This document is a diploma proposal by Pallavi Manchi for an interactive toy design project. The proposal involves designing toys, games, and spaces for urban children to better learn about their environment and materials through creativity and imagination. Previous research with children from various backgrounds revealed limitations of existing play spaces and dependency on technology. The proposed project aims to create tactile and physically interactive toys that facilitate storytelling and imagination. The approach involves research on toys and play patterns, workshops with users and craftspeople, and prototyping toys using local materials. The goals are to gain insights on user needs and pedagogy, and apply design skills to create a holistic solution.
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Foundation Diploma in Art & Design - Student LifeCamberwellual
An insight into student life on the Foundation Diploma in Art and Design at Camberwell College of Arts. Including information on the local area, student support services and our careers and employability service.
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An overview of the Camberwell, Chelsea and Wimbledon Foundation Diploma in Art & Design. Including information on course delivery, examples of student work and portfolio advice.
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Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
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In this presentation I talked about different techniques used while working with children as design partners in the design of technology. Dressing up, mixing ideas, Playmobil and Lego are great tools for generating new design ideas. Colouring pens, stickers and cardboard mockups of devices are great tools to create low-fidelidy prototypes.
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Design Thinking For Educational Technology Stefanie Panke
Design thinking is a problem solving method geared to overcome wicked problems, that have no right or wrong solution and resist traditional scientific and engineering approaches. During the design thinking process, the facilitator encourages participants to see constraints as inspiration. The results are typically not directed toward a technological “quick fix” but toward new integration of signs, things, actions, and environments. Developing university websites and stewarding educational technology projects is one such challenge that can benefit greatly from applying design thinking principles and processes.
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
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http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
HCID2014: How to involve children in design. Monica Ferraro, City University ...City University London
What are the advantages and challenges inherent in working with children in the design process for creating games or apps? How do you stop them getting bored, and get useful information?
This case study looks in detail at a project that tried to do just that, and provides some handy tips at the end.
The case study builds on the speaker's dissertation, Designing applications for children, that was submitted as part of the Masters course in Human-Centred Systems at City University London in September 2012. For the dissertation, she worked with children aged 4-5 years old to design an iPad application to learn the names and sounds of the letters, and to read and spell simple words.
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Diploma Proposal Draft 01
1. DIPLOMA PROPOSAL
Pallavi Manchi
Visual Communication Design
Srishti School of Art, Design and Technology,
Bangalore
Contact:
pallavimanchi@gmail.com
+91 98459 79 799
2. PROPOSAL 1: INTERACTIVE TOY DESIGN
Design Brief
This project intends to design toys/games/spaces
for urban children to better learn about the environ-
ment and materials around them. These aids intend to
facilitate the substantial use of the children’s cre-
ativity and imagination.
Background:
The idea arose in the course of a two month workshop
with Finnish artist and interaction designer Anders
Sandell. This lab involved researching play patterns
of children from various socio-economic backgrounds.
This research resulted in gaining certain insights and
areas of enquiry. Some of these insights are:
• Limitations in geographical spaces creates
dependency on media and technology
• Middle and Upper-middle class children in urban
cities are highly exposed to popular media, which
tends to result in a more passive engagement with
their surroundings, leaving a lot of potential to
one’s own imagination and creativity untapped.
Need:
From the research gathered, there is a clear need for
sensitizing children in urban environments to:
• A tactile and physically active mode of interaction
and play.
• Richer engagement with narrative/storytelling to
facilitate imagination.
I chose to propose this as a diploma project, as my
previous experiences in this area has inspired ideas
in me that I feel have potential that hasn’t been fully
explored. I intend to use my skills as a visual commu-
nication designer, to explore toys and play patterns in
an urban Indian context to bring about higher levels
of interaction, effective knowledge sharing and of
course, serves the simple purpose of fun and pleasure.
Pallavi Manchi | Diploma Proposal: Interactive Toy Design | Page 01/03
3. Research Questions
• What are the influences of a given milieu on chil-
dren’s learning and play patterns?
• How can children better engage with the natural
environment in the process of play?
• How can we create toys/games that aid discovery
and learning, creativity and imagination? (peda-
gogy)
Approach/Process
Research and exploration:
• Toys and the toy market in urban environments
and their differences with that of a rural one.
• Understanding learning and playing patterns of
children hailing from different socio-economic
groups in urban spaces.
User participation through workshops:
• Understanding the needs of the user and the
related parties involved.
• Facilitate the users in engaging with the process
of conceptualization
• User testing: usability and usefulness
• Workshops with craft communities to explore the
potential of the crafts in prototyping.
Prototyping and Conceptualization:
Ideating and prototyping toys/games/spaces that are
affordable and suited to needs, and that involve the
use of local art and craft communities and materials.
Resources
• Spaces: Educational institutions like Mallya Aditi
International school and neighborhood children
• Films and Books
• People: Interaction designers, Storytellers, spe-
cialists in the fields of teaching, environmental
studies, the arts and crafts sector, etc.
• Studio space and feedback from Anders Sandell &
Michelle Cherian
• Organizations like Sutradhar, AmritSagar Chari-
table Trust etc.
Pallavi Manchi | Diploma Proposal: Interactive Toy Design | Page 02/03
4. Learning Outcomes
• To gain rich insights about my users and their needs
• Gain a deeper understanding of the toy market,
pedagogy, materials, narratives and methods of
education.
• To learn ways of effectively using different disci-
plines of design to create a holistic solution.
• To engage in workshops and to find methods to
facilitate user groups.
Pallavi Manchi | Diploma Proposal: Interactive Toy Design | Page 03/03
