Zusammenfassung In diesem Text beschreiben wir die andauende Entwicklung und bisherigen Ergebniss... more Zusammenfassung In diesem Text beschreiben wir die andauende Entwicklung und bisherigen Ergebnisse unserer Forschung zu einer kindlichen, spielerischen und in hohem Maße körper-und raumbezogenen Programmierumgebung: den Tangicons. Rückblickend ...
In this paper the authors explain, that the way of using digital technology in media art can be p... more In this paper the authors explain, that the way of using digital technology in media art can be productive for teaching by means of digital technology. After a short description of the author's research background and the state of art in this field of research, we point out certain parallels between art and education. We exemplify, why media art technology was relevant in an inter-disciplinary collaboration of two teachers of a fifth grade. In linking the subjects diet and digestion in biology with the forms of expression of digital media art, children at school were enabled to reflect their own eating habits in a specific way. But it wasnt merely the production of media in form of videos and animations which made the difference. Rather it was the building of tangibles by the kids themselves and therefore the relation to the physical reality of life was created. This becomes obvious by the results of an evaluation. The findings are discussed and the conclusion punctuates the pe...
Different approaches have been proposed on the use of digital and interactive technology in mobil... more Different approaches have been proposed on the use of digital and interactive technology in mobile learning contexts. In line with recent findings in the literature, we suggest that mobile learning systems benefit from an iterative design and development process within a holistic, socio-technical system view. This system view makes allowance for the complex dynamics between teachers, students, researchers, the multiplicity of contextual factors, and the specifications and requirements of the digital devices and applications, as well as their interrelations. Iterative design and development incorporates evaluation results of mobile learning scenarios that were designed according to system-based analyses. The school projects described in this paper, as well as their evaluation results, served as an integral part in creating a dynamic optimization process for the design and development of digital and interactive systems for mobile learning contexts in primary and secondary schools.
Interaktive Kulturen: Workshop-Band: Proceedings der Workshops der Mensch & Computer 2010-10. Fachübergreifende Konferenz für Interaktive und Kooperative Medien, DeLFI 2010-die 8. E-Learning Fachtagung Informatik der Gesellschaft für Informatik eV und der Entertainment Interfaces 2010, 2010
SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lerno... more SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lernorten Medienobjekte annotiert oder erzeugt. Zurück in der Schule werden sie vor der ISW durch einen RFID-Token identifiziert. Sie rufen ihre Multimediaobjekte auf und sortieren und annotieren diese gemeinsam weiter. Das Lernszenario ermöglicht in der Verschränkung von Ambientem-und Mobilem Lernen kooperatives, körper-und raumbezogenes Handeln mit multimodalen und multikodalen ...
The aim of this paper is to discuss the pertinence of experience of hypertext structures regardin... more The aim of this paper is to discuss the pertinence of experience of hypertext structures regarding the development of perceptual patterns when using contemporary time based interactive media. Therefore we discuss first the idea of time based hypermedia and related works in arts and education. Then we describe the design and implementation of the pilot project WeHype 1 , where hypervideos were created at school using YouTube Annotations. Then we focus on the transfer of the experiences at school into teacher education. Results of a comparative evaluation verify that, due to the fact that youngsters communicate and interact more in social nets, they are more familiar with hypermedia spaces than their teachers. Furthermore the evaluation shows, that teachers as well as students think that the easy-to-use tool YouTube Annotations is suitable for understanding hyper-structures and leads to sustainable learning. This leads us to reflect about the importance of artistic approaches for understanding non-linear narrative structures using video. Finally we discuss why teaching with interactive time based hypermedia should be transferred into teacher education.
The formation of linked thought patterns, the ability of expressing oneself in an artistic and wr... more The formation of linked thought patterns, the ability of expressing oneself in an artistic and written form, spatial sense and modern media skills based on reflection are effectively promoted if children in schools are taught in such an interdisciplinary way that they creatively enrich their physical environment through multimedia and interactive systems. This paper is divided into three parts: first we shall explain the theoretical foundation of the school project, "Takelwerk," which was planned, accomplished and evaluated within the framework of the KiMM-initiative. Afterwards, we will describe how the children in this project created a visually complex and linguistically abstract network with links to concrete strands in the physical environment through designing and programming an interactive, non linear storytelling room. And finally, we shall present and interpret the results of the evaluation of this project.
