Exploring Social Media Literacies in Teaching and Learning: Howard Rheingold's Keynote at CHI 2011

Howard Rheingold
"Independent thinker, online instigator, novice educator, expert learner, offline gardener." 
(Howard Rheingold's Twitter profile)

Credit- Joi

Howard Rheingold was the opening keynote speaker at the ACM-CHI 2011 conference on May 9th, in Vancouver, Canada.  In his delightful talk, Rheingold discussed his exploration of social media and social media literacies in teaching and learning, drawing upon his experience teaching university courses.  According to Rheingold, these literacies include mindful infotention; participation; collaboration, and critical consumption, or in his words, crap detection. 

In traditional classrooms, students are given a number of reading assignments, and then called upon to respond to the instructor's questions, demonstrating that they "did the reading".  From Rheingold's perspective, this is off-track, as cold-calling students isn't the way to foster "thinking, reflection, inquiry, and the ability to contribute to a broader conversation."


Rheingold suggests that it is a myth that "tech-savvy" digital natives know how to use technology for learning and connecting with others effectively, drawing from his recent experience teaching university students.  Rheingold believes that the goal of learning is not to get the right answer, but to learn strategies such as inquiry, exploration, and collaboration.  Learning is not limited to the classroom walls, but takes place (within a network of other co-learners, linked to one another, and also linked to the wealth of resources that are available on-line.  


In this way, a "culture of conversation" is built that extends well beyond the classroom, and takes place after the official class period has ended. Technology is not the solution-  it is a tool that when harnessed thoughtfully, can support co-learning activities in a variety and combination of ways.  This process, Rheingold stresses, can facilitate engaged learning, and amplify intelligence.


If you are interested in exploring the wisdom of Rheingold, take some time to soak in the videos below, as well as the links to resources provided at the end of this post.



21st century media literacies from JD Lasica on Vimeo.


Howard Rheingold at Reboot Britain

More About Howard Rheingold

As early as the mid-1990's, Howard was clear that the future of technology would be visual and multimedia, and that technology would improve access to a wealth of information as well as provide opportunities for increasing connections between people. Rheingold is known for his 2002 book, SmartMobs: The Next Social Revolution- Transforming Cultures and Communities in the Age of Instant Access. He has taught courses such as Digital Journalism at Stanford University and Virtual Community/Social Media at the University of California, Berkeley, and his approach to teaching breaks the traditional mold, given the comments from his former students.  

Since most people don't have the means to attend Stanford or Berkeley, Rheingold recently established Rheingold U, an on-line learning community offering courses that run about 5 weeks, through live sessions and the use of forums, blogs, wikis, mindmaps, and social bookmarks. 

To explore the Howard Rheingold's Story,  his Wikipedia page, his website, and Electric Minds Archives, a blast from the mid-1990's past. Also take a look at the following resources and links:

Virtual Community/Social Media Course Prezi
Virtual Community/Social Media Course Concept Map
Interactive Mindful Infotention Concept Map, which links to additional resources
Wiki:  Interactive presentation media - a good "how-to" resource

Howard Rheingold's gaming2learn Bookmarks


RELATED
Developing the Digital Learner (Intel)
Standards for Global Learning in the Digital Age - ISTE (International Society for Technology in Education)
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Book authored by Douglas Thomas and John Seely Brown)

PREVIOUS CHI-2011 RELATED POSTS
Allison Druin's Workshop Keynote: "Mining the Imagination from Time Travel to Anti-Gravity"  CHI 2011, Vancouver,Canada (Child Computer Interaction: UI technologies and their impact on educational pedagogy)
Update from CHI 2011 - much more to come!
Press Pass for CHI 2011!  Today's Highlights from the ACM CHI Conference on Human Factors in Computing Systems

FYI:

If you are unfamiliar with the acronyms, ACM stands for the Association for Computing Machinery, and is known as the world's largest educational and scientific computing society, with over 108,000 members. Within the ACM are a number of special interest groups, known as SIGs.  SIG-CHI is an interdisciplinary group of practitioners, industry researchers,  students, and academicians who represent fields of design, engineering, management, and user experience. All members of SIG-CHI are interested in topics related to Computer-Human Interaction in some way.   Communities featured at the CHI-2011 conference are Child-Computer Interaction; Games and Entertainment; Health; and Sustainability.  

