Download the Full Program Update June 6th 2012 as a PDF file (7 pages, 1 MB)

  Tuesday, June 12, 2012 Wednesday, June 13, 2012 Thursday, June 14, 2012 Friday, June 15, 2012
08:00 am Registration open Registration open Registration open Registration open
09:00 am - 10:30 am Workshops:
Interactive Technologies for Children with Special Needs

Digital Fabrication for Educational Contexts (starting at 01:00 pm)

Doctoral Consortium
Conference Opening

Opening Keynote
Session 3:
Design and Learning Contexts
Demonstration Sessions
11:00 am - 12:30 pm Workshops (cont.) Session 1:
Designing with Children
Session 4:
Interactive Technology for Algorithmic Thinking
Session 6:
Digital Story Telling Evaluation Methods
01:30 pm - 03:00 pm Workshops (cont.) Session 2:
Experience Systems
Session 5:
Learning through Embodiment
Digital Inclusion
03:30 pm - 05:00 pm Workshops (cont.) Short Paper Poster Session (ending at 06:00 pm) Bus Tour to German Emigration Center in Bremerhaven (04:00 pm to approx. 10:00 pm) Closing Plenary and Invitation to IDC 2013 (04:00 pm)
05:00 pm - 06:30 pm   Welcome at German Emigration Center

07:00 pm Conference Welcome at Town Hall,
Welcome Drinks
(Registration open 06:00 pm)
Conference Dinner at "Bremer Ratskeller" Finger Food at German Emigration Center (08:00 pm)  

Conference Welcome at Town Hall
Tuesday, June 12, 07:00 pm

Conference Opening
Wednesday, June 13, 09:00 am

Conference Dinner at "Bremer Ratskeller"
Wednesday, June 13, 07:00 pm

Welcome at German Emigration Center
Thursday, June 14, 05:00 pm - 06:30 pm

Friday, June 15, 01:30 pm - 03:00 pm

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Opening Keynote:
Exploring the world with the mouse

(Matthias Körnich)
Wednesday, June 13, 09:00 am - 10:30 am

For over 40 years now the "Show with the Mouse" is one of the most successful children's programmes in Germany. With its mixture of cartoons, practical jokes and educational elements, its combination of fictional and factual stories, the "Show with the Mouse" has secured its position as a strong brand, generating solely positive sentiments and thus becoming a symbol for a creative procurement of knowledge. Due to its easy to follow factual elements, "Ask the Mouse!" has become a catchphrase, whenever a clever answer is needed.
Probably one of the most important reasons for this phenomenal success is the fact that the show has never tried to follow any didactic concept, but has always carefully considered nothing but the needs and interests of its audience. This is exactly why, although they are separated in age by more than four decades, the concept of the "Show with the Mouse" is so close to the concept of the iPad: Both consistently take merely their users' needs into consideration and thereby allow them an intuitive use of their devices: The iPad, on the one hand, is a very direct and haptic gadget, which allows effortless access to the internet and world of computers; this is what makes it so ideal for children. On the other hand, the stories, which we tell in the "Show with the Mouse", are also coined by an unconventional, intuitive approach to the world; this is their characteristic way of decoding reality. Both, the iPad and the "Show with the Mouse" choose a purely explicatory approach: solely their user's "inner child" determines the point of view and focus of attention.
Since the very first episode of the "Show with the Mouse", its production-team has never asked what they ought to explain to their audience; instead their leading question has always been what the children themselves prefer to watch. The unanticipated answer was: commercials. In other words: films, which entertain, are high-quality-productions and always bring across their message seemingly effortless. Creating "commercials for reality" was - and still is ? therefore the intention of the factual films featured in the "Show with the Mouse": Because appreciating discoveries and asking questions means excitement; because the mouse as a character is curious and wants to make other people curious about the world. This distinctive point of view is what makes the factual stories of the show so unique. Learning how to ask questions and weave their answers into captivating storylines is mandatory for this approach. It still remains our firm, self-imposed standard, which stays the same, even when the show keeps re-inventing itself all the time to be up to date with an ever-changing reality. Its focus and foundation is never any didactic plan, but to stimulate curiosity, to induce the pleasure to explore and to play around. This is how questions like "Why is the sky blue?", "How do stripes fit into toothpaste?" and "Why are manholes round?" find their way into the show: they are interesting and taken from everyday-life at the same time. They are instantly gripping and every step on the way develop into an even more exciting episode. This is what makes the "Show with the Mouse" more authentic than other shows of its type, which, for example, feature a cartoon-frog trying to teach maths: Everyone notices their intention right away and is dispassionate.
Finally, this unique explorative approach of the "Show with the Mouse" is mirrored in its website which also has a high usability and user experience. "Discover the world with the mouse!? " this is not only our established slogan for the TV show but now also a concept, which we have just started to implement online.