ZusammenfassungDer Beitrag diskutiert die kombinierte und fachübergreifende ästhetische und infor... more ZusammenfassungDer Beitrag diskutiert die kombinierte und fachübergreifende ästhetische und informatische Bildung im Schulunterricht. Es wird erläutert, wie durch die Kombination von kostenlosen oder kostengünstigen Hard- und Software-Lösungen Mixed-Reality-Lernumgebungen geschaffen werden können. Durch das Zusammenführen von sinnlicher Wahrnehmen und der Co-Konstruktion von Wissen entsteht eine wirkungsvolle Form von erlebnisbasiertem Lernen.
In this article we describe a computer-based novel learning space for learning at school which di... more In this article we describe a computer-based novel learning space for learning at school which digitally extends learning spaces in a new way. We implemented the InteractiveSchoolWall (ISW). Interactive navigation and self-determined information structuring allow for active learning in an informal way. The pedagogical implications of this presentation and interaction tool are explained with respect to the requirements of Open Learning. The technical construction of the ISW follows the logic of a novel cloud space, which allows the use of personalized and semantically enriched multimedia objects. We also present an evaluation using log-file analysis and questionnaires for the students of the school to gather information about the use and the affinity for the applications running on the ISW. The results are discussed regarding the further strategy for the ISW. Finally we discuss to what extent the interactive structure of the ISW encourages the reflective handling of complex knowledge.
In der KiMM-Initiative (Kids in Media and Motion) reichern wir den alltäglichen, physischen Lernr... more In der KiMM-Initiative (Kids in Media and Motion) reichern wir den alltäglichen, physischen Lernraum der Kinder in der Schule mit einer Vielzahl, miteinander verschränkten digitalen Medien an. Unsere Welt wird zunehmend komplexer und Computersysteme werden zunehmend zu einem selbstverständlichen Bestandteil unserer alltäglichen Lebensumgebung. Aber gleichzeitig wird die digitale Technologie zunehmend unsichtbar, versteckt sich mehr und mehr in den Gegenständern unserer Alltagswelt. Schon aus diesem Grunde sollte der Einsatz und die Vermittlung digitaler interaktiver Technologien in der Schule neu bedacht werden. Am IMIS entwickelten wir im Rahmen der KiMM-Initiative das Konzept des Pervasive Computing in der Schule. Es besteht aus fünf ineinander verwobenen Elementen, die ein projekt-und fächerübergreifendes Lehren und Lernen in der Schule reflektieren und unterstützen. Es werden Schülerinnen und Schüler von der 1. bis zur 13. Jahrgangsstufe mit steigender Systemkomplexität vertraut gemacht. Pervasive Computing soll so zum selbstverständlichen Kompetenzbereich für die kommende Generation werden.
Zusammenfassung In diesem Beitrag beschreiben wir die iterative Entwicklung der Applikation Moles... more Zusammenfassung In diesem Beitrag beschreiben wir die iterative Entwicklung der Applikation Moles (Mobile Learning Exploration System). Mit Moles werden Entdeckungstouren, fachliche Exkursionen aber auch mobile Lernspiele für Kinder und ...
Information Technology Based Higher Education and Training, 2004
Are you wearing clothes from Nike, H&M or Esprit? Tongue, eyebrow or bellybutton piercing? Tattoo... more Are you wearing clothes from Nike, H&M or Esprit? Tongue, eyebrow or bellybutton piercing? Tattoos on the upper arm, shoulder or lower back? Image is so important, and not only nowadays. Identity has always used the body as its primary source of reference. Today, there are possibilities available to each individual through MUDs (multiuser dungeons or multiuser dimensions) with their
Interaktive Kulturen: Workshop-Band: Proceedings der Workshops der Mensch & Computer 2010-10. Fachübergreifende Konferenz für Interaktive und Kooperative Medien, DeLFI 2010-die 8. E-Learning Fachtagung Informatik der Gesellschaft für Informatik eV und der Entertainment Interfaces 2010, 2010
SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lerno... more SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lernorten Medienobjekte annotiert oder erzeugt. Zurück in der Schule werden sie vor der ISW durch einen RFID-Token identifiziert. Sie rufen ihre Multimediaobjekte auf und sortieren und annotieren diese gemeinsam weiter.