Allison Druin's Workshop Keynote: "Mining the Imagination from Time Travel to Anti-Gravity" - CHI 2011, Vancouver, Canada

The Future... thoughts shared by Allison Druin at CHI 2011:

• Rethinking the meaning of interaction- well beyond the mouse,  beyond the icon
• Rethinking our relationships we have with our technologies
• Rethinking how to transform technology
• Rethinking ho transforming technology can change learning, to really change the future...

Paraphrasing ....."It starts with the experience of the child.  Have you ever asked them what they think about the future?  Backpacks with ice cream, storytelling machines that fly...  layered stories that are tall as building?

How do you get from low-tech prototyping to what gets on tech devices?  It's not about data analysis, analyzing things that are easy to analyse."

Allison works with kids and adults together, in a participatory manner, at her lab at the University of Maryland... 

Video demonstrating design techniques, including low-tech prototyping, involving children and ideas:

http://www.edutopia.org/digital-generation-kidsteam-dana-video


The researchers look at what children are doing today, in homes and in schools.  More recently, children's use of search at home, away from the eyes of their teachers.  


How do we figure out how designs and ideas become new technologies?  


Here is one example:  
Story kit is a freely available app for the iPhone that can be used as a prototyping tool.  Kids are asked to design music and create what it might sound like. It is considered to be a "mid-tech" tool, and supports creativity in the design process.


Three things that will happen in the future, according to Druin:

1. Technology Ecology -  apps are cross platforms and technologies.  Where ever kids are and need it (tech agnostic)
2. Physical/Virtual Switching --- interaction "bursts".    Designing for an activity that can be interrupted, in a good way.
3. Creation of new neighborhood for learning.  A blur between the local and the global,  "Local 2.0",  beyond the walls.  Technologies need to accept this, and embrace this.

Allison's inspiration comes from her many years of working with children in innovative and creative ways.


RELATED
From the Q and A:
Kids now know that technology rapidly changes.
Kids continue to be creative.
Kids seem to be more confident in their creativity, and that it matters. 
Kids aren't given enough opportunities to be creative these days, given all of the testing that they endure at school.


"There is a feeling that anything is possible....it does happen!"


LINKS
Children as Design Partners

www.childrenslibrary.org

www.cs.umd.edu/hcil

www.umiacs.umd.edu/~alisond

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

Cross-post: TechPsych blog

First International Visual Learning Lab Conference: Background Info, Program, Abstracts, & Publication Links (Budapest University of Technology and Economics)

Background:


I first came across the work of  Hungarian philosopher Kristóf Nyíri in 2003 when I was researching information related to a paper I was writing - "Thinking, learning, and communicating with multimedia".   I had the honor of meeting Kristof Nyiri when I presented my paper at a conference in 2004 at the Hungarian Academy of Sciences, where Kristóf Nyiri worked at the time.  The conference, "The Global and the Local in Mobile Communications: Places, Images, People, Connections" was co-sponsored by T-Mobile and was part of the Communications in the 21st Century: The Mobile Information Society series of interdisciplinary conferences.


I recently learned that Dr. Nyiri was involved in putting together an upcoming international conference hosted by the Visual Learning Lab at the Budapest University of Technology and Economics.  This important conference is coming up very soon, on December 1st!


Visual and interactive media technologies have come a long way since 2004.  In my opinion, these technologies have the potential to create new, efficient, engaging, and meaningful ways for people to learn, remember, communicate, and share knowledge.  I'm not alone in my thoughts regarding this matter, as you'll see from the topics that will be discussed at the VLL conference.


