In the scope of the ITC Conference Grant for Early Career Investigators to participate in Conferences, funded by the Cost Action ‘DigiLitEY’ digital literacy and multimodal practices of young children, chaired by Prof. Jackie Marsh, I had the opportunity to participate in the 2018 ACM Interaction Design and Children (IDC) Conference, taking place from June 19 to 22 in Trondheim, Norway [http://idc-2018.org]. ACM IDC is the premier venue for research addressing the design, development and use of interactive technologies for children.
The first day of the conference – together with Alejandro Catalá, Mariët Theune and Eva Brooks – was dedicated to running the workshop “Rethinking children’s co-creation processes beyond the design of tangible user interfaces” [https://www.utwente.nl/en/eemcs/hmi/cobotnity/cocreation_idc2018/]
The workshop brought together researchers and practitioners from relevant disciplines and expertise that reflected on the co-creation approach as a way to extending the already established role of children as co-designers, and on the possibilities that it opens for the development of innovative tools that place the users in the center of the creative process. The ultimate aim of the workshop was to discuss the research challenges and the pedagogical issues that need to be addressed when designing tangible interfaces for co-creation.
As part of the workshop Kreg Hanning from the Lifelong Kindergarten research group, MIT Media Lab presented and run a hands-on session with the ScratchBit. The ScratchBit allows children to take the materials around them and transform them into inputs to their digital creations on Scratch. [https://www.media.mit.edu/projects/scratch-pad/overview/]
As a co-author of the work “Visualizing Platonic Solids with Augmented Reality” [https://dl.acm.org/citation.cfm?doid=3202185.3210761] together with the authors, I participated in the IDC Demo Session. The work consists of an augmented reality (AR) application, which provides a virtual interactive environment for the visualization, construction, deconstruction and manipulation of the five convex regular polyhedrons, known as platonic solids, allowing users to explore the properties of each platonic solid.
Further, as a co-author – and together with the other authors – I participated in the IDC Poster Track, with a Work in Progress: “Empowering Children to Author Digital Media Effects for Reader’s Theatre” [https://dl.acm.org/citation.cfm?id=3210793]. The work reports findings from STREEN, an ongoing research project from the Rhine-Waal and Weingarten Universities, Germany. STREEN (Story Reading Environmental Enrichment) explores a technical variation of the classical Reader’s Theatre (RT), a pedagogical activity, in which the children read aloud to an audience. The design of STREEN is being directed towards primary school children and follows a Design-Based Research approach.
Besides providing an opportunity to present my work, attending the conference was as well a great opportunity to meet and work with researchers working in the field.
Therefore, I am very grateful and would like to thank the digital literacy and multimodal practices of young children (DigiLitEY), Prof. Jackie Marsh and the Management Committee for this generous Conference Grant, which provided a great career opportunity. THANK YOU VERY MUCH.