Current pedagogical approaches emphasize the procurement of media literacy in classroom learning.... more Current pedagogical approaches emphasize the procurement of media literacy in classroom learning. In this respect, mixed reality systems and high interaction media applications provide potentially exciting learning experiences for children by bridging the gap between ...
M. Herczeg, W. Prinz, H. Oberquelle (Hrsg.): Mensch & Computer 2002: Vom interaktiven Werkzeug zu... more M. Herczeg, W. Prinz, H. Oberquelle (Hrsg.): Mensch & Computer 2002: Vom interaktiven Werkzeug zu kooperativen Arbeits-und Lernwelten. Stuttgart: BG Teubner, 2002, S. 115-124. Collaborative and Constructive Learning of Elementary School Children in Experiental Learning ...
Abstract. Learning is an active, constructive and collaborative process, where people construct k... more Abstract. Learning is an active, constructive and collaborative process, where people construct knowledge from their experiences in the world. People construct new knowledge with particular effectiveness when they engage in constructing personally meaningful products, that is ...
This contribution describes the development and use of hypervid as part of five teacher training ... more This contribution describes the development and use of hypervid as part of five teacher training workshops for secondary (middle and high) school programs in Germany. The workshops provide a foundation for theoretical discussion and practical experiences to demonstrate how hypervideo systems like hypervid can become a new medium of complex knowledge construction: not lexically linear, but multi-and hypermedial. The workshops have been designed to teach pre-and in-service teachers to aid young people in constructing knowledge that is self-determined, socially interactive and rich in connotative implications. This use of new media is guided by systemic-constructivist pedagogy and curriculum development. The results of the study establish the feasibility of using hypervid in the classroom and the potential for participating teachers to extend learning culture with the use of contemporary media.
Zusammenfassung In diesem Text beschreiben wir die andauende Entwicklung und bisherigen Ergebniss... more Zusammenfassung In diesem Text beschreiben wir die andauende Entwicklung und bisherigen Ergebnisse unserer Forschung zu einer kindlichen, spielerischen und in hohem Maße körper-und raumbezogenen Programmierumgebung: den Tangicons. Rückblickend ...
In this paper the authors explain, that the way of using digital technology in media art can be p... more In this paper the authors explain, that the way of using digital technology in media art can be productive for teaching by means of digital technology. After a short description of the author's research background and the state of art in this field of research, we point out certain parallels between art and education. We exemplify, why media art technology was relevant in an inter-disciplinary collaboration of two teachers of a fifth grade. In linking the subjects diet and digestion in biology with the forms of expression of digital media art, children at school were enabled to reflect their own eating habits in a specific way. But it wasnt merely the production of media in form of videos and animations which made the difference. Rather it was the building of tangibles by the kids themselves and therefore the relation to the physical reality of life was created. This becomes obvious by the results of an evaluation. The findings are discussed and the conclusion punctuates the pe...
Different approaches have been proposed on the use of digital and interactive technology in mobil... more Different approaches have been proposed on the use of digital and interactive technology in mobile learning contexts. In line with recent findings in the literature, we suggest that mobile learning systems benefit from an iterative design and development process within a holistic, socio-technical system view. This system view makes allowance for the complex dynamics between teachers, students, researchers, the multiplicity of contextual factors, and the specifications and requirements of the digital devices and applications, as well as their interrelations. Iterative design and development incorporates evaluation results of mobile learning scenarios that were designed according to system-based analyses. The school projects described in this paper, as well as their evaluation results, served as an integral part in creating a dynamic optimization process for the design and development of digital and interactive systems for mobile learning contexts in primary and secondary schools.
