title: Sheet Music Unbound: A fluid approach to sheet music display and annotation on a multi-touch screen

authors: Laundry, Beverley Alice

subjects: Annotation

abstract: In this thesis we present the design and prototype implementation of a Digital Music Stand that focuses on fluid music layout management and free-form digital ink annotation. An analysis of user constraints and available technology lead us to select a 21.5” multi-touch monitor as the preferred input and display device. This comfortably displays two A4 pages of music side by side with space for a control panel. The analysis also identified single handed input as a viable choice for musicians. Finger input was chosen to avoid the need for any additional input equipment. To support layout reflow and zooming we develop a vector based music representation, based around the bar structure. This representation supports animation of transitions, in such a way as to give responsive dynamic interaction with multi-touch gesture input. In developing the prototype, particular attention was paid to the problem of drawing small, intricate annotation accurately located on the music using a fingertip. The zoomable nature of the music structure was leveraged to accomplish this, and an evaluation carried out to establish the best level of magnification. The thesis demonstrates, in the context of music, that annotation and layout management (typically treated as two distinct tasks) can be integrated into a single task yielding fluid and natural interaction.

text: Sheet Music Unbound: A fluid approach to sheet music display and annotation on a multi-touch screen In this thesis we present the design and prototype implementation of a Digital Music Stand that focuses on fluid music layout management and free-form digital ink annotation. An analysis of user constraints and available technology lead us to select a 21.5” multi-touch monitor as the preferred input and display device. This comfortably displays two A4 pages of music side by side with space for a control panel. The analysis also identified single handed input as a viable choice for musicians. Finger input was chosen to avoid the need for any additional input equipment. To support layout reflow and zooming we develop a vector based music representation, based around the bar structure. This representation supports animation of transitions, in such a way as to give responsive dynamic interaction with multi-touch gesture input. In developing the prototype, particular attention was paid to the problem of drawing small, intricate annotation accurately located on the music using a fingertip. The zoomable nature of the music structure was leveraged to accomplish this, and an evaluation carried out to establish the best level of magnification. The thesis demonstrates, in the context of music, that annotation and layout management (typically treated as two distinct tasks) can be integrated into a single task yielding fluid and natural interaction.

year: 2011

title: The EOTC milieu as a setting for teaching and learning experiences for five-year-old students in Technology Education

authors: Milne, Louise

subjects: Technology Education

abstract: Technology Education has been a compulsory subject in the New Zealand primary school curriculum since 1999. Expert knowledge and practice in technology is important in the development of students’ technological knowledge. Whilst this may be acquired within the classroom, this study argues for, and investigates the viewpoint, that its achievement can be enhanced through education outside the classroom (EOTC).
Within New Zealand school culture there is general agreement that education outside the classroom is inherently good and impacts positively on student learning. However, there is a paucity of literature available on theorising or practice in integrating EOTC and curriculum-based teaching and learning in technology education.  This study focuses on five-year-old students undertaking a technology unit that incorporated an experience outside the classroom of technological practice, which was designed to inform students’ classroom practice.
This research comprised a qualitative, case-study approach. Two classes of five year old students participated in a technology unit during which they visited a chocolate factory and investigated how to make chocolates for a Mothers’ Day gift. This context, and the nature and age-group of the participants, drew on an examination of literature from three distinct domains: Technology Education, EOTC and the nature and characteristics of five-year-old students. The literature provided principles that underpinned a planning framework that was co-constructed between myself and the two teachers of the new entrant classes. Over a six month period, data was gathered during three phases of the study: (i) preparation in the technology unit for the visit outside the classroom, (ii) the visit to the chocolate factory and subsequent development of the chocolate gift in the classroom; and (iii) exploring enduring understandings resulting from the visit within the context of the unit. Data was gathered through a series of interviews with students and their teachers, observations and analysis of student work.  
The findings indicated that an EOTC visit integrated into a technology unit can enhance student learning by making links between the classroom and the real world, providing memorable experiences which students can transfer to new and varied contexts. These experiences were shown to develop context-specific language, understanding of technological process and equipment, and some understanding of material properties. These gains were shown to be most likely when supported by pre-visit scaffolding and post-visit reinforcement.  A finding of additional significance was the key role that the parent-helpers played during the unit, visit and in student learning, and the importance of having a shared understanding of the teaching and learning goals of the technology project.  
Whilst the study confirms young students’ abilities to transfer technological understandings from one context to another, it also highlights the parameters of five-year-old student knowledge in technology education, brought about by their lack of practical experience and their limited knowledge of materials and material properties. This has implications for the level of support and guidance which is offered by the classroom teacher, and the time provided for students to informally experiment and become familiar with the properties of a range of different materials.

