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Conceptualising tangibles to support learning

Price, S; Rogers, Y; (2003) Conceptualising tangibles to support learning. In: (pp. pp. 101-109).

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Abstract

© ACM 2003. We present a new way of conceptualising tangibles for learning. This scheme adopts Heidegger's analysis of the ways a user can treat a tool: either as 'ready-to-hand' or 'present-at-hand'. It also proposes two types of activity a learner can engage in when using a tangible: either exploratory or expressive activity. Finally, two types of models that a user can explore are proposed: theoretical and practical models. Examples from the literature are described in terms of this framework and an example is given from our own work of an attempt to use this conceptualisation in design.

Type: Proceedings paper
Title: Conceptualising tangibles to support learning
ISBN: 158113732X
DOI: 10.1145/953536.953551
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > UCL Interaction Centre
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Computer Science
URI: https://discovery.ucl.ac.uk/id/eprint/1324127
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