Author Type

Faculty

Location

U-Hall 2-078 or Atrium

Start Date

28-3-2018 12:10 PM

End Date

28-3-2018 1:00 PM

Presentation Type

Poster

Abstract

What is play in the context of an undergraduate classroom? For our purposes, play is an attitude and an approach to making work. Both inside and outside of the classroom, there are many ways in which play can serve as a base for serious problem-solving.

As educators, we choose to create a learning environment that provides enjoyment to the people who conduct activities within it. Play does not need to be frivolous — it encourages curiosity, constructive and critical discourse, and provides a safe environment to fail. Framing work within the context of “play” allows students to go beyond their presumed constraints and learn through exploration and experimentation.

This presentation emphasizes problem-based learning methods used to teach complex concepts associated with interactive design systems. It will feature classroom projects that use “play” as a gateway to teach various prototyping tools and techniques. Students engage in a dynamic process of “making” through physical and digital prototyping in order to better understand systems thinking associated with the interactive design discipline. This embodies a highly iterative process of building and testing, emphasizing material skills and craftsmanship for both analog and digital environments.

Featured works will exhibit physical and digital prototypes spanning “raw”, low-fi constructs to sophisticated functional case studies. Examples shown will include motion projects, patterning, mechanical arcade games, and generative forms. Historical and contemporary contexts will be used to frame design systems and project inspiration.

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Mar 28th, 12:10 PM Mar 28th, 1:00 PM

Ready, set, play! Disrupting our preconceptions of classroom learning through innovative teaching practices.

U-Hall 2-078 or Atrium

What is play in the context of an undergraduate classroom? For our purposes, play is an attitude and an approach to making work. Both inside and outside of the classroom, there are many ways in which play can serve as a base for serious problem-solving.

As educators, we choose to create a learning environment that provides enjoyment to the people who conduct activities within it. Play does not need to be frivolous — it encourages curiosity, constructive and critical discourse, and provides a safe environment to fail. Framing work within the context of “play” allows students to go beyond their presumed constraints and learn through exploration and experimentation.

This presentation emphasizes problem-based learning methods used to teach complex concepts associated with interactive design systems. It will feature classroom projects that use “play” as a gateway to teach various prototyping tools and techniques. Students engage in a dynamic process of “making” through physical and digital prototyping in order to better understand systems thinking associated with the interactive design discipline. This embodies a highly iterative process of building and testing, emphasizing material skills and craftsmanship for both analog and digital environments.

Featured works will exhibit physical and digital prototypes spanning “raw”, low-fi constructs to sophisticated functional case studies. Examples shown will include motion projects, patterning, mechanical arcade games, and generative forms. Historical and contemporary contexts will be used to frame design systems and project inspiration.