For your convenience, I've shared some information from the Visual Learning Lab (VLL) website in this post.  I encourage you to take the time to read the VLL mission statement, selected publications of some of the members of the VLL,  and the abstracts of the presentations for the upcoming conference.  The abstracts include short bios of the presenters.   


Be prepared to do some deep thinking when you read Kristóf Nyiri's publications!


Mission Statement of the Visual Learning Lab

"Although we naturally think in both words and images, educational theory has focused overwhelmingly on the verbal dimensions of teaching and learning. This is in part a reflection of the rise of book printing: pictures receded into the background, even in spite of efforts by Comenius and others to integrate them into texts created for educational purposes. In today's networked digital environment, however, images are easy to access, and can be handled just as smoothly as words. In response to the new challenges hereby created, the Department of Technical Education in the Budapest University of Technology and Economics has established the Visual Learning Lab (VLL), with the goal of furthering the use of visual technologies -- including film, video, and interactive digital media -- in the teaching and learning process, and of engaging in high-level research on all aspects of visual education."

VLL Publications (PDF)

• Anna Győrfi, Ian Smythe, "Re-engaging the SEN Child into Learning through Social Networking", (2009)
• Kristóf Nyíri, "The Picture Theory of Reason", (2000)
• Kristóf Nyíri, "Pictorial Meaning and Mobile Communication" (2003)
• Kristóf Nyíri, "From Texts to Pictures: The New Unity of Science", (2003)
• Kristóf Nyíri, "Visualization and the Limits of Scientific Realism", (2008)
• Kristóf Nyíri, "Gombrich on Image and Time", (2009)

Visual Learning Bibilography A working bibliography compiled by VLL Budapest participants (Stand Jan. 31, 2010, ) Program for the December 1st VLL Conference Written by Horváth Cz. János

Monday, 08 November 2010 12:34

Visual Learning (1st VLL Budapest Conference, 2010) Registration 09:30 –  09:50, Opening addresses Plenary Session 10:00 – 10:20: Roger Murphy, The Visual Enrichment of Higher Education () 10:20 – 10:40: Christoph Wagner, Visual Experiences in Art History () 10:40 – 11:00: Petra Aczél, Enchanting Bewilderment: Concerns of Visual Rhetoric () Section A 11:10 – 11:30: Gabriella Németh, The Visual Rhetorical Figures of the Giant Billboard „ARC” (Face) Exhibition () 11:30 – 11:50: Ágnes Veszelszki, Image and Self-representation () 11:50 – 12:10: Anna Szlávi, The Image of Women: A Conceptual Analysis of Commercial Posters () 12:10 – 12:30: Zsuzsanna Kemenesi, Selection by Personalization () Section B 11:10 – 11:30: György Molnár, Images, Charts, and the Flow of Knowledge () 11:30 – 11:50: János Cz. Horváth, Pictorial Skills in the Service of Knowledge-Digging () 11:50 – 12:10: Franz Dotter – Marlene Hilzensauer, "SignOnOne" – Visual learning for the Deaf () 12:10 – 12:30: Jean-Rémi Lapaire, Visuo-kinetic Explorations of Grammar () 12:30 – 14:00: Lunch 14:00 – 14:20: John Mullarkey, Cinema: The Animals that Therefore We Are (On Temple Grandin's Picture Theory, in Pictures) () 14:20 – 14:40: Zoltán Kövecses, Contextual Images As Metaphors () Section A 14:50 – 15:10: Kristóf Nyíri,  Metaphor and Visual Thinking () 15:10 – 15:30: Mikkel R. Haaheim, Metaphor is a Constellation () 15:30 – 15:50: Biljana Radić-Bojanić, Mental Images as a Metaphorical Vocabulary Learning Strategy () 15:50 – 16:10: Barbara Reiter, Visualizing Human Rights (movie) () Section B 14:50 – 15:10: Gábor Bencsik, The Image-Anthropological Approach to Historiography: Gypsies in 19th-Century Hungary () 15:10 – 15:30:  Zsuzsanna Kondor, "World Picture" and Beyond – Representation Revisited () 15:30 – 15:50: Daniela G. Camhy, Visuality and the Acquisition of the Concept of Time () 15:50 – 16:10: Anna Somfai, Visual Thinking and the Creation and Transmission of Knowledge in Medieval Philosophical and Scientific Manuscripts () Plenary Session 16:20 – 16:40: Dieter Mersch, On Visual Epistemology: The Logic of "Showing" () 16:40 – 17:00: Concluding discussion RELATED Visual Learning Lab's Partner Institutions Visual Learning Lab, Nottingham University of Nottingham Institut für Künste und Medien Universität Potsdam DIGAREC. Digital Games Reseach Center Universität Potsdam Gesellschaft für Interdisziplinäre Bildwissenschaft (GIB, Society for Interdisciplinary Image Science) Professur Philosophie mit dem Schwerpunkt Kognitionswissenschaften (Chair for Philosophy with Focus on Cognitive Science, Prof. Klaus Sachs-Hombach, Chemnitz, Germany) Institut für Kunstgeschichte, Universität Regensburg (Chair for Art History, Prof. Dr. Christoph Wagner) Innsbruck Media Studies Universität Innsbruck Center for Digital Culture Studies, University of Pécs (Hungary), Department of Philosophy

