Reflexive Architecture, Second Life Machinima
Reflexive Architecture, by Keystone Bouchard, Jon Brouchoud. Installation on Architecture Island and exhibition on Info Island for artslib. Excellent SL build that demonstrates various adaptive play installations.
Reflexive Architecture: Active Glass, Columns, Sound
Another example of the work of Jon Brouchard in Second Life
Reflexive Architecture: Active Glass, Columns, Sound
Installation on Architecture Island and exhibition on Info Island for artslib, September 2007
S.O.N.A.R (Self Organizing Nebulous Architectural Response)
-A fluid virtual architecture that develops and responds to avatar presence and movement.
Wikitecture Tree Demo, Second Life Machinima
Interesting adaptive interface
Second Life First Life Dance
Interactive installation at the Royal school of architecture in Stockholm. Dancers interact with their virtual counterparts in second life.
Responsive Architecture Creating Spatial Experience
Another example of how architecture and 3d meshes can interact with avatars.
Reflexive Architecture; Avatar Trails - Visual Traces
More Jon Brouchoud
Reflexive Music Installation
More of Brouchouds series of experiments centered on reflexive music, within the percieved boundary between music and architecture in a virtual world.
I really admire the work of Brouchoud it is extremely original and I can see some interesting uses for education. Once I have begun to script in SL I would like to experiment with interactive pieces like this. I think my students would enjoy interacting and building such installations.
Thursday 11 February 2010
Examples of adaptive play
Here is my initial look at how artists are using feedback loops to generate imagery and explore adaptive behaviours.
Interactive Mirror in the HK Coliseum.
Video demonstrating how a mirror generates light shows from how people interact with their reflections.
Guggenheim museum NY with Traxon's LED
Crazy LED floor in the Guggenheim museum of NY. Using LED boards with Sound to Light function with ecue lighting control.
Singapore Science Museum
This video demonstrates how the movement of people on a floor within Singapore Science Museum, generates a light show according to how people interact with the light.
Painting with Light - Live Video Feedback Session
This video shows a Painting With Light workshop, with dancer Ellen McCarthy and other participants experimenting and interacting with a video camera and projector in a feedback-loop.
Metaverse
This video demonstrates the results of artist Derek Lerner mixing of virtual and real realities, infinite space, multi-user online 3D collaborative environments, and time travel. This resulting video was prompted about his thoughts about the concept of virtual space and Second Life in general as well as blurring lines between simulation and real.
He was asked to contribute work to the NOKIA Trends Lab project and started to think about the level of connectivity and immersive experience handheld wireless hybridized multifunction devices offer, resulting in a type of virtual space. It reflects the sense he gets when walking down the street taking photos, listening to the radio, & then uploading images to a server is of a disjointed reality where his mind is in another place but body is walking down the street.
This inspired him to use a NOKIA N93 to film video feedback loops creating abstract video drawings as a metaphor for 3D immersive virtual space. Infinite syndicated regurgitated communicative white noise evoking feelings of becoming so intertwined with digital communications that the grayness of life as we currently know it is a blurry place of virtual and real.
How Educational Establishments are using SL
The following show examples of how Second Life is being used in various schools, colleges and universities.
The Skill Mastery Hyperdome
The Skill Mastery Hypodrome is a vitual environment in which students can learn, develop and practice interview skills. Designed for a Foundation Studies course as part of the Second Life Education New Zealand Project. Acitivites include: enhancing communication skills, especially those needed in an interview situation. Students can also select appropriate clothing,experience virtual interviews, take on the roles of both interviewer and interviewee, and develop confidence in Q & A sessions. They can also rehearse various interview scenarios in a variety of situations and environments.
Mindscape Project - Art Exhibition Centre in Second Life
In 2008 College students from Trento (Italy)created an art exhibition centre (inspired by futurist Fortunato Depero's work) in Second Life.
This video shows the tour of the finished work, guided by the students themselves.
[Italian spoken - english subtitles - shot on may 30 2008)
Nursing Simulation
A postpartum hemorrhage scenario conducted on second life for nursing students in New Zealand and Idaho.
Education and Professional Development: Classrooms without Borders
A machinima on the professional development opportunities that can be found in the virtual world of Second Life. Filmed at ISTE, Discovery Educator Network, Atlantis Seekers, and the Teacher Networking Center. Explores team building exercises, digital story telling, cultural exchange, teaching tools, online research skills and communication
Education in Second Life
Video shows various institutes researching the use of virtual worlds in education, in the States, Portugal and Brasil. It demonstrates how Second Life, and other virtual worlds are not just for entertainment, but also for serious research subjects in education etc.
Second Life: Open Education and Virtual Worlds
Charles Nesson and Rebecca Nesson at Harvard University examine Second Life and the opportunities and problems that this virtual environment confronts.
