SOS-EEE-project-barcelona-meeting-sep2012-v04

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Project EEE meeting, at Universitat Pompeu Fabra Barcelona. SOS info at http://daviniahl.wordpress.com/sos/
The Signal Orchestration System (SOS) augments the physical environment with digital signals indicating orchestration aspects. It includes a manager, where orchestration visual and auditory signals are configured, changed on the fly and transmitted. These signals are rendered in physical devices that students can easily wear in a way that the signals can be collectively perceived (by the rest of the students in a group). This facilitates awareness of the social dynamic and the activity flow. For instance, to indicate group formation, students’ devices can show color signals. The students with the same color form a group. Blinking lights can indicate role or resource distribution, sound signals change of activity, etc. However, the actual meaning of each signal depends on the needs and creativity of the teacher who design the collaborative dynamic and its orchestration.

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  • Brief revision: 10 mins (Dav)Evaluation of… : 10 mins (Mara)Ongoing + planned work: 5 mins (Dav)
  • Brief revision: 10 mins (Dav)Evaluation of… : 10 mins (Mara)Ongoing + planned work: 5 mins (Dav)
  • Reflection of objects vs. transitions across spaces
  • Reflection of objects vs. transitions across spaces
  • SOS-EEE-project-barcelona-meeting-sep2012-v04

    1. 1. GTI http://gti.upf.edu DaviniaHernández-Leo, Mara Balestrini, Raul Nieves, et al. ! Interactive Technologies Group http://gti.upf.edu UniversitatPompeuFabra, Barcelona EEE Project Meeting 12-13 September 2012, Barcelona
    2. 2. GTI http://gti.upf.edu Content • Brief revision of: • Motivation • Description (first prototypes) • Results from first experiments • New prototype • Evaluation of the new prototype, experimental vs. control group • Ongoing and short-term future work
    3. 3. GTI http://gti.upf.edu Motivation• Orchestration of activities in physical spaces• Dynamic collaborative flows -> knowledge-intensive social interactions -> learning• The orchestration “overhead” hinders its adoption: • Indicate group formation and role assignment for every activity, distribution of resources/tools, collaboration areas, and the evolution of the learning situation/constraints • Teachers and students devote attention to orchestration aspects • Time-consuming, noise / mess effect (disorganization/distraction) • +demanding when +students• Integration with virtual spaces
    4. 4. GTI http://gti.upf.edu Our solution • Wearable devices and technology-augmented physical spaces that “communicate” orchestration aspects (signals) • Vs. smart phones • Sometimes not available / not allowed / cost • Attention distraction / cognitive load / - agile dynamic • Ambient awareness effect difficult to achieve • Related work (e.g., ambient displays to support classroom activity supervision using interactive lamps)
    5. 5. GTI http://gti.upf.edu Signal Orchestration System First prototypes• Adding digital information to physical spaces: “signals” indicating group formation, distribution of resources, assignment of work areas, change of activity…• Visual and auditory signals (color, blinking, sound,…)• Enables the link to virtual spaces, low-cost, awareness, scalability… Manager (signals are configured and transmitted) + Fixed and Wearable devices(Hernández-Leo et al., EC-TEL 2011; Hernández-Leo et al., JUCS to be published) 5
    6. 6. GTI http://gti.upf.edu Results from first experiments Signal Orchestration System First two experiments - Enables a flexible orchestration (changes on the fly, reconfiguration of signals, scalability) - High dynamism experienced by students - Signals perceived fairly well by students (in their own and their classmates’ devices – providing awareness) - Hypothesis that the system facilitates students and teachers focus more their attention to the task (and less to the orchestration aspects) - Textile device more popularly preferred, but each design presented potentials and limitations and some students still preferred the “necklace” - Necklace: + visible,  considerable size / weight, uncomfortable - Fabric:  Lighter and thinner, aesthetically nicer;  - visible: since + comfortable  risk of forgetting to check, too similar to clothes of classmates - … 66
    7. 7. GTI http://gti.upf.edu New prototype • Intermediate approach: arm bracelet • Compact, more robust… • Awareness: also when sitting down
    8. 8. GTI http://gti.upf.edu Content • Brief revision of: • Motivation • Description (first prototypes) • Results from first experiments • New prototype • Evaluation of the new prototype, experimental vs. control group • Ongoing and short-term future work
    9. 9. GTI http://gti.upf.edu 9 Mara Balestrini - CSIM - UPF 2012
    10. 10. GTI http://gti.upf.edu Independent Dependent Data Gatherting variables variables technique Time • Video codingExperimental • Pre-test S.O.S Scoresgroup • Post-test • Video coding Paperbased Complaints • QuestionnairesControl Jigsaw • Observationsgroup Groupawareness • Questionnaires • Observations 10 Mara Balestrini - CSIM - UPF 2012
    11. 11. GTI http://gti.upf.edu PARTICIPANTS • 2ndand 3rd ESO students • Divided into 2 groups by random • Exp(N=25) / Control (N=25) Professors advice 11 Mara Balestrini - CSIM - UPF 2012
    12. 12. GTI http://gti.upf.edu
    13. 13. GTI http://gti.upf.edu
    14. 14. GTI http://gti.upf.edu
    15. 15. GTI http://gti.upf.edu
    16. 16. GTI http://gti.upf.edu
    17. 17. GTI http://gti.upf.edu Content • Brief revision of: • Motivation • Description (first prototypes) • Results from first experiments • New prototype • Evaluation of the new prototype, experimental vs. control group • Ongoing and short-term future work
    18. 18. GTI http://gti.upf.edu Ongoing and short-term future work• Enabling co-orchestration: signals from devices to manager• Interface of the manager: configure devices or signals?• Devices for objects and spaces• Linking SOS with other spaces 18
    19. 19. GTI http://gti.upf.edu
    20. 20. GTI http://gti.upf.edu Publications• Hernández-Leo, D.; Balestrini, M.; Nieves, R.; Blat, J.; Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces, CEUR Proceedings of the 2nd Workshop on Awareness and Reflection in Technology- Enhanced Learning, EC-TEL2012, Saarbrücken, Germany, September 2012 (to be published)• Hernández-Leo, D.; Nieves, R.; Arroyo, E.; Rosales, A.; Melero, J.; Blat, J.: SOS: Orchestrating Collaborative Activities Across Digital and Physical Spaces Using Wearable Signaling Devices. Journal of Universal Computer Science (to be published) (authors’ manuscript: http://www.dtic.upf.edu/%7Edaviniah/Hernandez-Leo_et_al_SOS- Orchestrating_Collaborative_Activities_Across_Digital_and_Physical_Spaces_Using_Wearable_Signaling_Devices.pdf)• Hernández-Leo, D. et al., Orchestration Signals in the Classroom: Managing the Jigsaw Collaborative Learning Flow. In: Proceedings of 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 2011, pp. 153-165 Contact : davinia.hernandez@upf.edu 20

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