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Embodied design in interaction: Introduction to the conference Arthur Bakker

Embodied design in interaction: Introduction to the conference Arthur Bakker With Shakila Shayan, Marieke van der Schaaf, Rosa Alberto, Paul Leseman Utrecht University 30 October 2017 Funded by: Education for Learning Societies (Utrecht) NWO (digital turn in epistemology).

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Embodied design in interaction: Introduction to the conference Arthur Bakker

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  1. Embodied design in interaction: Introduction to the conference Arthur Bakker With Shakila Shayan, Marieke van der Schaaf, Rosa Alberto, Paul Leseman Utrecht University 30 October 2017 Funded by: Education for Learning Societies (Utrecht) NWO (digital turn in epistemology)

  2. Previous conferences on similar themes June 2014: Embodied cognition in education October 2015: Embodied design in education Now: embodied design in interaction Follow-up now with an eye on interaction Human-computer Human-human: dual eye-tracking Participants from Netherlands, USA, Germany, England, Finland, Scotland, Sweden, Switzerland, Russia, Israel, Iran, Japan

  3. Embodied cognition (& extended, embedded, enculturated, enacted…) The body – not only the brain – is part of the cognitive system Embodied mind  why not enminded body? (Sheets-Johnstone) Don’t we always use our body? (trivial embodiment) Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636. Wilson, A. D., & Golonka, S. (2013). Embodied cognition is not what you think it is. Frontiers in Psychology, 4.

  4. We want to learn from studies about movement Maxine Sheets-Johnstone Dancer  philosopher

  5. Movement is “the mother of all cognition” (Sheets-Johnstone, 2011, p. 118-119) “Animate movement is the key origin of cognition and affective relation with the rest of the world” Picture of Ami Shulman

  6. Freudenthal: “… that is the way geometry should be taught, just like swimming.”

  7. From embodied cognition to embodied design Transition from descriptive to prescriptive research is never trivial Is-ought problem: Cognition is grounded/embodied  learning should be more embodied? Abrahamson, D. (2009). Embodied design: Constructing means for constructing meaning. Educational Studies in Mathematics, 70(1), 27-47. Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. The Cambridge handbook of the learning sciences, 2, 358-376.

  8. Notes on methodology Experiments useful to test ideas: a lot of evidence about potential benefits of bodily engagement compared to just watching people do something However, to design interventions that can be compared with something else, alternative approaches are necessary, such as research-based design or design-based research In doing so, we encounter many new phenomena worth studying, and face challenges coming with including perception and action in cognitive studies

  9. About today: morning Paul Leseman (Utrecht): Moderate embodiment for instructional design Dor Abrahamson (Berkeley): Embodied design: Developing a research program Shakila Shayan et al. (Utrecht): Embodied design for proportional reasoning Rotem Abdu (Jerusalem): Guided enactment: Designing visual cues for sensorimotor engagement Abrahamson, D., Shayan, S., Bakker, A., & Van Der Schaaf, M. (2015). Eye-tracking Piaget: Capturing the emergence of attentional anchors in the coordination of proportional motor action. Human Development, 58(4-5), 218-244.

  10. Further work in mathematics education Daniela Schansker & Angelika Bikner-Ahsbahs (Bremen) A scaffolding step: Haptic actions integrated into a technology-based embodied design Angelika Bikner-Ahsbahs: design pitch Michiel Veldhuis & Marja van den Heuvel-Panhuizen (Utrecht) The role of embodiment in developing higher-order mathematical thinking in primary education

  11. Connections with different disciplines: martial arts, dance, Feldenkrais andexpert-novice interaction Dragan Trninic(Zürich) Restoring the Historical Role of Practice to Mathematics Education Ami Shulman (Gotheburg) Embodiment — the field of connective potentials. An Introduction to the Feldenkrais Method Anna Shvarts(Moscow) Coordination versus dis-coordination in student-tutor collaboration during an embodied activity Abrahamson, D., & Shulman, A. (2017, July). Constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness Shvarts, A. (in press). Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process. In N. Presmeg et al

  12. Dual eye-tracking (interaction) Anna Shvarts: already mentioned Maike Schindler (Cologne) Interpretation of single and dual eye-tracking data in natural settings Discussion time

  13. Enjoy!

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