Second Life: NC State Classes Go Virtual!
This video describes the use of Second Life in two College Management courses. Part of NC State University's LITRE (Learning in a Technology Rich Environment) program and a part of VOLT: Virtual Online Learning and Teaching, a comprehensive, collaborative project on online learning. Examining creating thinking, analytical skills, 3d expression and research methodolgy. Also delves into cultural diversity and social issues with a project to develop an environment to get perspective employers etc used to foreign environments (virtual cultural training centre).
Infolit iSchool in Second Life® with Sheila Webber / Sheila Yoshikawa in SL
Explores the use of Second Life to encourage research and enquiry, with the use of Libraries. Looks at enquiry based learning models and the creation of research posters.
International Society for Technology in Education -- ISTE Second Life
ISTE Island is a virtual online space that allows educators to meet up and swap thoughts and learn new ideas and technology to improve education. The video has a few testimonials highlighting how ITSE has changed their lives.
Second Life Loyalist College Canadian Border Simulation
Loyalist College Border Service students participate in a simulated Canadian border crossing using Second Life - created by the Virtual World Design Centre, Loyalist College, Belleville, Ontario.
RIT on TV News: Second Life
WROC-TV (Channel 8) reports on how RIT is using the virtual world of Second Life to enhance educational opportunities. Examples of class projects, math problems meetings, Second Life build projects (objects you would not normally be able to navigate around). Eg a street that is half communist and half capitalist.
Second-Life Student exhibition (Temple University Japan)
A short documentary about an exhibition organized by two classes of the School of Communications and Theatre, Temple University, Japan Campus. One is on "Second-Life and the Future of Music Industry", Also explores the use of the term Cybermedia!
Second Life and the Future of the Music Industry, (nd), Projects (WWW), available from: http://www.sl-music.info./projects.html, viewed 5/2/10
This page within the website provides access to the student projects within SL. Each documents and researches one aspect of the new economy of music in Second-Life. Each project takes the form of a poster displayed during the final exhibition, as well as possibly supplemental material such as interview files.
The Edge Eden Project in Second Life
It was created by Coventry University second lifers for the Eden Project's bid for the people's £50 million. Inside the building there are a number of features that let the user interact with other applications such as Facebook and links to The Edge's site. It has been built by Second Life creators in Coventry University's Serious Games Institute.
Second Life for the University
Pod cast tour of the Nottingham University's new campus in Second Life. Demonstrates how they are using SL to improve the delivery of education and to aid in research, as well as provide a support sturcture for their students. How to reference etc! Also mentions students using SL to research the use of wind farms and the best places to put them. (Experiential learning)
Murdoch University Island in Second Life
Video explaining how the University is using it’s Island within SL. Has four main uses: Library workshop, safe space (for building), Best practice within Education and student projects within IT. Such as job interview situations, murder role play for forensics students, independent study etc
Interactive Mirror in the HK Coliseum.
Video demonstrating how a mirror generates light shows from how people interact with their reflections.
Guggenheim museum NY with Traxon's LED
Crazy LED floor in the Guggenheim museum of NY. Using LED boards with Sound to Light function with ecue lighting control.
Singapore Science Museum
This video demonstrates how the movement of people on a floor within Singapore Science Museum, generates a light show according to how people interact with the light.
Painting with Light - Live Video Feedback Session
This video shows a Painting With Light workshop, with dancer Ellen McCarthy and other participants experimenting and interacting with a video camera and projector in a feedback-loop.
Metaverse
This video demonstrates the results of artist Derek Lerner mixing of virtual and real realities, infinite space, multi-user online 3D collaborative environments, and time travel. This resulting video was prompted about his thoughts about the concept of virtual space and Second Life in general as well as blurring lines between simulation and real.
He was asked to contribute work to the NOKIA Trends Lab project and started to think about the level of connectivity and immersive experience handheld wireless hybridized multifunction devices offer, resulting in a type of virtual space. It reflects the sense he gets when walking down the street taking photos, listening to the radio, & then uploading images to a server is of a disjointed reality where his mind is in another place but body is walking down the street.
This inspired him to use a NOKIA N93 to film video feedback loops creating abstract video drawings as a metaphor for 3D immersive virtual space. Infinite syndicated regurgitated communicative white noise evoking feelings of becoming so intertwined with digital communications that the grayness of life as we currently know it is a blurry place of virtual and real.
How Educational Establishments are using SL
The following show examples of how Second Life is being used in various schools, colleges and universities.
The Skill Mastery Hyperdome
The Skill Mastery Hypodrome is a vitual environment in which students can learn, develop and practice interview skills. Designed for a Foundation Studies course as part of the Second Life Education New Zealand Project. Acitivites include: enhancing communication skills, especially those needed in an interview situation. Students can also select appropriate clothing,experience virtual interviews, take on the roles of both interviewer and interviewee, and develop confidence in Q & A sessions. They can also rehearse various interview scenarios in a variety of situations and environments.