Interaktive Kulturen: Workshop-Band: Proceedings der Workshops der Mensch & Computer 2010-10. Fachübergreifende Konferenz für Interaktive und Kooperative Medien, DeLFI 2010-die 8. E-Learning Fachtagung Informatik der Gesellschaft für Informatik eV und der Entertainment Interfaces 2010, 2010
SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lerno... more SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lernorten Medienobjekte annotiert oder erzeugt. Zurück in der Schule werden sie vor der ISW durch einen RFID-Token identifiziert. Sie rufen ihre Multimediaobjekte auf und sortieren und annotieren diese gemeinsam weiter. Das Lernszenario ermöglicht in der Verschränkung von Ambientem-und Mobilem Lernen kooperatives, körper-und raumbezogenes Handeln mit multimodalen und multikodalen ...
The aim of this paper is to discuss the pertinence of experience of hypertext structures regardin... more The aim of this paper is to discuss the pertinence of experience of hypertext structures regarding the development of perceptual patterns when using contemporary time based interactive media. Therefore we discuss first the idea of time based hypermedia and related works in arts and education. Then we describe the design and implementation of the pilot project WeHype 1 , where hypervideos were created at school using YouTube Annotations. Then we focus on the transfer of the experiences at school into teacher education. Results of a comparative evaluation verify that, due to the fact that youngsters communicate and interact more in social nets, they are more familiar with hypermedia spaces than their teachers. Furthermore the evaluation shows, that teachers as well as students think that the easy-to-use tool YouTube Annotations is suitable for understanding hyper-structures and leads to sustainable learning. This leads us to reflect about the importance of artistic approaches for understanding non-linear narrative structures using video. Finally we discuss why teaching with interactive time based hypermedia should be transferred into teacher education.
The formation of linked thought patterns, the ability of expressing oneself in an artistic and wr... more The formation of linked thought patterns, the ability of expressing oneself in an artistic and written form, spatial sense and modern media skills based on reflection are effectively promoted if children in schools are taught in such an interdisciplinary way that they creatively enrich their physical environment through multimedia and interactive systems. This paper is divided into three parts: first we shall explain the theoretical foundation of the school project, "Takelwerk," which was planned, accomplished and evaluated within the framework of the KiMM-initiative. Afterwards, we will describe how the children in this project created a visually complex and linguistically abstract network with links to concrete strands in the physical environment through designing and programming an interactive, non linear storytelling room. And finally, we shall present and interpret the results of the evaluation of this project.
ZusammenfassungDer Beitrag diskutiert die kombinierte und fachübergreifende ästhetische und infor... more ZusammenfassungDer Beitrag diskutiert die kombinierte und fachübergreifende ästhetische und informatische Bildung im Schulunterricht. Es wird erläutert, wie durch die Kombination von kostenlosen oder kostengünstigen Hard- und Software-Lösungen Mixed-Reality-Lernumgebungen geschaffen werden können. Durch das Zusammenführen von sinnlicher Wahrnehmen und der Co-Konstruktion von Wissen entsteht eine wirkungsvolle Form von erlebnisbasiertem Lernen.
In this article we describe a computer-based novel learning space for learning at school which di... more In this article we describe a computer-based novel learning space for learning at school which digitally extends learning spaces in a new way. We implemented the InteractiveSchoolWall (ISW). Interactive navigation and self-determined information structuring allow for active learning in an informal way. The pedagogical implications of this presentation and interaction tool are explained with respect to the requirements of Open Learning. The technical construction of the ISW follows the logic of a novel cloud space, which allows the use of personalized and semantically enriched multimedia objects. We also present an evaluation using log-file analysis and questionnaires for the students of the school to gather information about the use and the affinity for the applications running on the ISW. The results are discussed regarding the further strategy for the ISW. Finally we discuss to what extent the interactive structure of the ISW encourages the reflective handling of complex knowledge.
