STIC:Group work roles workshop
Group work roles workshop
- Daniel K. Schneider, TECFA, Faculty of psychology and educational sciences, University of Geneva
- Workshop notes
- Master in Innovation, Human Development, and Sustainability
- Geneva, July, 2017
Objectives
Physical visualizations (or physicalizations) can promote cognition through a variety of mechanisms, notably easier perception, hands-on manipulation and enhanced interaction with other participants. We can distinguish several types of physical visualizations, according to three dimensions: active/passive, kit/whole, digitally enhanced/non digital. In this workshop we will focus on creating a simple set of tokens useful for group animation.
(1) Construction kits allow creating and manipulating visualizations from building blocks. In education, construction kits, also known as expressive media or manipulatives, allow interactive exploration of designs, concepts and roles. Physical visualizations can for example represent tabular quantitative data or more qualitative data like the state of a project or a system. Construction kits to create such visualization include a set of tokens that can be assembled into something with a new functionality (i.e. visualizations in our case) according to predefined rules. (2) Whole visualizations are created digitally and then rendered entirely by a 3D printer or other fabrication device. Typically, these 3D visualizations are represent quantitative data, e.g. comparative time series, maps or functions with 3 variables.
In this workshop we will:
- shortly explain why assigning roles to group workers can be beneficial
- shortly explain why physical tokens are better than simple verbal instructions
- make you think about activities that you might plan in relation with your project
- have you create a paper (or other) prototype
Group work roles
HANDS ON: prototyping
- Imagine that you will bring your project to a school (or if not possible to another environment) where children (or other participants) will engage in some group activity
- Shortly design a scenario that defines an objective in terms of learning and an measurable output that
- Define roles that will help the group to be more efficient
- Create a prototype for a physical token.
Bibliography
- Zuckerman, Oren (2006, in preparation), Historical Overview and Classification of Traditional and Digital Learning Objects MIT Media Laboratory, https://llk.media.mit.edu/courses/readings/classification-learning-objects.pdf (accessed July 2016).