Mindscape Project - Art Exhibition Centre in Second Life
In 2008 College students from Trento (Italy)created an art exhibition centre (inspired by futurist Fortunato Depero's work) in Second Life.
This video shows the tour of the finished work, guided by the students themselves.
[Italian spoken - english subtitles - shot on may 30 2008)
Nursing Simulation
A postpartum hemorrhage scenario conducted on second life for nursing students in New Zealand and Idaho.
Education and Professional Development: Classrooms without Borders
A machinima on the professional development opportunities that can be found in the virtual world of Second Life. Filmed at ISTE, Discovery Educator Network, Atlantis Seekers, and the Teacher Networking Center. Explores team building exercises, digital story telling, cultural exchange, teaching tools, online research skills and communication
Education in Second Life
Video shows various institutes researching the use of virtual worlds in education, in the States, Portugal and Brasil. It demonstrates how Second Life, and other virtual worlds are not just for entertainment, but also for serious research subjects in education etc.
Second Life: Open Education and Virtual Worlds
Charles Nesson and Rebecca Nesson at Harvard University examine Second Life and the opportunities and problems that this virtual environment confronts.
Second Life: NC State Classes Go Virtual!
This video describes the use of Second Life in two College Management courses. Part of NC State University's LITRE (Learning in a Technology Rich Environment) program and a part of VOLT: Virtual Online Learning and Teaching, a comprehensive, collaborative project on online learning. Examining creating thinking, analytical skills, 3d expression and research methodolgy. Also delves into cultural diversity and social issues with a project to develop an environment to get perspective employers etc used to foreign environments (virtual cultural training centre).
Infolit iSchool in Second Life® with Sheila Webber / Sheila Yoshikawa in SL
Explores the use of Second Life to encourage research and enquiry, with the use of Libraries. Looks at enquiry based learning models and the creation of research posters.
International Society for Technology in Education -- ISTE Second Life
ISTE Island is a virtual online space that allows educators to meet up and swap thoughts and learn new ideas and technology to improve education. The video has a few testimonials highlighting how ITSE has changed their lives.
Second Life Loyalist College Canadian Border Simulation
Loyalist College Border Service students participate in a simulated Canadian border crossing using Second Life - created by the Virtual World Design Centre, Loyalist College, Belleville, Ontario.
RIT on TV News: Second Life
WROC-TV (Channel 8) reports on how RIT is using the virtual world of Second Life to enhance educational opportunities. Examples of class projects, math problems meetings, Second Life build projects (objects you would not normally be able to navigate around). Eg a street that is half communist and half capitalist.
Second-Life Student exhibition (Temple University Japan)
A short documentary about an exhibition organized by two classes of the School of Communications and Theatre, Temple University, Japan Campus. One is on "Second-Life and the Future of Music Industry", Also explores the use of the term Cybermedia!
Second Life and the Future of the Music Industry, (nd), Projects (WWW), available from: http://www.sl-music.info./projects.html, viewed 5/2/10
This page within the website provides access to the student projects within SL. Each documents and researches one aspect of the new economy of music in Second-Life. Each project takes the form of a poster displayed during the final exhibition, as well as possibly supplemental material such as interview files.
The Edge Eden Project in Second Life
It was created by Coventry University second lifers for the Eden Project's bid for the people's £50 million. Inside the building there are a number of features that let the user interact with other applications such as Facebook and links to The Edge's site. It has been built by Second Life creators in Coventry University's Serious Games Institute.
Second Life for the University
Pod cast tour of the Nottingham University's new campus in Second Life. Demonstrates how they are using SL to improve the delivery of education and to aid in research, as well as provide a support sturcture for their students. How to reference etc! Also mentions students using SL to research the use of wind farms and the best places to put them. (Experiential learning)
Murdoch University Island in Second Life
Video explaining how the University is using it’s Island within SL. Has four main uses: Library workshop, safe space (for building), Best practice within Education and student projects within IT. Such as job interview situations, murder role play for forensics students, independent study etc
Saturday 16 January 2010
Cybernetics
I have started researching Cybernetics and how it relates to my adaptive play model. I thought it best to first define Cybernetics and look at some of the main authorites on the subject. Below I have pasted extracts from various sites to help me understand the subject matter.
Cybernetics is the science that studies the abstract principles of organization in complex systems. It is concerned not so much with what systems consist of, but how they function. Cybernetics focuses on how systems use information, models, and control actions to steertowards and maintain their goals, while counteracting various disturbances. Being inherently transdisciplinary, cybernetic reasoning can be applied to understand, model and design systems of any kind: physical, technological, biological, ecological, psychological, social, or any combination of those. Second-order cybernetics in particular studies the role of the
(human) observer in the construction of models of systems and other observers.