NY Times article and Video: iPad Opens World to a Disabled Boy

I meant to post a link to this article a while ago:


iPad Opens World to a Disabled Boy 
Emily B. Hager, New York Times, 10/12/10



Cross-posted on the TechPsych  blog

"Animate" Graphic Presentation: Sir Ken Robinson's RSA talk, Changing Education Paradigms -great presentation AND content

The following video is an "Animate" of a talk by creativity expert Sir Ken Robinson at the RSA (Royal Society for the encouragement of Arts, Manufactures, and Commerce).  How do we educate our children to take their place in the economies of the 21st century, given that we can't anticipate what the economy will look like at the end of next week?

 FYI: An Animate is a video in which a talented illustrator draws images related to the content of a speaker's presentation. (It is a great way to engage visual thinkers, in my opinion.)

The video explains it all.

RELATED
The following video is the longer original presentation by Sir Ken Robinson, responding to the question about how change can happen in education, and what we might do to make it last:

Thanks to Ewan McIntosh for the link!

About the RSA:

"For over 250 years the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA) has been a cradle of enlightenment thinking and a force for social progress.  Our approach is multi-disciplinary, politically independent and combines cutting edge research and policy development with practical action. 

- We encourage public discourse and critical debate by providing platforms for leading experts to share new ideas on contemporary issues, through our public events programme, RSA Journal and RSA Comment.

- Our projects generate new models for tackling the social challenges of today.

- Our work is supported by a 27,000 strong Fellowship - achievers and influencers from every field with a real commitment to progressive social change."

Digital Media & Learning Competition Awards

2010 Digital Media and Learning Competition Winners (pdf)


"The Digital Media and Learning Competition, now in its third year, is an annual effort designed to find — and to inspire — the most novel uses of new media in support of learning. In May 2010, the Competition recognized 10 projects that employ games, mobile phone applications, virtual worlds, and social networks to create learning labs for the 21st Century — environments that help young people learn through exploration, interaction and sharing."
-MacArthur Foundation/HASTAC 