In der KiMM-Initiative (Kids in Media and Motion) reichern wir den alltäglichen, physischen Lernr... more In der KiMM-Initiative (Kids in Media and Motion) reichern wir den alltäglichen, physischen Lernraum der Kinder in der Schule mit einer Vielzahl, miteinander verschränkten digitalen Medien an. Unsere Welt wird zunehmend komplexer und Computersysteme werden zunehmend zu einem selbstverständlichen Bestandteil unserer alltäglichen Lebensumgebung. Aber gleichzeitig wird die digitale Technologie zunehmend unsichtbar, versteckt sich mehr und mehr in den Gegenständern unserer Alltagswelt. Schon aus diesem Grunde sollte der Einsatz und die Vermittlung digitaler interaktiver Technologien in der Schule neu bedacht werden. Am IMIS entwickelten wir im Rahmen der KiMM-Initiative das Konzept des Pervasive Computing in der Schule. Es besteht aus fünf ineinander verwobenen Elementen, die ein projekt-und fächerübergreifendes Lehren und Lernen in der Schule reflektieren und unterstützen. Es werden Schülerinnen und Schüler von der 1. bis zur 13. Jahrgangsstufe mit steigender Systemkomplexität vertraut gemacht. Pervasive Computing soll so zum selbstverständlichen Kompetenzbereich für die kommende Generation werden.
Zusammenfassung In diesem Beitrag beschreiben wir die iterative Entwicklung der Applikation Moles... more Zusammenfassung In diesem Beitrag beschreiben wir die iterative Entwicklung der Applikation Moles (Mobile Learning Exploration System). Mit Moles werden Entdeckungstouren, fachliche Exkursionen aber auch mobile Lernspiele für Kinder und ...
Information Technology Based Higher Education and Training, 2004
Are you wearing clothes from Nike, H&M or Esprit? Tongue, eyebrow or bellybutton piercing? Tattoo... more Are you wearing clothes from Nike, H&M or Esprit? Tongue, eyebrow or bellybutton piercing? Tattoos on the upper arm, shoulder or lower back? Image is so important, and not only nowadays. Identity has always used the body as its primary source of reference. Today, there are possibilities available to each individual through MUDs (multiuser dungeons or multiuser dimensions) with their
Interaktive Kulturen: Workshop-Band: Proceedings der Workshops der Mensch & Computer 2010-10. Fachübergreifende Konferenz für Interaktive und Kooperative Medien, DeLFI 2010-die 8. E-Learning Fachtagung Informatik der Gesellschaft für Informatik eV und der Entertainment Interfaces 2010, 2010
SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lerno... more SchülerInnen haben mit Moles individuelle mobile Lernpfade erstellt und an außerschulischen Lernorten Medienobjekte annotiert oder erzeugt. Zurück in der Schule werden sie vor der ISW durch einen RFID-Token identifiziert. Sie rufen ihre Multimediaobjekte auf und sortieren und annotieren diese gemeinsam weiter.
Current pedagogical approaches emphasize the procurement of media literacy in classroom learning.... more Current pedagogical approaches emphasize the procurement of media literacy in classroom learning. In this respect, mixed reality systems and high interaction media applications provide potentially exciting learning experiences for children by bridging the gap between ...
M. Herczeg, W. Prinz, H. Oberquelle (Hrsg.): Mensch & Computer 2002: Vom interaktiven Werkzeug zu... more M. Herczeg, W. Prinz, H. Oberquelle (Hrsg.): Mensch & Computer 2002: Vom interaktiven Werkzeug zu kooperativen Arbeits-und Lernwelten. Stuttgart: BG Teubner, 2002, S. 115-124. Collaborative and Constructive Learning of Elementary School Children in Experiental Learning ...
Abstract. Learning is an active, constructive and collaborative process, where people construct k... more Abstract. Learning is an active, constructive and collaborative process, where people construct knowledge from their experiences in the world. People construct new knowledge with particular effectiveness when they engage in constructing personally meaningful products, that is ...
This contribution describes the development and use of hypervid as part of five teacher training ... more This contribution describes the development and use of hypervid as part of five teacher training workshops for secondary (middle and high) school programs in Germany. The workshops provide a foundation for theoretical discussion and practical experiences to demonstrate how hypervideo systems like hypervid can become a new medium of complex knowledge construction: not lexically linear, but multi-and hypermedial. The workshops have been designed to teach pre-and in-service teachers to aid young people in constructing knowledge that is self-determined, socially interactive and rich in connotative implications. This use of new media is guided by systemic-constructivist pedagogy and curriculum development. The results of the study establish the feasibility of using hypervid in the classroom and the potential for participating teachers to extend learning culture with the use of contemporary media.
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Papers by Thomas Winkler