FIRST-ORDER CYBERNETICS
The cybernetics of systemS that are observed from the outside as opposed to the cybernetics of systems involving their observers (von Foerster). First-order cybernetics is concerned with circular causal processes, e.g., control, negative feedback, computing, adaptation. (Krippendorff)
Second-order cybernetics
Second-order cybernetics, also known as the cybernetics of cybernetics, investigates the construction of models of cybernetic systems. It investigates cybernetics with awareness that the investigators are part of the system, and of the importance of self-referentiality, self-organizing, the subject-object problem, etc.
In effect, those involved in second order cybernetics have turned the principles of cybernetics upon the field of cybernetics itself. In order to qualify as second-order cybernetics, the observer of a system must be described and explained -- the explanation can not be based purely on the system observed as if the observer did not exist
http://pcp.vub.ac.be/SECORCYB.html 16/1/10
An engineer, scientist, or "first-order" cyberneticist, will study a system as if it were a passive, objectively given "thing", that can be freely observed, manipulated, and taken apart. A second-order cyberneticist working with an organism or social system, on the other hand, recognizes that system as an agent in its own right, interacting with another agent, the observer. As quantum mechanics has taught us, observer and observed cannot be separated, and the result of observations will depend on their interaction. The observer too is a cybernetic system, trying to construct a model of another cybernetic system (see constructivism). To understand this process, we need a "cybernetics of cybernetics", i.e. a "meta" or "second-order" cybernetics.
History of the word "cybernetics"
Cybernetics is the discipline that studies communication and control in living beings and the machines built by man. A more philosophical definition, suggested by Louis Couffignal in 1958, considers cybernetics as "the art of assuring efficiency of action. " The word cybernetics was reinvented by Norbert Wiener in 1948 from the Greek kubernetes, pilot, or rudder. The word was first used by Plato in the sense of "the art of steering" or "the art of government ". Ampère used the word cybernetics to denote "the study of ways of governing." One of the very first cybernetics mechanisms to control the speed of the steam engine, invented by James Watt and Matthew Boulton in 1788, was called a governor, or a ball regulator. Cybernetics has in fact the same root as government: the art of managing and directing highly complex systems.
Impressed by this disease of the machine, Wiener asked Rosenblueth whether such behavior was found in man. The response was affirmative: in the event of certain injuries to the cerebellum, the patient cannot lift a glass of water to his mouth; the movements are amplified until the contents of the glass spill on the ground. From this Wiener inferred that in order to control a finalized action (an action with a purpose) the circulation of information needed for control must form "a closed loop allowing the evaluation of the effects of one's actions and the adaptation of future conduct based on past performances." This is typical of the guidance system of the antiaircraft gun, and it is equally characteristic of the nervous system when it orders the muscles to make a movement whose effects are then detected by the senses and fed back to the brain.
References
http://en.wikipedia.org/wiki/Cybernetics 16/1/10
http://www.angelfire.com/co/1x137/cyber.html 16/1/10
http://pcp.vub.ac.be/SECORCYB.html 16/1/10
http://en.wikipedia.org/wiki/Second-order_cybernetics#External_links 16/1/10
http://en.wikipedia.org/wiki/Heinz_von_Foerster 16/1/10
ftp://wwwc3.lanl.gov/pub/users/joslyn/heylighen6.pdf 16/1/10
http://ru.vlab.wikia.com/wiki/Heinz_von_Foerster_%22Cybernetics_of_Cybernetics%22_(1979) 16/1/10
http://www.univie.ac.at/constructivism/HvF.htm 16/1/10
http://www.livinginternet.com/i/ii_wiener.htm 16/1/10
http://pespmc1.vub.ac.be/CYBSWHAT.html 16/1/10
I will be looking at the works of Nurbert Wiener, Heinz von Foerster and Katherine Hayles for more information on the subject.
Cybernetics is the science that studies the abstract principles of organization in complex systems. It is concerned not so much with what systems consist of, but how they function. Cybernetics focuses on how systems use information, models, and control actions to steertowards and maintain their goals, while counteracting various disturbances. Being inherently transdisciplinary, cybernetic reasoning can be applied to understand, model and design systems of any kind: physical, technological, biological, ecological, psychological, social, or any combination of those. Second-order cybernetics in particular studies the role of the
(human) observer in the construction of models of systems and other observers.
FIRST-ORDER CYBERNETICS
The cybernetics of systemS that are observed from the outside as opposed to the cybernetics of systems involving their observers (von Foerster). First-order cybernetics is concerned with circular causal processes, e.g., control, negative feedback, computing, adaptation. (Krippendorff)
Second-order cybernetics
Second-order cybernetics, also known as the cybernetics of cybernetics, investigates the construction of models of cybernetic systems. It investigates cybernetics with awareness that the investigators are part of the system, and of the importance of self-referentiality, self-organizing, the subject-object problem, etc.
