer Interaction Papers and Courses

WORKSHOP PROGRAM
CHI 2011 will be held at the Vancouver Convention Centre in Vancouver. The UI Technologies and Pedagogy workshop will be held on Saturday, May 7th,  in the West Building, Level 1, Room 119/120.  PDF versions of the following presentations can be found on the workshop's website.


9:00am – 09:05am Introduction
Edward Tse and Johannes Schöning
9:05am - 10:05am Paper Session I (8 min presentation, 4 min Discussion)
Chair: Yvonne Rogers
Evaluating Pervasive Classrooms
• Son Do-Lenh et al.: Classroom-experience evaluation: An ecological approach to evaluating pervasive technologies in classrooms 
• Kathryn Rounding et al.: Evaluating Interfaces with Children 
• Dan Morris et al.: Using Machine Learning to Scaffold Artistic Creativity in Education
• Tamara Polajnar et al.: Enabling Picture-based Querying and Learning with the JuSe Interface
• Hamed Alavi et al.: Lantern 2.0: A Pervasive Scripting Tool
•Quincy Brown et al.: Mobile Natives: Unlocking the Potential of Educational Technology
10:15am - 11:00am  Coffee Break and Preparation time for short talks
11:00am - 12:10pm  Paper Session II (8min presentation, 4min Discussion)
Chair: Max Mühlhäuser
Collaboration in Math: Fears, Myths, and Insights.
• Nicola Yull et al.: Pass the iPad: Comparing collaboration on paper and screen
• Veronika Irvine et al.: Math Education: A Creative Approach
• Group talk: Math and Embodied Agents
a.Kristina Richter et al.: Bridging Diagnosis and Learning for Mathematics Education in Classroom Setting
b.Lisa Anthony et al.: Handwriting Interaction for Math Tutors: Lessons for HCI in Education
c.Andrew Jensen et al.: Using Embodied Pedagogical Agents and Direct Instruction to Augment Learning for Young Children with Special Needs
• Group talk: Dispelling Myths About the Next Generation Classroom
a. Alex Thayer et al.: The Myth of the Paperless School: Replacing Printed Texts with E-readers
b.Sharon Oviatt: Designing Digital Tools for Thinking, Adaptive Learning and Cognitive Evolution
c.Alexandra Dunn et al.: Designing Classroom Technology to Meet the Needs of All
• Group talk: Games, Wearables and Fun Learning.
a.Christiane Moser et al.: Child-Centered Game Development
b.Lizbeth Escobedo et al.: Blue’s Clues: An Augmented Reality Positioning System
c.Si Jung Kim et al.: Wearable Story: A Story Telling Jacket for Young Children to Improve Their Independent Physical and Learning Activities
12:10pm - 1:30pm   Lunch
1:30pm - 2:30pm   Paper Session III (8 min presentation, 4 min Discussion)
Chair: Richard Beckwith
Tangibles and Tabletops
• Izdihar Jamil et al.:    Communication Patterns in Collaborative Peer Learning around Interactive Table
• Aura Pon et al.:   Graspable Music and Vuzik: Music Learning and Creativity using an Interactive Surface
• Ahmed Kharrufa et al.: Learning at interactive surfaces and designing for reflection
• Cristina Sylla et al.: TOK – a Tangible Interface for Storytelling
• Group talk: Tables and Tangibles
a.Robert Sheehan:    Constructionism, Programming and Touch Interfaces
b.Orit Shaer et al.:     Making the Invisible Tangible: Learning Biological Engineering in Kindergarten
c.Sebastien Kubicki: Evaluation of an interactive table with tangible objects: Application with children in a classroom
d.Cristina Emilia Costa et al.:  I-Theatre: developing narratives skills in kindergarten children
e.Wooi Boon Goh et al.:  Potential Challenges in Collaborative Game Design for Inclusive Settings
2:30pm - 3:00pm       Coffee Break
3:00pm - 4:00pm       Breakout Discussion (What are future challenges? Next years workshop?)
4:00pm - 4:45pm   Closing Keynote by Allison Druin: Mining the Imagination from Time Travel to Anti-gravity: The Future of Child-Computer Interaction
"If you’ve ever sat with a child imagining the future of new technologies, you will undoubtedly hear about “anti-gravity machines,” “peace-technologies that work by tickling people,” “backpacks of the future with ice cream makers,” and “time-travel-mobile-phones that when you call someone it takes you back in time.” The question is how can these child-like imagined technologies lead us to real answers for the future?


