MULTIGEN is a narrative builder that promotes multigenerational learning among families through playful and collaborative multimedia sharing. It allows family members to spontaneously share media like photos, videos, and stories from anywhere via text or email to stay connected. The goal is to foster more meaningful interactions between younger and older family members through engaging activities like games and challenges to facilitate situated learning across generations.

1. MULTIGEN A streamlined, playful, multidirectional, constructivist narrative builder that promotes multigenerational learning among families.
Fostering a unique media Accommodates synchronous "I'd like to share my life with Peers do not learn because they are two, but be-
ecology around closed and asynchronous learning grandma in quick, sponta- cause they perform some activities which trigger
family networks (Ito et al., (Barbour & Reeves, 406) neous ways." - 13 year-old speci c learning mechanisms (Dillenbourg, 5)
31)
ADD SAVE SHARE PLAY VIDEO CHAT
In MOBLTZ style, anyone in the family can send
media to an account via text or email, from any- Scavenger Challenge
Hunt questions
Scramble
Mix &
Match
where in the world. Young users with whom we
conducted contextual interviews and user feed- ADD SAVE SHARE PLAY VIDEO CHAT
back sessions expressed desire for the spontaneity
this feature provides. An older user expressed that
Challenge Questions "It's frustrating when
this feature might help them better understand
may be used to un- my grandpa repeats
how kids see the world. ADD SAVE SHARE PLAY VIDEO CHAT
cover infrequently stories over and over."
explored events. - 13 year-old
"Playing games helps me interact with my
ADD SAVE SHARE PLAY VIDEO CHAT
grandchild because it puts us on an equal level,
and it's fun." - Grandparent
Dynamic presentation and visually
Collaboration is more likely to occur between appealing content increase cred-
people with a similar status than between a boss ibility for children (Eastin, 40)
and her employee, between a teacher and a pupil.
(Dillenbourg, 6)
Invite People...
View Edit
ADD SAVE SHARE PLAY VIDEO CHAT Dan Bernard
Carrie M. Bernard
Geolocation Diane Bernard
Knowing where something took place—or will
take place in the future—and being able to
relate that place to its surroundings can pro-
Jason Hopkins
vide not only a deeper understanding of the
geographical context but also of environmen- Hannah Hopkins
tal, social, or political factors.
A photo or or video takes on a new dimension
when you can pinpoint its location on a map ADD SAVE SHARE PLAY VIDEO CHAT
and quickly access other media from the same
or nearby places.
(EduCause, 7 Things About Geo Location, 2)
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Establishing a virtual environment
that engenders legitimate peripheral
BUILDSHAREPLAY
"I might not always participation (Lave & Wenger, 29)
have a picture for a
story, and I'm not Consistent with the USDE recommen-
dexterous enough to dation that collaboration and multi-
type. But I can always media communication should be
tell a story out loud to
anyone who's listen-
learning goals for the 21st century ADD SAVE SHARE PLAY VIDEO CHAT
(USDE, vi)
ing." - Senior citizen
Situated learning ADD SAVE SHARE PLAY VIDEO CHAT ADD SAVE SHARE PLAY VIDEO CHAT
younger generations learn from older
ones, and vice versa. Latitudinal-
generation learning also occurs through
storytelling (Lave & Wenger, 32) “Our understanding of content is socially constructed
through conversations about that content and
through grounded interactions, especially with
others, around problems or actions” (Brown, 18)
LEARNING COMMUNITY LEARNING INSIGHT DESIGN INSIGHT EMERGENCE ACKNOWLEDGMENTS
Closed family networks of grandpar- Multigenerational learning is Establish a streamlined, playful, col- Children gain a greater appreciation We would like to thank the
ents seeking self-worth and opportu- inhibited by a lack of playful, struc- laborative, narrative-based media for the elderly, in general, and what following contributors: Roy Pea,
nities to share, grandchildren seeking tured environments that facilitate ecology supporting both synchro- they might learn from them. Seniors Neema Moraveji, Reese Fong, and
historical awareness and engaging frequent, meaningful interactions. nous and asynchronous use. experience less isolation and a desire JungSook Jung.
interactions, and parents, aunts, to engage, to a greater extent, with
Project by Christopher Warner,
uncles, and cousins bridging the gap. society as a whole. Jaehi Jung, and Coram Bryant