2010 Winners, 21st Century Learning Lab
CLICK! The Online Spy School: Engaging Girls in STEM Activities, Peer Networking, and Gaming- Emily Sturman, Carnegie Science Center, Pittsburgh, PA.
ECOBUGS- Stephen Sayers, Futurelab Education, Bristol, UK.
FAB@SCHOOL: A Digital Laboratory for the Classroom- Glen Bull, University of Virginia, Charlottesville, VA.
Hole-in-the-Wall: Activity Based e-Learning for Improving Elementary Education in India - Hole-in-the Wall Education Limited, New Delhi, India
Metrovoice: About/In/By Los Angeles - Ann Bray, LA Freewaves, Los Angeles, CA
Mobile Action Lab: Programming Apps for Collaborative Community Change- Elisabeth Soep, Youth Radio-Youth Media International, Oalkand, CA
NOX No More: Connecting Travel Logs with Simulation, Gaming, and Environmental Education- Rosanna Garcia, Northeastern University, Boston, MA
Conservation Connection: From the West Side to the West Pacific-Joshua Drew, The Field Museum, Chicago, IL
Scratch & Share: Collaborating with Youth to Develop the Next Generation of Creative Software- Mitchel Resnick, MIT Media LAb, Cambridge, MA
Youth Applab- Leshell Hately, Uplift, Inc. Washington, DC


About the Competition


RELATED
Press Release Via Serious Games Market and the MacArthur Foundation

Global Competition Selects 10 Innovative Digital Media & Learning Projects to Share $1.7 Million (Digital Media & Learning, Press Releases- May 12, 2010)
Washington, DC) — Ten winners of the MacArthur Digital Media and Learning Competition were announced today at a celebration of National Lab Day in Washington, DC, to promote science, technology, engineering and math across the country. Funded by the John D. and Catherine T. MacArthur Foundation and administered by the virtual network of learning institutions HASTAC, the competition winners will share $1.7 million in funding to use games, mobile phone applications, virtual worlds, and social networks to create the learning labs of the 21st century. Winners include a project to show youth-produced videos on 2,200 Los Angeles city buses; the next generation of a graphical programming language that allows young people to create their own interactive stories, games, and animations; and an online game that teaches kids the environmental impact of their personal choices. 

“Digital technologies are helping us to re-imagine learning,” said Connie Yowell, MacArthur’s Director of Education. “In the digital age, the learning environment is turned on its head — it’s no longer just the dynamic of the student, the teacher and the curriculum. Today, kids learn and interact with others — even from around the world — every time they go online, or play a video game, or engage through a social networking site. This Competition is helping us to identify and nurture the creation of learning environments that are relevant for kids today and will prepare them for a 21st century workforce.”

Now in its third year, the Competition is an annual effort to find — and to inspire — the most novel uses of new media in support of learning. This year it was launched in collaboration with President Obama’s Educate to Innovate initiative, challenging designers, inventors, entrepreneurs, and researchers to create learning labs for the 21st century, digital environments that promote building and tinkering in new and innovative ways. 

Other winners of the global Digital Media and Learning Competition include:

•Conservation Connection: Using webcasting, video blogging and social networking sites, this project connects kids from Chicago’s West Side with kids in Fiji to work together to protect Fijian coral reefs; 

•Mobile Action Lab: Combining the expertise of social entrepreneurs and technologists and the knowledge and ideas of Oakland, CA-based teens, this project helps develop mobile phone applications that serve Oakland communities. 

•Click! The Online Spy School: Designed to encourage girls engagement in the sciences, Click!Online is a web-based, augmented reality game for teen girls to solve mysteries in biomedical science, environmental protection, and expressive technology. 

•Download a complete list of the competition winners (PDF, 12 pages) »

This year’s application process included an opportunity for public comment, which allowed applicants to collaborate with others and improve their submissions prior to final review. Of the more than 800 applications from 32 countries, 67 finalists were asked to submit videos of their projects for a final round of judging. Winners were selected from this pool by a panel of expert judges that included scholars, educators, entrepreneurs, journalists, and other digital media specialists.

The Competition is funded by a MacArthur grant to the University of California, Irvine, and to Duke University and is administered by the Humanities, Arts, Science and Technology Advanced Collaboratory (HASTAC). The Competition is part of MacArthur’s digital media and learning initiative designed to help determine how digital technologies are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to education and other social institutions that must meet the needs of this and future generations.

