Friday, November 30, 2012

mx; loop! final designs


LOOP! is a social network based learning community that focuses on connecting 3rd- 5th grade students to their relevant social world. Today, we find that students are more and more disengaged in class. Rather than banning games and social networks, elementary schools should embrace the technology that is shaping our world...and our future. LOOP! encourages this by providing a system where games are a way of hands on learning and social networks allow students to always be connected and get information immediately. It's about teaching these young kids the importance of technology in their future and using it responsibly.

Credits: 
Game footage: DassaultSystèmes
Young egyptian girl footage: https://vimeo.com/20191115  by Emad Attia Botros
Music: The Antlers, "Look!"
Students: Frank Rushton Elementary

below are two scenarios of loop being used in a classroom applied to three different mediums.

scenario 1: ancient egypt
Mr. Reed’s 3rd grade students are currently studying the Egypt unit in social studies class. Mr. Reed uses LOOP’s hub to view quiz results. When he sees that the results were poor, he is able to tailor a lesson in the form of a game using the kinect for Xbox. He can then control the gameplay using his remote wristband.

wall screen - digital fieldtrip:



Four students at a time will play the pyramid game as the rest of the students watch on from their desks. The students will play as archaeologists exploring a pyramid. Zahi Hawass, a real life archaeologist, “narrates” the game. Mr. Reed stands by. The players read the mission.



The mission asks the students to explore a hidden shaft in the pyramid to uncover answers previously unknown. To accept the mission, the players raise their hands.




The first game question asks the players to select an answer by linking hands and jumping. The players think the answer is 24 inches, so all four link arms and jump together. (shown about to jump)





The answer “24 inches” is incorrect. The game quickly noties the players with a large “X”. The players wait for another chance to answer the question.



After seeing the players miss the question, Mr. Reed sends out a hint from his remote wristband. The players read the hint and realize that the shaft had to be much smaller.





The players decide together as a team that the answer is 8 inches. To select that answer, two players must link arms and jump. Two players link arms and jump together and to answer correctly.






The next question asks all players to form the same pose to answer the question. The students are familiar with the god Thoth and pose as him (middle gure). They answer correctly.





Once the players have answered all the questions correctly, they complete the mission. They are congratulated by their narrator Zahi. The players rejoice after “winning” the game.




As a reward and a way to document the success, there is a photo op at the end of the game where the students portraits are framed inside the sphinx head. The students smile as they get their photo taken as the Great Sphinx.

teacher remote:





During the pyramid game, Mr. Reed sees that the students have incorrectly answered a question. He pauses the game.





Mr. Reed had already set up hints for each question in the game just in case the students miss them. He swipes down the hint to the center of his wrist.






Each hint corresponds with the question number. In this case, it’s the second question. He swipes horizontally for the second hint.






He can read the hint 2 description to make sure it’s correct. He double taps the hint to send it.







Once it’s hinted, he’s notified with a “hinted!” response on the wristband. He can resume the game
once he sees that the players have read and thought about the hint.

hub:



Mr. Reed has accessed the LOOP! hub on his tablet from his home the evening (around 7pm) before the next school day. On his homepage he notices that the pyramid quiz results are up. It is shown first on the timeline since it is the most recent. He uses the gesture “spread” over the “pyramid quiz results” box to open the content up.



He able to see a general overview of how the students scored. He sees that overall, the class did not pass the quiz. He scrolls horizontally over the results to view more information.



He wants a breakdown of the students who failed the quiz so that he can better understand why they did. He can later the results by tapping on the “fail” option. He sees the breakdown of the students who failed. He notices that the learning style for those who failed is kinesthetic (hands-on). These learning styles are assessed monthly. He double taps on the
“kinesthetic” portion of the chart.





He gets suggestions for ways to help kinesthetic learners. The game idea really inspires him, so he thinks about planning a game for the kinect at the end of the week (Friday). He can close out of the results by “pinching” just as he had used “spread” to open the content.

scenario 2: egypt today

Mr. Reed’s 3rd grade students are currently studying the Egypt unit in social studies class. The students have been adding to their egypt timelines. They compare it with the American revolution. They contact their pen pals to gain perspective on the revolution. Mr. Reed captures learning moments with his wristband remote’s photo feature.

wall screen - timeline:




They have been working on this timeline every week of the Egypt unit. Two students serve as moderators, controlling the input on the kinect, while the rest of the class contributes content verbally.
Mr. Reed stands by.




The last event they are adding is the Egyptian Revolution. One student hovers his hand over the “add event”. (They do not touch the wall)




The screen shifts down so that the content can be displayed bigger. Returning back up to the timeline is
easy, just hover the hand over the “Return to Timeline” icon. Mr. Reed had set up questions beforehand, so these questions automatically appear. The students hover over and drag the social media icons to the corresponding question.



Mr. Reed sent a challenge game from his wristband remote. These preset challenges aim at getting students to think about modern day events in context of history. The class tells the moderators to accept the challenge. One student hovers his hand over the accept icon.



The challenge asks the students to match events with the right revolution. By the end of the challenge, they will realize the similarities between the two revolutions, particularly the ideologies. The students use a swiping motion downward, which allows them to get the facts down much quicker. When they finish, they hover over the check at the top right corner to complete the challenge.



