Street ARt: Using Augmented Reality to Create Digital Street Art

<p>The long-imagined fiction of a digitally supplemented world is fast becoming a reality. Augmented Reality technology is advancing at a rapid rate, approaching mass adoption and use. Available to anyone with a modern mobile phone, Augmented Reality allows for a number of possibilities, augmenting the physical world with information or content of varying types. These possibilities have a number of implications for both utility and creative expression. This thesis explores the use of Augmented Reality as a tool for creative expression, comparing its use of the physical world to Street Art’s use of the street. Street Art uses the street as an artistic resource (Riggle, 2010) to provoke and elicit response. Augmented Reality uses physical location and context to strengthen its content and deliver information or entertainment. Augmented Reality Artworks have contested physical space (Skwarek, 2014; Veenhof & Skwarek, 2010) and shifted the boundaries of curation (Garbe, 2014). This thesis compares the histories of Augmented Reality and Street Art, resulting in a proposal for using Augmented Reality as a method for Street Art, allowing artists to create Digital Street Art. Research through Design explores this practice, creating Digital Street Art works that use the possibilities of Augmented Reality technology to use the street as an artistic resource. Using digital techniques like animation, interactivity, data visualisation and three-dimensional imagery; this thesis aims to explore how the Digital Street Artist can create work that engages with the public space and provoke a response. This is explored through several Digital Street Art responses to the public space and issues that can be addressed within it. These responses are designed to use digital techniques and AR technology to make artistic use of the street. Allowing it to be both Digital in nature and Street Art in essence.</p>

Street ARt: Using Augmented Reality to Create Digital Street Art

<p>The long-imagined fiction of a digitally supplemented world is fast becoming a reality. Augmented Reality technology is advancing at a rapid rate, approaching mass adoption and use. Available to anyone with a modern mobile phone, Augmented Reality allows for a number of possibilities, augmenting the physical world with information or content of varying types. These possibilities have a number of implications for both utility and creative expression. This thesis explores the use of Augmented Reality as a tool for creative expression, comparing its use of the physical world to Street Art’s use of the street. Street Art uses the street as an artistic resource (Riggle, 2010) to provoke and elicit response. Augmented Reality uses physical location and context to strengthen its content and deliver information or entertainment. Augmented Reality Artworks have contested physical space (Skwarek, 2014; Veenhof & Skwarek, 2010) and shifted the boundaries of curation (Garbe, 2014). This thesis compares the histories of Augmented Reality and Street Art, resulting in a proposal for using Augmented Reality as a method for Street Art, allowing artists to create Digital Street Art. Research through Design explores this practice, creating Digital Street Art works that use the possibilities of Augmented Reality technology to use the street as an artistic resource. Using digital techniques like animation, interactivity, data visualisation and three-dimensional imagery; this thesis aims to explore how the Digital Street Artist can create work that engages with the public space and provoke a response. This is explored through several Digital Street Art responses to the public space and issues that can be addressed within it. These responses are designed to use digital techniques and AR technology to make artistic use of the street. Allowing it to be both Digital in nature and Street Art in essence.</p>

Unordinary: An evaluation of lecture-free activities using a repertory grid

Lecture-free activities afford students with an engaging approach to knowledge acquisition and integration. When peppered throughout a course, experiential activities inject spontaneity, break up familiar patterns, and empower students to take responsibility of their learning. For an instructor, iteration is required to develop effective lecture-free engineering activities, necessitating thoughtful evaluation. The paper adopts Kelly's personal constructs theory, using repertory grid analysis to consider the effectiveness of six unordinary, lecture-free activities. Through a structured comparison of activities, 29 constructs were elicited with inherently subjective, dichotomous poles. The grid was populated ranking each activity between the poles of each construct such as directed learning or creative expression. Using a cluster analysis and descriptive statistics, various themes emerged revealing the author's preference, and connections between seemingly unrelated constructs such as how summative actives use the entire building whereas formative activities are in the classroom. Recommendations are made to generalize the tool to aid instructors in activity evaluation and development through understanding and challenging existing patterns.

Stones and pebbles

As part of the ‘Bringing the outside in’ series, this article encourages exploration of stones and pebbles through creative expression, as well as bringing in rich learning surrounding mathematical concepts and developing patience and perseverance.

The Influence of Human Development Skills on First Intermediate Grade Female Students’ Creative Expression

The present study aims to identify the influence of human development skills on creative expression among first-grade intermediate female students. The two researchers chose a sample of (61) female students from the first intermediate grade in Al-Siyadah School for Girls affiliated to the Directorate of Education in the Province of Babylon. They were divided into two groups, with (30) female students in the experimental group and (31) female students in the control group. The two researchers studied the experimental group according to Human development skills. They studied the control group in the traditional way. They prepared a test that consisted of (20) items of the type of true and false. The total score of the test was (60) scores, with three scores for each item. The second part was an essay question with a higher score of (40). After verifying the validity and difficulty of its items, the strength of its distinction, and the stability of correction according to the criteria used by the two researchers with a duration of the experiment that lasted an entire semester, the two researchers used the t-test for two independent samples, the item discrimination coefficient, the CHI square, the difficulty coefficient, Pearson correlation coefficient, And the Spearman-Brown equation. The results showed the superiority of the experimental group students who studied according to human development skills over the control group students who studied in the traditional way in the creative expression skills test. The results indicate that there is a statistically significant difference between the average scores of the experimental group students which is (79,57) and the average scores of the control group students which is (69,74) in the creative written expression skills test.

A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.