**ITPDP** 10-02-2019 - Magnus Sten Andersen, 201609827; Sigurd Dalsgaard Pedersen, 201804767; Frederik Ølgaard Jensen, 201808548; Asger Jark Kappel, 201809488.
**ITPDP** 10-02-2019 - Magnus Sten Andersen, 201609827; Sigurd Dalsgaard Pedersen, 201804767; Frederik Ølgaard Jensen, 201808548; Asger Jark Kappel, 201809488.
# Hypestories
# Hyperstories
## Introduction
## Introduction
In this design blog post we analyse *Broadening Children’s Involvement as Design Partners:
In this design blog post we analyse *Broadening Children’s Involvement as Design Partners:
From Technology to “Experience”* (Gazotto, 2008) using the four pillars of learning presented in the article *Putting Education in “Educational” Apps: Lessons From the Science of Learning* (Hirsch-Pasek et al., 2015).
From Technology to “Experience”* (Gazotto, 2008) using the four pillars of learning presented in the article *Putting Education in “Educational” Apps: Lessons From the Science of Learning* (Hirsch-Pasek et al., 2015).
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@@ -25,7 +25,7 @@ With regards to the hyperstories and study as an educational intervention, we th
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@@ -25,7 +25,7 @@ With regards to the hyperstories and study as an educational intervention, we th
codesign process and social interactive ability to compare your own work with other’s are the most important educational aspects. The fact that the children had impact on the overall design and could reflect upon and chose which technologies they wanted to use resulted in the best educational value according to Gazotto’s study. Thus, it is something we will consider using in our own design. Another aspect we will consider incorporating in our design, is the social interactive ability of comparing your own work with others’ work. Especially because we want to explore the opportunities of making math in the 4th to 6th grade a more social experience.
codesign process and social interactive ability to compare your own work with other’s are the most important educational aspects. The fact that the children had impact on the overall design and could reflect upon and chose which technologies they wanted to use resulted in the best educational value according to Gazotto’s study. Thus, it is something we will consider using in our own design. Another aspect we will consider incorporating in our design, is the social interactive ability of comparing your own work with others’ work. Especially because we want to explore the opportunities of making math in the 4th to 6th grade a more social experience.
### References:
## References:
* Garzotto, F. (2008, June). *Broadening children's involvement as design partners: from technology to "experience"*. In Proceedings of the 7th international conference on Interaction design and children (pp. 186-193). ACM.
* Garzotto, F. (2008, June). *Broadening children's involvement as design partners: from technology to "experience"*. In Proceedings of the 7th international conference on Interaction design and children (pp. 186-193). ACM.
* Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). *Putting education in “educational” apps: Lessons from the science of learning*. Psychological Science in the Public Interest, 16(1), 3-34.
* Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). *Putting education in “educational” apps: Lessons from the science of learning*. Psychological Science in the Public Interest, 16(1), 3-34.
