Matthew Simpson

We work collectively with varied locative-type projects and look to integrate our students into contemporary experience design culture. Students experience the 'how and what' of locative by becoming participant users, being exposed to contemporary works, and placing themselves in the role of the designer producing their own located works. Multimedia Studio 4 is a project-run studio course for 2nd year students that implements a focus on locative computing and physical computing interactive environments. For the purposes of this course we use the term locative to include meanings of place, site-specific, placed, and located, as well as works using locative technologies. These projects advance our teaching methods in moving location and interaction firmly into our students' pedagogical experience, both as a learning process, and also as the subject of their project work. Students are introduced to the locative arena via playing a campus location-based game (oweek), a local...

In this paper we present a location-specific or locative game experience we designed, developed and deployed for new university students. Designed around a desired knowledge set, the experience moves away from traditional lecture-style introductory information sessions by incorporating activities involving learning by doing. The experience facilitates social interaction within the student cohort, and introduces the students to the style of work they will encounter and produce during their studies. We describe our design approach, provide an overview of the experience, reflect on two trials run during 2005 and identify further changes we plan to make for a trial in 2006.

This is a short introduction to a larger framework we are developing for guiding the creation of locative experiences in particular we make a careful analysis and then identify unique combinations of needs of the site, context. public and stakeholders. The model is informed by a case study and facilitates engagement through ongoing participatory and experience design processes. The framework acts as an effective method for ensuring all aspects are continuously developed in tandem, enabling a richer and augmented interactive experience for the users and the stakeholders of the site.

In this paper we reflect on a locative orientation week (LOW) experience we developed for new university students. For the start of the 2005 academic year, we created the LOW experience to improve understanding of introductory information provided to new students, to facilitate social interaction within the incoming student cohort, and to introduce the work students do in our academic

This work proposes a hypothetical model based on a shared understanding of design and ethnography that draws on the agency of both disciplines. In particular we explore how ethnography and design can become equal partners in an interaction design context. All too often one side or the other dominates this discussion. When the design view dominates, the ethnography is about providing empirical data to inform the design process. In this context, there is a risk that ethnographic fieldwork is seen simply as an empirically based service ...