"The winning projects exhibit a wonderful creativity in developing learning platforms and environments that promote participatory and collaborative engagements for kids to learn with and from each other in their everyday engagements,” said Cathy N. Davidson, of Duke University, Co-founder of HASTAC along with David Theo Goldberg, of the University of California Humanities Research Institute. “We are witnessing the profound transformation in how young people will be learning in the future, and these projects are helping to lead the way," noted Goldberg.

Winners of the Competition were drawn from two categories: 21st Century Learning Lab Designers ($30,000 to $200,000) and Game Changers ($5,000 to $50,000). Learning Lab Designer award winners, which were announced today, will share $1.7 million for learning environments and digital media-based experiences that allow young people to grapple with social challenges through activities based on the social nature, contexts, and ideas of science, technology, engineering and math. Game Changers awards, which are to be announced on May 25th at the 2010 Games for Change festival, will share $250,000 for creative levels designed with either LittleBigPlanet™ or Spore™ Galactic Adventures. The games offer young people learning opportunities as well as engaging play. Each category includes several Best in Class awards selected by expert judges, as well as a People’s Choice Award to be selected by the general public in late May. 

Detailed information about the winning projects and the Competition is available at http://www.dmlcompetition.net.

National Educational Technology Plan Draft - A must-read.

The National Educational Technology Plan 2010 was released on 3/5/10 in draft format. It is well worth reading!

The NETP is consistent with the Framework for 21st Century Learning model, calling for schools to ensure students are prepared for the skills they will need in an increasingly complex, technological society:

"The model of 21st century learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning instead of a one-size fits-all curriculum, pace of teaching, and instructional practices."

Secretary Duncan announcing the Education Technology Plan on YouTube


Hopefully the NETP initiative will encourage teachers to consider video clips for their students to explore that are more exciting than this well-meaning gentleman's talking head!

RESOURCES
Executive Summary PDF
National Ed Tech Plan PDF
NIMAS (Large - 300dpi)
NIMAS (Normal - 72dpi)

A message to a few of my beloved colleagues:

Teachers who are still struggling with figuring out how to access e-mail attachments and the basics of Microsoft Office 2003, this plan will call for a steep learning curve! I will be by your side to help.  It is good to know that David Rose, of CAST, the father of Universal Design for Learning, was one of the members of the NETP working group.

RELATED

National Educational Technology Plan Technical Working Group:

Daniel E. Atkins, University of Michigan
John Bennett, Akron Public Schools
John Seely Brown, Deloitte Center for the Edge
Aneesh Chopra, White House Office of Science and Technology Policy
Chris Dede, Harvard University
Barry Fishman, University of Michigan
Louis Gomez, University of Pittsburgh
Margaret Honey, New York Hall of Science
Yasmin Kafai, University of Pennsylvania
Maribeth Luftglass, Fairfax County Public Schools
Roy Pea, Stanford University
Jim Pellegrino, University of Illinois, Chicago
David Rose, Center for Applied Special Technology (CAST)
Candace Thille, Carnegie Mellon University
Brenda Williams, West Virginia Department of Education

SMART Table Videos

One of the schools I serve as a school psychologist will be getting a SMARTTable. We've decided to enter the SMART Table multi-touch application contest, which means that we'll have to put our ideas into action soon, July 1st, to be exact. (We will be working on this project after work hours.)

The purpose of this post is to provide a spot to keep videos related to the SMARTTable, as well as other multi-touch tables used with students, so team members watch the table in action. (I will move this content to a special website for this project when I get a moment!)

Our school recently received about 8 SMARTBoards, and since every classroom is geared for students with severe disabilities, including autism, I thought I'd share the following video first. The students have started to work cooperatively and have begun to develop more communication skills:

SMARTBOARD AND STUDENTS WITH SEVERE DISABILITIES

(The teacher in this video uses theZACH browser, designed for students with autism, to help them independently navigate to interactive websites. The Zac browser can be navigated with a Wii remote controller, too.)

SMARTTable- Engaged Students from Davie County


ALIVE OR NOT ALIVE


ANIMAL NEEDS:


ADDITION AND SUBTRACTION


1MORE, 1 LESS

"In this table activity 1 More, 1 Less students work on a series of touch exercises in the tables Multiple Choice, Hot Spaces and Hot Spots applications where they can practice simple addition and subtraction."

