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Tangible Lighting Proxies: Brokering the Transition from Classroom to Stage

Authors:

Rebecca Nicholson,

Tom BartindaleAuthors Info & Claims

TEI '21: Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

Article No.: 40, Pages 1 - 13

https://doi.org/10.1145/3430524.3440659

Published: 14 February 2021 Publication History

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Abstract

Supporting Practice-based vocational skills development in the classroom can be logistically challenging, however tangible interfaces present natural affordances for supporting such skill development. In the context of teaching stage lighting specifically, we present an open source toolkit based around tangible hardware proxies to support the teaching of practice-based skills. Our tangible proxies embody key configuration, interaction and optical properties of real stage equipment. Drawing on notions of representation and bi-directional digital-to-physical transformation, we design a toolkit that specifically supports a gradual transition between virtual, simulated and real equipment during the learning journey, and open the door to embedding stage craft into schools. Through reporting on deployments in two schools, we discuss the affordances of such proxies and their potential for supporting the teaching and learning of practice-based skills in the classroom.

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Cited By

Nicholson RBartindale TKharrufa AKirk DWalker-Gleaves C(2022)Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational TechnologyProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517667(1-17)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3517667
Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313

Index Terms

Tangible Lighting Proxies: Brokering the Transition from Classroom to Stage
1. Applied computing
  1. Education
2. Human-centered computing
  1. Human computer interaction (HCI)

Index terms have been assigned to the content through auto-classification.

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Information & Contributors

Information

Published In

cover image ACM Other conferences

TEI '21: Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

February 2021

908 pages

ISBN:9781450382137

DOI:10.1145/3430524

Editor:
Raphael Wimmer
University of Regensburg, Germany
,
General Chairs:
Martin Kaltenbrunner
University of Art and Design Linz, Austria
,
Martin Murer
University of Salzburg, Austria
,
Program Chairs:
Katrin Wolf
Beuth University of Applied Sciences, Berlin, Germany
,
Ian Oakley
UNIST, Ulsan, Republic of Korea

Copyright © 2021 Owner/Author.

This work is licensed under a Creative Commons Attribution International 4.0 License.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 14 February 2021

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Engineering and Physical Sciences Research Council

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TEI '21

TEI '21: Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

February 14 - 17, 2021

Salzburg, Austria

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TEI '21 Paper Acceptance Rate 40 of 136 submissions, 29%;

Overall Acceptance Rate 393 of 1,367 submissions, 29%

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Cited By

Nicholson RBartindale TKharrufa AKirk DWalker-Gleaves C(2022)Participatory Design Goes to School: Co-Teaching as a Form of Co-Design for Educational TechnologyProceedings of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491102.3517667(1-17)Online publication date: 29-Apr-2022
https://dl.acm.org/doi/10.1145/3491102.3517667
Li YLiang MPreissing JBachl NDutoit MWeber TMayer SHussmann H(2022)A Meta-Analysis of Tangible Learning Studies from the TEI ConferenceProceedings of the Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction10.1145/3490149.3501313(1-17)Online publication date: 13-Feb-2022
https://dl.acm.org/doi/10.1145/3490149.3501313

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