Education can benefit from ICT in a host of different areas from organisational management to learning tools, but what is the most powerful opportunity of all?
Earlier this week, Games for Change, a non-profit that catalyzes social impact through digital games, announced the 2013 finalists for the Games for Change Awards in the following categories: Most Significant Impact; Most Innovative; Best Gameplay; and Game of the Year. The annual awards are designed to celebrate excellence in the year’s best “games for change.” The finalists were selected by a blue ribbon jury and the awards will be presented to winners during the 10th Anniversary celebration of the Games for Change Festival in NYC on Tuesday, June 18th 2013.
We all know it; it is the mantra of our time: Our lives have changed a lot in the last years through information and communication technology. It has changed the way we work. It has changed the way we communicate. New technologies like mobile computing, new tools and interfaces not only have a major impact on our work and social experiences, we can rightly claim that they have improved our lives in various areas. Unfortunately, this is not the case in the field of education. Here, it seems as though things are moving slower than anywhere else. The following article proposes various engagement points for interaction designers to make technology count for education.
Recognising that education is the key to protecting Cape Mountain Leopards, Leopard’s Leap commissioned Formula D interactive to design and build an educational leopard display for their visitor centre, which was recently designed by Makeka Design Lab.
The result is an interactive wall projection loaded with game-enhancing technology. The 3-meter projection loops realistically rendered animations of Cedearberg landscapes. Three different sets of day and night scenes are displayed.
When visitors step in front of the wall, their virtual avatars appear on the screen in front of them. Each visitor is randomly assigned an avatar and up to 3 people can interact with the multimedia application at the same time.
Innovating education in South Africa: Formula D interactive presents a virtual, yet tangible Chemistry Lab.
Formula D Interactive recently developed a Virtual Chemistry Lab, as a safe, low cost alternative to the standard chemistry laboratory in schools. The heart of the system is a so called object recognition table. The interactive platform consists of a 50″ High Definition rear projected screen prepped with lots of computing power. Sophisticated pattern recognition technology allows users to navigate content information by placing physical cards onto the table’s glass surface.
In this Pecha Kucha style talk, Michael Wolf presents the potential of serious games and edutainment to enhance learning. He uses the example of the Open Budgets Game, which has recently been designed by Formula D interactive, Michael’s design company.
Earlier this year, an angel fell from the sky onto the tiled floor of Victoria Station, London, and began interacting with commuters. It was a beautiful piece of augmented reality by Axe as part of their Excite promotion. It was also a visible marker of where the virtual world is headed: terra firma. From virtual […]
I recently spoke at a workshop with the title “The South African classroom of the future” at CSIR, Meraka institute in Pretoria. In my presentation “Tools for the classroom of the tomorrow” I discussed the following 4 questions:
- What are technology tools for learning?
- How do technology tools benefit the classroom of today?
- What are the requirements for the design of tools for the classroom of tomorrow?
- What are the key technologies for the classroom of tomorrow?
In this blog post I will deal with the first 2 questions.
The following abstract was written as a proposal for a conference paper. It is therefore a work in progress and will be updated as the paper evolves. So please comment. This proposed article will aim to introduce readers to the opportunity of using lessons learned from the electronic game art form in their didactic practice. […]