WHAT IS REAL ABOUT PLANTS AND ANIMALS?


ALPHABET

"In this table activity Alphabet students work on a series of touch exercises in the tables Multiple Choice and Hot Spots applications where they can learn about different letters of the alphabet."


HOW-TO VIDEOS FOR THE SMART TABLE


Adding background images from SMART Notebook using Windows XP


SMARTTable Toolkit: Adding background images from SMART Notebook using MAC OSX

Classroom of the Future: Orchestrating Collaborative Spaces (Interesting book!)

I'd like to share a link to a new book that looks worth reading:  "Classroom of the Future:  Orchestrating Collaborative Spaces".

I follow the blogs of two of the book's authors.   Stefano Baraldi is  a researcher and consultant in the field of HCI, and  Albrecht Schmidt, a professor and chair of pervasive computing and User Interface Engineering at the University of Duisburg-Essen in Germany.

"The future of the classroom is an issue that essentially concerns many of us as students, parents, taxpayers, policymakers, teachers, design professionals, or researchers. A glance at the history of pedagogical practice reveals, however, that despite rapid developments in the outside world, classrooms have evolved very little over the years. While our understanding of learning and favourable learning environments has substantially improved and technological innovations are offering a variety of new possibilities, it still seems that most of today’s schools and universities remain more or less unaffected by these developments.

This book brings together the perspectives of researchers, architects, technical designers, and teachers on emerging theoretical and technological developments pertaining to the classroom of the future.

Innovative ideas are offered on how new technologies and learning approaches can be integrated into schools. It challenges us to think of learning spaces in a new way. Classroom of the Future is of interest to researchers and students, designers and educators across various disciplines including education, cognitive, social and educational psychology, didactics, computer science and design as well as to parents and policymakers." (Publisher's description)

Free preview of the book (1st chapter)

For your convenience, the book's table of contents:

1. The Classroom of the future - an introduction ......................................................1

Kati Mäkitalo-Siegl, Jan Zottmann, Frederic Kaplan and Frank Fischer

Part I: Learning Spaces Shaped by Instructional, Classroom, and School Building Design

2. The classroom of the past .................................................................................15

Andreas Schratzenstaller

3. Spaces for learning — schools for the future?     ...................................................41

Joanna Sutherland and Rosamund Sutherland

Part II: Facilitating Learning Using Technology-Enhanced Objects and Furniture

4. Taking teaching beyond the classroom: Pervasive computing technologies

for the classroom of the future    ..........................................................................63

Paul Holleis, Albrecht Schmidt, Heiko Drewes, Richard Atterer and Petra Dollinger

5. Making the classroom a play-ground for knowledge         ................. .....................87

Stefano Baraldi

6. Computer support for children’s collaborative story-making in the classroom...........115

Giulia Gelmini Hornsby

7. Scriptable classrooms ......................................................................................141

Frederic Kaplan and Pierre Dillenbourg

Part III: Knowledge Building in Virtual and Physical Learning Spaces

8. Knowledge communities in the classroom of the future........................................163

Nicolae Nistor

9. Digital cultural heritage to support novel activities in the classroom of the future...181

Lily Díaz and Lotta Partanen

Part IV: Joint Efforts for Designing and Implementing Future Spaces of Learning

10. Designing tomorrow’s classroom with today’s teachers ........................................199

Andreas Lingnau

11. Evolving the classrooms of the future: The interplay of pedagogy, technology

and community ...................................................................................................215

Jim Slotta

Part V: Discussion

12. Turning the classroom of the future into the classroom of the present..................245

Ingo Kollar

List of contributors..............................................................................................257

Author index.......................................................................................................259

Subject index......................................................................................................267

Stefano Baraldi's blog:  On the Tabletop

Albrecht Schmidt's blog:  User Interface Engineering