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REFLECTABLE (2011-2013)

Aarhus University, Newcastle University, Danish Agency for Universities and Internationalisation.

ReflecTable is a project aiming to design a setting that students can use to train their design and innovation skills. The theoretic underpinnings of the ReflecTable is the work of Donald A. Schön, who originated the idea of the reflective practicum. The ReflecTable powers up his vision to create a digital reflective practicum.



TIMEREFLECTIONS (2011 - 2012)

18th Century Festival, Alexandra Institute, Aarhus University, DUL.

How do we engage children and teens in cultural heritage? Time Reflections is a digital installation about the 1700s, where users could find out if they had what it would take to behave in the 1700s.If the user's movements and empathy in relation to the installation were good enough, they could obtain important objects as a sign of their renewed respect.


BEART (2011)

Ribe Art Museum, Digitales, DUL, Aarhus University

How can technology bridge the gap between the traditional aesthetic dimension in the art world and the intellectually disabled guests, whose behaviour and appearance sometimes can seem inappropriate, offensive?


DIGITAL BURIAL MOUND (2011)

Museum Sønderjylland Alexandra Institute, Redia, Aarhus University, DUL

The digital burial mound is a 2x3m custom-made table with a 10 cm deep surface of fine sand. The table is decorated with stones to connote a burial mound. The table is accessible from four sites and multiple users can interact with the installation simultaneously.  Different authentic archeology digging devices are accessible by the table encouraging audiences to participate in unearthing the burial mound.When a museum guest stumbles upon a spot in the sand in which a digital object such as an earring, a comb or a belt buckle from the bog body is located, a projection of the entire bog body appears for a few seconds on the sand surface. The object that was unearthed is highlighted in relation to the bog body providing some hints to the audiences as the location of other related objects. When a digital object is uncovered, the object slides from the sand surface to a LED display placed in front of the burial mound. Here, three different stories about the object are displayed.  The visitor is encouraged to choose among the three different stories relating to the bog find; one is narrative and proposes how the object might have been significant in the young girls life, one is related to more general aspects of the Bronze Age, and one is related to the properties of the object itself. By choosing among the different stories related to the different objects unearthed in the burial mound, visitors create a unique story, mixing facts and narrative, which can be printed out for further investigation and discussion.

DIGITAL NATIVES (2010 - 2011)

Aarhus Museum of Contemporary Art, DUL Aarhus University, Innovation Lab, Alexandra Institute, Moesgaard Museum.

Digital Natives was a research and exhibition experiment exploring the intersections of cultural heritage, participatory design and new interactive technologies. The project experimented with possible new futures and innovations of cultural heritage communication and involved creative collaboration between a group of young people, anthropologists, architects and interaction designers through an extended period of nine months. The project focused on a contemporary generation of young people raised in a digital era, surrounded by new media and information technologies, and whose life worlds are said to depart from that of previous generations, both mentally, socially and culturally (Prensky 2001, Ito 2009).

The exhibition explored these young people’s everyday cultures, identities and communication practices and experimented with new ways of representing and interacting with these cultures in the context of a concrete museum exhibition. As such the aim of Digital Natives was to create an exhibition in collaboration with a group of young people that explored and expressed the lives and cultures of these so-called natives in a local setting.


RUNETABLE (2008- 2009)

Moesgaard Museum, Redia A/S, Aarhus University, DUL.

The RuneTable installation allows visitors to create and decorate their own rune stone and place this in a landscape alongside rune stones that other visitors have created. The installations consist of a large (165x135 cm.) interactive table with two input stations (touch screens) at the end (picture 1). The table shows a map, where particular features are highlighted. Visitors create their own rune stone by picking up one of the small wooden model rune stones and placing it in the backlit holder besides the input station. When a model stone is placed in the holder, the input station guides the visitor through the through the process of choosing what to write on the stone and how to decorate it. When the stone is done, the visitor can pick up the stone from the holder and place it anywhere on the map. When the model stone is placed on the map, a counter indicates that the stone is about to be placed at this particular spot (picture 2C). After a few second (if the stone is not moved to another location on the map) a digital representation of the stone is shown on the map. Visitors can use a model magnifying glass to explore the content and placement of the stones created by other visitors


WISDOM WELL (2005 - 2008)

Aarhus Municipality, Aarhus University, InteractiveSpaces, Arkitema, Søren Jensen A/S, Solutors A/S