In effect, those involved in second order cybernetics have turned the principles of cybernetics upon the field of cybernetics itself. In order to qualify as second-order cybernetics, the observer of a system must be described and explained -- the explanation can not be based purely on the system observed as if the observer did not exist
http://pcp.vub.ac.be/SECORCYB.html 16/1/10
An engineer, scientist, or "first-order" cyberneticist, will study a system as if it were a passive, objectively given "thing", that can be freely observed, manipulated, and taken apart. A second-order cyberneticist working with an organism or social system, on the other hand, recognizes that system as an agent in its own right, interacting with another agent, the observer. As quantum mechanics has taught us, observer and observed cannot be separated, and the result of observations will depend on their interaction. The observer too is a cybernetic system, trying to construct a model of another cybernetic system (see constructivism). To understand this process, we need a "cybernetics of cybernetics", i.e. a "meta" or "second-order" cybernetics.
History of the word "cybernetics"
Cybernetics is the discipline that studies communication and control in living beings and the machines built by man. A more philosophical definition, suggested by Louis Couffignal in 1958, considers cybernetics as "the art of assuring efficiency of action. " The word cybernetics was reinvented by Norbert Wiener in 1948 from the Greek kubernetes, pilot, or rudder. The word was first used by Plato in the sense of "the art of steering" or "the art of government ". Ampère used the word cybernetics to denote "the study of ways of governing." One of the very first cybernetics mechanisms to control the speed of the steam engine, invented by James Watt and Matthew Boulton in 1788, was called a governor, or a ball regulator. Cybernetics has in fact the same root as government: the art of managing and directing highly complex systems.
Impressed by this disease of the machine, Wiener asked Rosenblueth whether such behavior was found in man. The response was affirmative: in the event of certain injuries to the cerebellum, the patient cannot lift a glass of water to his mouth; the movements are amplified until the contents of the glass spill on the ground. From this Wiener inferred that in order to control a finalized action (an action with a purpose) the circulation of information needed for control must form "a closed loop allowing the evaluation of the effects of one's actions and the adaptation of future conduct based on past performances." This is typical of the guidance system of the antiaircraft gun, and it is equally characteristic of the nervous system when it orders the muscles to make a movement whose effects are then detected by the senses and fed back to the brain.
References
http://en.wikipedia.org/wiki/Cybernetics 16/1/10
http://www.angelfire.com/co/1x137/cyber.html 16/1/10
http://pcp.vub.ac.be/SECORCYB.html 16/1/10
http://en.wikipedia.org/wiki/Second-order_cybernetics#External_links 16/1/10
http://en.wikipedia.org/wiki/Heinz_von_Foerster 16/1/10
ftp://wwwc3.lanl.gov/pub/users/joslyn/heylighen6.pdf 16/1/10
http://ru.vlab.wikia.com/wiki/Heinz_von_Foerster_%22Cybernetics_of_Cybernetics%22_(1979) 16/1/10
http://www.univie.ac.at/constructivism/HvF.htm 16/1/10
http://www.livinginternet.com/i/ii_wiener.htm 16/1/10
http://pespmc1.vub.ac.be/CYBSWHAT.html 16/1/10
I will be looking at the works of Nurbert Wiener, Heinz von Foerster and Katherine Hayles for more information on the subject.
Monday 16 November 2009
Playing Games?
Defintion: Game
A game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. However, the distinction is not clear-cut, and many games are also considered to be work (such as professional players of spectator sports/games) or art (such as jigsaw puzzles or games involving an artistic layout such as Mahjong solitaire).
Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role.
What is Play ?
Definition:
One of the ways children learn about themselves, the people around them, their environment and their community.
it's an essential part of every child’s life and important to their development.
through play, children learn to explore the world around them, develop and practice skills they will use throughout their lives.
Play is defined as behaviour that is freely chosen, personally directed and intrinsically motivated.
Clarification:
Freely chosen
means that or as free as is practicable given the constraints of the safety of the child.
Personally directed
is a process of trial and error; short cutting this process e.g. telling a child the ‘right way’ to hold a paint brush will deny children many of these first hand experiences. Wherever possible, the child should be in control of how they play.
Intrinsically motivated
Play is not performed for an external goal or reward. Play Workers should avoid contaminating the play process with their own agenda.
Play is essential for:
physical, emotional and spiritual growth
intellectual and educational development
social and behavioural skills.
A child’s capacity for positive development will be inhibited if denied access to a range of stimulating play opportunities.
Play often, though not always, implies a sense of fun for the child.
So what are the relationships and differences between the concepts of games and play?
