Length: 2 Din A4 Pages of font size 10 Calibri
Questions to tackle: How and why to use human traces as a design tool for learning interaction? What can be the other user cases than what you presented in the papers? And what are also reasons against it? What potentials do traces include for interaction design? You can also phrase your first question accordingly: what kind of learning it would support? Again, you have to decide what perspective your report should take.
A good reflection can be recognized, among other things, by the fact that what is read is transferred to other examples independently and connections are recognized that were not clear before. This also means that the report depends on what you noticed, where there are disagreements, where there are gaps, but where there are also links to other areas. We do not determine in which direction your reflection should go, but it depends on how you understand, interpret and transmit what you have read.
In the context of our course, the paper by Robbins et al. is very central. Nevertheless, we have provided you with several papers as a basis, which we think of as a good overall package. But again, that doesn’t mean you have to refer to all the papers. The papers are there to give you a basis for reflection, in which direction you are doing this and on what you are focusing is up to you. Sure, it’s good if you find examples in other papers, artworks or projects, because it also shows that you understand parallels. Basically, with the reflection report, we want each of you to have at least one aha moment in the context of Traces for tangible learning and share it with everyone in this report.
Include papers listed here in the reference list and reflect upon it critically with arguments for and against it.
-Formatting: we consider the generally applied standards as format settings, including a margin of 2.5cm left, 3.5cm right, 2cm from top and bottom and 1.0 row distance.
-The structure is up to you; make sure that your core message comes across and is reflected in the text.
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