Unfortunately the students did not win the challenge. However, this allows Mr. Reed to pause the game and have a class discussion about the challenge. The students see the times up notification and stop.

teacher remote:





During the challenge portion of the timeline activity, Mr. Reed decided to take a photo of the students engaged in the challenge. He swipes down to get to the camera function of the wristband.






Mr. Reed thinks about how taking these photos will help his grant proposal. He taps on the camera icon.






The camera automatically turns horizontal. He takes off his wristband and focuses in on the students. He taps on the photo icon to take the picture.




When he takes the picture, the photo is automatically saved to the hub. He returns back to the wristband’s “home” screen by tapping the return icon.

hub:




Andrea has just gotten home from school, so it’s about 3:30pm. She accesses loop from her tablet and the first thing she sees on her homepage is the new blog assignment. It requires talking to her penpal, which she loves to do. She uses the gesture “spread” to open the content.



Mr. Reed has included videos to watch as part of the assignment, along with “interviewing” the Egypt
penpal. Andrea taps on the video to watch it. The video will automatically shift over so that the whole thing can be seen.



Andrea is excited to get started on this assignment. She decides to check her friend loops to see if her penpal is online. She touch-drags out the side navigation.



The blog assignment asks the student to interview their Egypt penpals about their thoughts on the Egyptian Revolution. Andrea remembers the interview questions. She taps on the friends icon to access her friend loops.



She has organized her friend loops by classmates, clubs, and of course, penpals. The loop will feature her top six friends in those loops. Her Egypt penpal is Farida Shehata, also a 3rd grader, living in Cairo, Egypt. She taps and holds Farida’s picture to open options.



The option to video chat, message, or delete Farida from her loop comes up. It’s about 11pm over in Cairo, but good thing it’s Friday and Farida can sleep in tomorrow! She taps on the video chat icon to begin the call.



Andrea waits while LOOP! calls Farida. The call loading screen appears. If Andrea wants to cancel/end the call, she can tap on the cancel icon.



Andrea is now talking to Farida. Andrea has asked Farida about democracy and Farida defines what it means to her. Automatic translation software helps them understand each other. The side navigation offers a way to control the call. When Andrea is done with the call, she taps on the end call icon.



Andrea has had an awesome conversation with Farida. She decides to save the conversation so that she can watch it again when she writes her blog post. She taps on the save option.



She writes her blog assignment


and posts it to the class blog

Sunday, November 25, 2012

va; rosedale identity & communication final

This is a two-part initiative to unite the citizens of Rosedale under a single visual identity that they can take pride in and that can represent them positively to the outside community, all while helping to facilitate communication between the neighborhood's many organizations & resources and the community members that they serve. This is divided into 6 components: a new identity system, environmental implementations, supporting materials, a promotional video, a kit of parts for branding further video productions, and a Rosedale guide booklet of resources and directories.

Rosedale Identity & Communication





super group members include abby carr, jessi wilson, ashley einspahr, michael armstrong, eli brumbaugh and collin raush. 

Thursday, November 22, 2012

design systems; phase 3 branding


while i had thought this phase would be a lot easier than the last, i found it actually to be the most challenging so far. part of the reason being that i revised my brand a lot. i'm so in love with the idea of this brand, that i found it a huge struggle to get to a place where i was satisfied with the brand's visuals. unfortunately taking so long to get to a good place with that put me way behind on all of these applications that i thought would be easy. i found applying my brand visuals to all of these applications to be more of a challenge than i thought. part of the problem was that i was trying to apply all of my elements to each piece. i found that narrowing it to one or two elements helped a lot. once i figured this out, i started to become a lot happier with how everything was being applied.

the motion identifier demonstrates the passion that youth can express through music, and utilizes patterns and illustration to show music coming from within each person and outwards into music. this relates back to the idea of "pulse" being connected both to the pulse within as well as the musical pulse.











Phase3 Pulse



Wednesday, October 31, 2012

va; degree project questions


  1. how can youth be inspired through a narrative in sound + motion?
  2. what if youth was able to discover talents through an experiential mobile app?
  3. what if musicians could collaborate musically worldwide using tablets?
  4. how can musicians be inspired by communication with collaborative screens?
  5. how can interaction with mobile screens improve the lives of explorers?
  6. how can artists collaborate using communication with collaborative screens?
  7. how can writers/poets be inspired through experiential design with real world + digital?
  8. how can interaction with tablets improve the lives of photographers?
  9. how can narratives through motion improve the work of therapists?
  10. how can experiential design on a computer screen improve the lives of people suffering with depression?

Tuesday, October 30, 2012

va; rosedale volunteer response

i volunteered at the healthy halloween even in rosedale last weekend and had a totalllll blast. i went early to help set up, and i loved how enthusiastic and excited all the workers and other volunteers were. it's so inspirational how much they love to help and do fun things to help rosedale. once the event started, i was on bouncy house duty which was obviously great. (i even got a little bounce time in myself.) a lot of the people that came to the event seemed to be related or knew each other somehow. it reminded me much of a small town event (since i'm from a small town) where everybody knows everybody somehow. as we've heard through out interviews, the community seems very strong, positive, and happy. being at a kids event, i also began to view rosedalians as very family-oriented people. the parents seemed happy to be taking their kids to a fun event where they could run around and eat healthy snacks. i think the whole event was a great idea, and the rosedale community seemed to definitely take advantage of it.

sidenote: i saw some of the all time cutest kid costumes ever. especially the two little boys that were dressed as woody and buzz from toy story. made my day. <3