Differences
Games
Structured activity
Has rules
Considered work/art?
Not in control of the process (set way)
Has a goal/reward
Play
Unstructured
Rules/no rules
Freedom
Process of trial and error (no set way)
No goal/reward
Similarities/Relationships/links
Undertaken for enjoyment
Educational
Fun
Immersive
Engaging
Challenging
Interactive
Mental/physical stimulation
Develop practical skills
Form of exercise
Awareness of self and others
A game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. However, the distinction is not clear-cut, and many games are also considered to be work (such as professional players of spectator sports/games) or art (such as jigsaw puzzles or games involving an artistic layout such as Mahjong solitaire).
Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational or psychological role.
What is Play ?
Definition:
One of the ways children learn about themselves, the people around them, their environment and their community.
it's an essential part of every child’s life and important to their development.
through play, children learn to explore the world around them, develop and practice skills they will use throughout their lives.
Play is defined as behaviour that is freely chosen, personally directed and intrinsically motivated.
Clarification:
Freely chosen
means that or as free as is practicable given the constraints of the safety of the child.
Personally directed
is a process of trial and error; short cutting this process e.g. telling a child the ‘right way’ to hold a paint brush will deny children many of these first hand experiences. Wherever possible, the child should be in control of how they play.
Intrinsically motivated
Play is not performed for an external goal or reward. Play Workers should avoid contaminating the play process with their own agenda.
Play is essential for:
physical, emotional and spiritual growth
intellectual and educational development
social and behavioural skills.
A child’s capacity for positive development will be inhibited if denied access to a range of stimulating play opportunities.
Play often, though not always, implies a sense of fun for the child.
So what are the relationships and differences between the concepts of games and play?
Differences
Games
Structured activity
Has rules
Considered work/art?
Not in control of the process (set way)
Has a goal/reward
Play
Unstructured
Rules/no rules
Freedom
Process of trial and error (no set way)
No goal/reward
Similarities/Relationships/links
Undertaken for enjoyment
Educational
Fun
Immersive
Engaging
Challenging
Interactive
Mental/physical stimulation
Develop practical skills
Form of exercise
Awareness of self and others
Saturday 7 November 2009
So what is adaptive play?
It is extremely difficult to find a definition of adaptive play. Probably the best thing to do is to define each word or at least chose definitions that encompass what I believe to be the most significant.
Adaptive
· having a capacity for adaptation; "the adaptive coloring of a chameleon" wordnetweb.princeton.edu/perl/webwn
· Adaptive behavior is a type of behavior that is used to adjust to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to substitute an unconstructive or disruptive behavior to something more constructive. ...en.wikipedia.org/wiki/Adaptive
· Of, pertaining to, characterized by or showing adaptation; making or made fit or suitable; Capable of being adapted or of adapting; susceptible of or undergoing accordant change; Of a trait: that helps an individual to function well in societyen.wiktionary.org/wiki/adaptive
· Adaptivity - The term “adaptivity” characterizes a computer system that adapts itself to changes in user-related or environmental characteristics. Such automatically performed adaptations base on the evaluation of the user behaviour and assumed user needs, or taking explicit user input into account. ...
Play
· participate in games or sport; "We played hockey all afternoon"; "play cards"; "Pele played for the Brazilian teams in many important matches"
· play on an instrument; "The band played all night long"
· act: play a role or part; "Gielgud played Hamlet"; "She wants to act Lady Macbeth, but she is too young for the role"; "She played the servant to her husband's master"
· be at play; be engaged in playful activity; amuse oneself in a way characteristic of children; "The kids were playing outside all day"; "I used to play with trucks as a little girl"
· perform music on (a musical instrument); "He plays the flute"; "Can you play on this old recorder?"
· act: pretend to have certain qualities or state of mind; "He acted the idiot"; "She plays deaf when the news are bad"
· bet or wager (money); "He played £20 on the new horse"; "She plays the races"
· engage in recreational activities rather than work; occupy oneself in a diversion; "On weekends I play"; "The students all recreate alike"
· pretend to be somebody in the framework of a game or playful activity; "Let's play like I am mommy"; "Play cowboy and Indians"
· emit recorded sound; "The tape was playing for hours"; "the stereo was playing Beethoven when I entered"
· perform on a certain location; "The prodigy played Carnegie Hall at the age of 16"; "She has been playing on Broadway for years"
· put (a card or piece) into play during a game, or act strategically as if in a card game; "He is playing his cards close to his chest"; "The Democrats still have some cards to play before they will concede the electoral victory"
"Tell me and I forget, show me and I may remember, play with me and I understand.."~adapted from a Chinese proverb
Adaptive
· having a capacity for adaptation; "the adaptive coloring of a chameleon" wordnetweb.princeton.edu/perl/webwn
· Adaptive behavior is a type of behavior that is used to adjust to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to substitute an unconstructive or disruptive behavior to something more constructive. ...en.wikipedia.org/wiki/Adaptive
· Of, pertaining to, characterized by or showing adaptation; making or made fit or suitable; Capable of being adapted or of adapting; susceptible of or undergoing accordant change; Of a trait: that helps an individual to function well in societyen.wiktionary.org/wiki/adaptive
· Adaptivity - The term “adaptivity” characterizes a computer system that adapts itself to changes in user-related or environmental characteristics. Such automatically performed adaptations base on the evaluation of the user behaviour and assumed user needs, or taking explicit user input into account. ...