Beyond Wild Dreams and High-Tech Fetishes: Learning about Media from Children in the Global South

(Dr. Shakuntala Banaji)
Thursday, June 14, 05:00 pm - 06:30 pm

The world of research into children, young people, media and technology is often over-simplified via a series of binaries: techno-optimists versus techno-pessimists; design versus meaning; innovation versus risk; pedagogic versus leisure uses; and, of course, children on the one hand, adults on the other. In some projects educational designers and pedagogues call on insights from game design to attempt to make civic participation more appealing to children and youth or use social networking tools in managed virtual learning environments apparently to bring the worlds of school and home closer together. In other circumstances, technology companies team up with development organisations to promise parents and children in the global south the economic benefits of an innovative education if only particular combinations of broadband and mobile learning are employed. However, ethnographic and case-study based qualitative research about media, technology and learning with children, young people and teachers in both the developing and developed world suggests that many of these initiatives are painfully ignorant of the everyday realities both across non-urban areas in the developing world and across vast swathes of formal schooling in the developed world. In fact, fetishising digital design and technological tools at the expense of critical work on social contexts of leisure and learning, representation, political economy and children's meaning-making is entrenching age-old divides of wealth, access, power and control, particularly for the world's poorest children. Calling on research from a series of funded and unfunded research projects over the past decade in Europe and India, this paper will problematise some resilient theorisations of children, learning and technology, as well as the insights and agendas to be gained from a reflexive and integrated approach to meaning, media, design and sociocultural context.

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Session 1: Designing with Children
Wednesday, June 13, 11:00 am - 12:30 pm
Moderation: Tilde Bekker, Jochen Rick

Session 2: Experience Systems
Wednesday, June 13, 01:30 pm - 03:00 pm
Moderation: Greg Walsh, Jochen Rick

Session 3: Design and Learning Contexts
Thursday, June 14, 09:00 am - 10:30 am
Moderation: Greg Walsh, Jochen Rick

Session 4: Interactive Technology for Algorithmic Thinking
Thursday, June 14, 11:00 am - 12:30 pm
Moderation: Greg Walsh, Jochen Rick

Session 5: Learning through Embodiment
Thursday, June 14, 01:30 pm - 03:00 pm
Moderation: Greg Walsh, Jochen Rick

Session 6: Digital Story Telling
Friday, June 15, 11:00 am - 12:30 pm
Moderation: Paulo Blikstein, Jochen Rick

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Short Paper Poster Session
Wednesday, June 13, 03:30 pm - 06:00 pm
Moderation: Franca Garzotto, Timo Göttel

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Demonstration Sessions
Friday, June 15, 09:00 am - 10:30 am
Moderation: Janet Read, Thomas Winkler

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Doctoral Consortium
Moderation: Yasmin Kafai, Mike Eisenberg

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Workshops June 12, 2012

Interactive Technologies for Children with Special Needs

Organized by Meryl Alper, Shuli Gilutz, and Juan Pablo Hourcade

Position papers should address the design, use, and evaluation of interactive technologies for children with special needs. Possible topics include: The workshop will provide all participants an opportunity to present their work and ideas. From these presentations, participants will select emerging themes to discuss. There will also be time to plan for future collaborations, including the publication of workshop outcomes.
Find more information on the homepage for this workshop here:

Digital Fabrication for Educational Contexts

Organized by Dennis Krannich, Bernd Robben, Sabrina Wilske

In this workshop we want to discuss the concept of digital fabrication and demonstrate how this novel and diverse approach can be applied for educational contexts. Participants will discover and discuss the possibilities and impact of different digital fabrication technologies. This workshop is intended for practitioners of digital fabrication as well as newbies. Position papers or demos (2-4 pages following the ACM submission format) should address the design, use, or evaluation of digital fabrication technologies for educational contexts. Papers must be related to digital fabrication and should cover one or more of the following topics:
Find more information on the homepage for this workshop here

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