In my talk I will propose that “data mining” is not enough, that “mining the imagination” is critical to understanding the future. I will describe the “iChild” and the interactive, independent, international, imaginative child we need to consider designing for in the future. If we look for real change, we need to listen to children, not because they know more, but because they can help us question, explore, and push us in true directions for change."


Allison Druin is an Associate Dean for Research in the iSchool at the University of Maryland and is Director of the Human-Computer Interaction Lab. For almost 14 years, she has led an intergenerational research team, where children, ages 7-11 years old partner with an interdisciplinary group of adult researchers to develop new technologies for children. With this team, she has helped to developed new digital library and storytelling tools with such partners as the U.S. National Park Service, Sesame Workshop, Nickelodeon, Nokia, UNICEF, and many others. In 2010, she received with Ben Bederson the SIGCHI Social Impact Award for her work leading the International Children’s Digital Library (www.childrenslibrary.org).
4:45pm - 5:00pm Closing Remarks (All)
7:00pm Optional Workshop Dinner


RELATED CHILD-COMPUTER INTERACTION SESSIONS AT CHI 2011
CHI 2011 will be offering a variety of opportunities for people interested in interaction design and technologies for children.  Detailed information regarding the researchers/ presenters can be found on the IDC-SIG News/Events page.


CHI2011 COURSE - Evaluating Children's Interactive Technology
Monday 9th May 2011 - 16:00
Janet C Read - University of Central Lancashire
Panos Markopoulos - Technical University of Eindhoven
CHI2011 COURSE - New Methods for Designing for and with the iChild: Strategies for Today’s Mobile, Social, and Internet Technologies
Thursday 12th May 2011 - 09:00
Allison Druin - University of Maryland
Jerry Fails - Montclair State University
Mona Leigh Gubler - University of Maryland
CHI2011 Paper Session - Engaging Youth  Thursday 12th May 2011 - 11:00
Exploratory Evaluations of a Computer Game Supporting Cognitive Behavioural Therapy for Adolescents
In the Mood: Engaging Teenagers in Psychotherapy Using Mobile Phones
Breaking Boundaries: Strategies for Mentoring through Textile Computing Workshops
Brick by Brick: Iterating Interventions to Bridge the Achievement Gap with Virtual Peers
CHI2011 - Other IDC Related Papers
Paper Session: Art, Music and  Movement: Monday 9th May 2011
MOGCLASS: Evaluation of a Collaborative System of Mobile Devices for Classroom Music Education of Young Children
MoBoogie: Creative Expression Through Whole Body Musical Interaction
Paper Session: Low-cost ICT4D Tuesday 10th May 2011
Utilizing Multimedia Capabilities of Mobile Phones to Support Teaching in Schools in Rural Panama
Infrastructures for low-cost laptop use in Mexican schools
Paper Session: Storytelling and Perceptual Crossing Wednesday 11th May 2011
ShadowStory: Creative and Collaborative Digital Storytelling Inspired by Cultural Heritage
Paper Session: Learning
Practical, Appropriate, Empirically-Validated Guidelines for Designing Educational Games

CHI2011 Paper Session - Families Tuesday 10th May 2011 - 11:00

Learning Patterns of Pick-ups and Drop-offs to Support Busy Family Coordination

Mediated Parent-Child Contact in Work-Separated Families

Hello, is Grandma there? Let’s Read! StoryVisit: Family Video Chat and Connected E-Books

Family Portals: Connecting Families Through A Multifamily Media Space

If these topics interest you, consider making plans to attend IDC 2011!
IDC 2011:  The 10th International Conference on Interaction Design and Children
June 19-23,  University of Michigan (My alma mater!)