Play
· participate in games or sport; "We played hockey all afternoon"; "play cards"; "Pele played for the Brazilian teams in many important matches"
· play on an instrument; "The band played all night long"
· act: play a role or part; "Gielgud played Hamlet"; "She wants to act Lady Macbeth, but she is too young for the role"; "She played the servant to her husband's master"
· be at play; be engaged in playful activity; amuse oneself in a way characteristic of children; "The kids were playing outside all day"; "I used to play with trucks as a little girl"
· perform music on (a musical instrument); "He plays the flute"; "Can you play on this old recorder?"
· act: pretend to have certain qualities or state of mind; "He acted the idiot"; "She plays deaf when the news are bad"
· bet or wager (money); "He played £20 on the new horse"; "She plays the races"
· engage in recreational activities rather than work; occupy oneself in a diversion; "On weekends I play"; "The students all recreate alike"
· pretend to be somebody in the framework of a game or playful activity; "Let's play like I am mommy"; "Play cowboy and Indians"
· emit recorded sound; "The tape was playing for hours"; "the stereo was playing Beethoven when I entered"
· perform on a certain location; "The prodigy played Carnegie Hall at the age of 16"; "She has been playing on Broadway for years"
· put (a card or piece) into play during a game, or act strategically as if in a card game; "He is playing his cards close to his chest"; "The Democrats still have some cards to play before they will concede the electoral victory"
‘Play is freely chosen; personally directed, intrinsically motivatedbehaviour that actively engages the child…Play can be fun or serious.Through play children explore social, material and imaginary worlds andtheir relationship with them, elaborating all the while a flexible range ofresponses to the challenges they encounter.’
Best Play - Children’s Play Council, NPFA, and PLAYLINK
So adaptive play could be defined as the adjustment of behaviour to complete tasks. Obviously, careful development of these tasks can help maintain engagement in a fun and immersive manner, something that has not been missed by the computer games industry or by educational establishments.
Best Play - Children’s Play Council, NPFA, and PLAYLINK
So adaptive play could be defined as the adjustment of behaviour to complete tasks. Obviously, careful development of these tasks can help maintain engagement in a fun and immersive manner, something that has not been missed by the computer games industry or by educational establishments.
"Tell me and I forget, show me and I may remember, play with me and I understand.."~adapted from a Chinese proverb
Thursday 5 November 2009
Adaptive play
Adaptive play
[Module Descriptor]
This module provides experimental framework for the design and prototyping of collaborative environments using principles of game-play; structured interactions and/or mediated behaviour. A flexible approach is used to facilitate innovative development for collaborative play using novel interfaces and/or installation environments. Aspects of interaction design and physical computing are explored to inform individual or group projects. The module is informed by current research in related fields and has a technical underpinning.
[Aims]
To establish design strategies for adaptive play
To investigate theoretical frameworks to inform design and development processes
To enable innovative approaches to interaction design across new and evolving platforms
[Objectives]
By the end of this module students will be able to:
Identify design strategies and related conceptual to inform project development
Implement an effective prototype using a range of technologies
Articulate Synthesis of theory & practice through formal presentation
Apply Research techniques to articulate core principles
[Indicative Syllabus]
Historical overview of related works
Case studies of interface design, physical computing and play theory
Overview of Alife and adaptive approaches
Interface design sensors, controllers and control surfaces, Application of games design models to e-learning systems.
Use of commercial/open source hardware and software such as Max/MSP, Pure Data, Icube, Arduino
[Delivery]
The module will explore adaptivity and interaction through seminars, demonstrations play testing and production. The module supports experimental prototypes through small group production including workshops in max/msp, Icube, Arduino , controller modding, sensors/tracking. Module is supported through Seminar/workshop format.
[TheoryPractice]
At the end of the module you will be expected to be able to:
Establish production method and individual research process
Implement strategies, software and resources to develop adaptive play prototypes
Demonstrate a synthesis of theory & practice through formal presentation
Apply Research techniques to underpin design and development.