The iGameFloor is a 3 m deep well, covered with a projection surface.The projection surface is a 3x4 m glass sheet, approximately 9 cm thick, divided into four tiles. The glass surface consists of 8 cm of load-bearing glass, a 3 mm Fresnell diffusion layer, and a 6 mm thickness of hard protective surface glass. The four tiles are supported at the outer edges, and have an internal conical 263 frame resting on a central supporting pillar. The four Web cams associated with the projectors are managed by a tracking client running on a Dell 9150 that runs the vision software, supporting fine-grained tracking of limb positions. The limb positions are communicated to the application machine feeding the four projectors.The tracking client can be switched to a mode in which it uses a ceilingmounted wide-angle Creative™ webcam for coarse-grained tracking of body contours from above.


EBAG (2002 - 2005)

Aarhus Municipality, Aarhus University, InteractiveSpaces, KMD A/S

The eBag is a digital counterpart to each student’s physical school bag. It is a web based portfolio system with seamless proximity-based login from all interactive surfaces in the physical school environment, for example in the eCell or on a traditional PC. Consequently, it serves as a link between different types of displays, through which its contents can be accessed, and it allows the students to collect, carry, access and share digital information very easily. Thus, the eBag is the student’s personal, digital repository in which they can place pictures, video, music, text documents and other digital material for use in and outside of school. With the eBag, focus is on the ubiquitous aspects of web support in learning environments that allows the digital information to travel seamlessly across technological platforms. Taking advantage of the current context when placing and retrieving information provides the teachers and students with a sense of seamless interaction with the digital material. The eBag infrastructure is written on top of the context-aware HyCon framework and collaborative web services based on Web-DAV. The proximity-based login is based on a Bluetooth sensor network and the eBag itself is ‘tied’ to a mobile phone with Bluetooth capabilities or a BlueTag which the students carry with them. Thus, whenever the students are within reach of a sensor, their eBags will appear on the display connected to that sensor.


ECELL (2002 - 2005)

Alexandra Institute, Aarhus University, Interactivespaces.

The eCell is a temporary collaborative niche for group/project activities in school environments, consisting of a private, inner display and a public, outer display. The eCell was envisioned as a flexible IT-supported installation to be placed in the unused public spaces of the school. Our intention was to include the entire school premises in the learning environment, including the corridors. The intention was to create a dynamic school environment in which the students’ could claim unused space as the need occurred, and thereby work with their private materials in the public space. In return, the group of students would be able to give something back to the public school environment by sharing parts of their current work with people passing by the eCell. The inner display of the eCell consisted of a 42”plasma screen with a SMARTboard™ overlay. This setup was powered by a Dell Dimension XPS PC, and provided access to the students’ digital portfolios through a BlipNet access point network and a BlueTooth dongle. Peripheral devices included a LogiTech wireless keyboard and mouse. The outer display consisted of 60” diffusion screen for back projection, combined with a 1700 lumen InFocus™ projector. The outer display was powered by another Dell Dimension XPS PC.


HYCON EXPLORE (2002 - 2005)

Alexandra Institute, Aarhus University, Interactivespaces


The HyConExplorer is a geo-spatial hypermedia system that supports project based education and learning outside of the classroom through contextualisation of information, and is in itself an example of an integrated collection of heterogeneous technologies . The basic concept of the HyConExplorer is to augment physical space with digital information structures. The HyConExplorer tablet edition is designed to run on tablet PC’s equipped with a mounted camera for capturing low resolution images, video, and audio, and a Bluetooth enabled GPS unit for recording the user’s physical location. HyConExplorer/J2ME is the second generation of mobile hypermedia systems developed on the HyCon framework. The system is designed to run on a much simpler hardware setup than the tablet PC version, namely directly on Java enabled SmartPhones with built-in cameras and microphones, which communicate with sensor equipment using Bluetooth.


FABLAB@SCHOOL.DK (2014-2017)

Aarhus University, Vejle, Silkeborg, Aarhus Municipality, Stanford University, Bremen University, VIA College.

How can Danish lower secondary pupils learn with novel digital fabrication technologies? In the Danish branch of the FabLab@School initiative, an emphasis is put on the designerly approach to digital fabrication. Here we define FabLab@School as a hybrid learning environment that combines digital fabrication, design thinking and collaborative ideation and innovation to solve (complex) societal challenges.