Classroom instruction is a fundamental part of the educational environment, but in today’s world, digital technology must play a central role in students’ learning. While existing screen-based computing environments can provide meaningful alternative learning experiences, to truly engage students’ innate creativity and capacity for collaboration, we must provide physically situated, experiential media systems for learning. These systems comprise a new breed of student-centered learning environments [SCLE’s]. Importantly, they must address the practicalities of today’s classrooms and informal learning environments (eg.: space, infrastructure, financial resources) while embracing the innovative forms of interactivity that are emerging from our media research communities (eg: multimodal sensing, real time interactive media, context aware computing).

Our project takes a holistic approach to achieving this vision through direct interaction with students, educators, administrators, media researchers, theorists, and policy makers. From a research perspective our work is informed by current education theories including Situated Cognition, Embodied Learning, and Collaborative Learning that shape the architecture of the space and guide our development of mediated learning scenarios. In this manner, our project looks to shape the future of K-12 learning with the delivery of a new student centered learning environment, an associated suite innovative learning scenarios, and practice-based research that features a hybrid approach to evaluation. This initiative is having an impact in the educational community and the domains of multimodal sensing, interface design, and interactive media.

Click here to view video documentation of our work in progress.

click here or image above for video showing SMALLab physical structure

SMALLab - a new platform for education

Central to our work is the development of a new interactive mixed reality learning environment, the Situated Multimedia Art Learning Lab [SMALLab]. The framework is low-cost, re-configurable and can be installed in classrooms or community centers. It is a 15' X 15' wide space that reaches 12' high. It is an open architecture with a surround audio system and a top-mounted projector. Vision based tracking and audio sensing frameworks facilitate unencumbered interaction for groups of students. Our emphasis is on the development of an open environment that engages the naturally expressive sonic and movement gestures of learners and facilitates free-play, structured movement, and vocalization. The system is low-cost, re-configurable, and can be transported (within one day) for easy installation in a classroom or community center.

A trans-disciplinary, integrated to arts, science, and engineering education informs our work. We consider a number of angles from which learners can understand these complex subjects. For example, laws of physics and kinesthetics can inform human movement. Equally important, considerations from the fields of dance and theatre provide mechanisms to understand the meaning and motivation for movement in all aspects of our lives. Similarly, sound can be understood through the lens of acoustic ecology, signal processing, musical understanding, and various supporting fields of inquiry. In our work we endeavor to engage each of these areas to provide multiple paths that accomodate diverse learners and styles of learning and lead to greater knowledge.

We are using a modular approach to curriculum design wherein sets of specialized learning exercises can be grouped to form complete sessions. Multiple sessions can be strung together to form learning paths spanning across weeks or months in a classroom.

Specifically, we have designed learning modules and assessment strategies that guide students to:

• Recall, integrate, and apply Science Technology, Engineering, and Mathematics [STEM] knowledge goals, utilizing a wide range of technologies
• Demonstrate use of sophisticated scientific research methodologies through practice and reflection in multiple contexts
• Recognize patterns in terms of programmability and logical structure
• Demonstrate an intuitive knowledge of the behavior of complex, networked systems such as natural and man-made ecologies
• Demonstrate collaborative and cooperative strategies for learning
• Exhibit increased motivation for Arts and STEM learning

1. Standards Based Assessment
2. Qualitative and quantitative instruments drawn from education and museum studies
3. Psychological metrics for perception/cognition
4. Computational models of context and knowledge representation

please click here to learn more about them!

Arizona Commission on the Arts

Herberger College for Kids @ Arizona State University