[Brief]
Course Work Requirements: Prototype, Documentation, Short Paper
Part 1 60% Prototype (individual or group)
A negotiated project, exploring interaction models, adaptivity and mediated play. The project should be managed and documented online (Project forum or Blog) with weekly production meetings with the module leader. You should consider methods to demonstrate adaptive features of the project, for example a documented experiment showing changes in participant behaviour in response to mediated events. Examples will be shown, play-tested and discussed.
Part 2 (term 1) 40% Short Paper (Individual)
A conference style short paper (6 pages max ) presenting your prototype, referencing related works, technologies or methods, summarise your contribution and evaluate the end product, making recommendations for extending the prototype as appropriate. Investigate an individual angle that informs the project. A conference format template is provided. Related research and published papers will be discussed. PDF versions will be available from the student portal
NB: Must submit local version to server for external examiner/module archive
[Minisite]
Each individual is expected to keep an evolving and up to date archive of ideas, experiments and related works; showing the evolution of concepts, design influences and related research
[Assessment]
60% Prototype (including short presentation/play-test/peer review)
40% Short Paper
Deadline: 24 March 2010
[Criteria]
[IDAT extended Computing Benchmarks]
C1 (LO1), C5 (LO2). C8 (LO3) C9 (LO5). P1 (LO1), P8 (LO3, 4), P9 (LO4). T4 (LO6), T6 (LO3), T7 (LO6).
[Support Material]
Resources are referenced/provided through the module website.
[Staff]
Module Leader: Joasia Krysa (joasia.krysa@plymouth.ac.uk)
Joasia Krysa will lead the module and offer workshops/seminars as appropriate to inform project development and guide development activity
[Module Descriptor]
This module provides experimental framework for the design and prototyping of collaborative environments using principles of game-play; structured interactions and/or mediated behaviour. A flexible approach is used to facilitate innovative development for collaborative play using novel interfaces and/or installation environments. Aspects of interaction design and physical computing are explored to inform individual or group projects. The module is informed by current research in related fields and has a technical underpinning.
[Aims]
To establish design strategies for adaptive play
To investigate theoretical frameworks to inform design and development processes
To enable innovative approaches to interaction design across new and evolving platforms
[Objectives]
By the end of this module students will be able to:
Identify design strategies and related conceptual to inform project development
Implement an effective prototype using a range of technologies
Articulate Synthesis of theory & practice through formal presentation
Apply Research techniques to articulate core principles
[Indicative Syllabus]
Historical overview of related works
Case studies of interface design, physical computing and play theory
Overview of Alife and adaptive approaches
Interface design sensors, controllers and control surfaces, Application of games design models to e-learning systems.
Use of commercial/open source hardware and software such as Max/MSP, Pure Data, Icube, Arduino
[Delivery]
The module will explore adaptivity and interaction through seminars, demonstrations play testing and production. The module supports experimental prototypes through small group production including workshops in max/msp, Icube, Arduino , controller modding, sensors/tracking. Module is supported through Seminar/workshop format.
[TheoryPractice]
At the end of the module you will be expected to be able to:
Establish production method and individual research process
Implement strategies, software and resources to develop adaptive play prototypes
Demonstrate a synthesis of theory & practice through formal presentation
Apply Research techniques to underpin design and development.
[Brief]
Course Work Requirements: Prototype, Documentation, Short Paper
Part 1 60% Prototype (individual or group)
A negotiated project, exploring interaction models, adaptivity and mediated play. The project should be managed and documented online (Project forum or Blog) with weekly production meetings with the module leader. You should consider methods to demonstrate adaptive features of the project, for example a documented experiment showing changes in participant behaviour in response to mediated events. Examples will be shown, play-tested and discussed.
Part 2 (term 1) 40% Short Paper (Individual)
A conference style short paper (6 pages max ) presenting your prototype, referencing related works, technologies or methods, summarise your contribution and evaluate the end product, making recommendations for extending the prototype as appropriate. Investigate an individual angle that informs the project. A conference format template is provided. Related research and published papers will be discussed. PDF versions will be available from the student portal
NB: Must submit local version to server for external examiner/module archive
[Minisite]
Each individual is expected to keep an evolving and up to date archive of ideas, experiments and related works; showing the evolution of concepts, design influences and related research
[Assessment]
60% Prototype (including short presentation/play-test/peer review)
40% Short Paper
Deadline: 24 March 2010
[Criteria]
[IDAT extended Computing Benchmarks]
C1 (LO1), C5 (LO2). C8 (LO3) C9 (LO5). P1 (LO1), P8 (LO3, 4), P9 (LO4). T4 (LO6), T6 (LO3), T7 (LO6).
[Support Material]
Resources are referenced/provided through the module website.
[Staff]
Module Leader: Joasia Krysa (joasia.krysa@plymouth.ac.uk)
Joasia Krysa will lead the module and offer workshops/seminars as appropriate to inform project development and guide development activity
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