text: The EOTC milieu as a setting for teaching and learning experiences for five-year-old students in Technology Education Technology Education has been a compulsory subject in the New Zealand primary school curriculum since 1999. Expert knowledge and practice in technology is important in the development of students’ technological knowledge. Whilst this may be acquired within the classroom, this study argues for, and investigates the viewpoint, that its achievement can be enhanced through education outside the classroom (EOTC).
Within New Zealand school culture there is general agreement that education outside the classroom is inherently good and impacts positively on student learning. However, there is a paucity of literature available on theorising or practice in integrating EOTC and curriculum-based teaching and learning in technology education.  This study focuses on five-year-old students undertaking a technology unit that incorporated an experience outside the classroom of technological practice, which was designed to inform students’ classroom practice.
This research comprised a qualitative, case-study approach. Two classes of five year old students participated in a technology unit during which they visited a chocolate factory and investigated how to make chocolates for a Mothers’ Day gift. This context, and the nature and age-group of the participants, drew on an examination of literature from three distinct domains: Technology Education, EOTC and the nature and characteristics of five-year-old students. The literature provided principles that underpinned a planning framework that was co-constructed between myself and the two teachers of the new entrant classes. Over a six month period, data was gathered during three phases of the study: (i) preparation in the technology unit for the visit outside the classroom, (ii) the visit to the chocolate factory and subsequent development of the chocolate gift in the classroom; and (iii) exploring enduring understandings resulting from the visit within the context of the unit. Data was gathered through a series of interviews with students and their teachers, observations and analysis of student work.  
The findings indicated that an EOTC visit integrated into a technology unit can enhance student learning by making links between the classroom and the real world, providing memorable experiences which students can transfer to new and varied contexts. These experiences were shown to develop context-specific language, understanding of technological process and equipment, and some understanding of material properties. These gains were shown to be most likely when supported by pre-visit scaffolding and post-visit reinforcement.  A finding of additional significance was the key role that the parent-helpers played during the unit, visit and in student learning, and the importance of having a shared understanding of the teaching and learning goals of the technology project.  
Whilst the study confirms young students’ abilities to transfer technological understandings from one context to another, it also highlights the parameters of five-year-old student knowledge in technology education, brought about by their lack of practical experience and their limited knowledge of materials and material properties. This has implications for the level of support and guidance which is offered by the classroom teacher, and the time provided for students to informally experiment and become familiar with the properties of a range of different materials.

year: 2015

title: Coastal communities, leisure and wellbeing: Advancing a trans-disciplinary agenda for understanding ocean-human relationships in Aotearoa New Zealand

authors: Wheaton, Belinda

subjects: Science & Technology

abstract: Commentators are advocating for research to better understand relationships between healthy coastal ecosystems and human wellbeing. Doing so requires inter- and transdisciplinary approaches across humanities, arts, social sciences, and science and technology disciplines. These approaches include culturally diverse knowledge systems, such as indigenous ones, that locate sustainable use of and relationships to marine ecosystems. This paper contributes to this agenda through a case-study of relationships between coastal ecosystems and human wellbeing in Aotearoa New Zealand. This article highlights interconnected cultural and wellbeing benefits of, and socio-ecological relationships between, these coastal ecosystems drawing on a case study of one ocean-based, ‘immersive’ leisure activity, surfing. Further, it examines how these relationships impact human physical, emotional and spiritual wellbeing, and the wellbeing of communities and ecosystems. The research illustrates that surfing creates strong bonds between practitioners and coastal places, linking the health of marine environments and people. We demonstrate the value of a transdisciplinary place-based approach that integrates research across the humanities and social sciences and engages with Indigenous knowledge (Mātauranga Māori). This argument for multicultural co-learning shows the value of Western and Māori vantage points for how we understand coastal blue spaces. Indigenous perspectives, we conclude, deepen appreciation, as well as equity considerations, of how we understand place, wellbeing, and long-term sustainable relationships with marine ecosystems.

text: Coastal communities, leisure and wellbeing: Advancing a trans-disciplinary agenda for understanding ocean-human relationships in Aotearoa New Zealand Commentators are advocating for research to better understand relationships between healthy coastal ecosystems and human wellbeing. Doing so requires inter- and transdisciplinary approaches across humanities, arts, social sciences, and science and technology disciplines. These approaches include culturally diverse knowledge systems, such as indigenous ones, that locate sustainable use of and relationships to marine ecosystems. This paper contributes to this agenda through a case-study of relationships between coastal ecosystems and human wellbeing in Aotearoa New Zealand. This article highlights interconnected cultural and wellbeing benefits of, and socio-ecological relationships between, these coastal ecosystems drawing on a case study of one ocean-based, ‘immersive’ leisure activity, surfing. Further, it examines how these relationships impact human physical, emotional and spiritual wellbeing, and the wellbeing of communities and ecosystems. The research illustrates that surfing creates strong bonds between practitioners and coastal places, linking the health of marine environments and people. We demonstrate the value of a transdisciplinary place-based approach that integrates research across the humanities and social sciences and engages with Indigenous knowledge (Mātauranga Māori). This argument for multicultural co-learning shows the value of Western and Māori vantage points for how we understand coastal blue spaces. Indigenous perspectives, we conclude, deepen appreciation, as well as equity considerations, of how we understand place, wellbeing, and long-term sustainable relationships with marine ecosystems.

year: 2021