Embodied Learning Design Principles

SMALLab Learning strives to create the most effective embodied learning experiences for schools and museums by focusing on these key learning principles:

1 – Gesture to Content Mapping:  Learners’ physical actions should have a direct and causal impact in the simulated environment and the physical actions should map to the content being learned (e.g. moving the arm higher makes a pitch increase, moving the hand in a  clockwise motion makes a gear turn in a clockwise motion).

2 – Alignment:  A learner’s gesture should closely align with its function and role in the simulated environment (e.g., physical throwing gestures should align with throwing actions in the simulation).

3 – Human Scale:  Computer interfaces should support movement on a human scale (e.g., degrees of freedom, size and speed of a gesture).

4 – Communicative Properties:  The communicative and motivational aspects of human presence and gesture should be accounted for (e.g., the cultural meaning of a gesture, the formation conveyed).

5 – Socio-Collaborative Properties:  Social presence should be accounted for in the design, affording multiple, coordinated opportunities for team learning.  Mistakes are low stakes. All students get an opportunity to experience the environment – though observational learning can be powerful, it is probably not as strong as the embodied, kinesthetic learning our environment provides.

Elizabeth Forward - Light and MirrorsContent is co-designed with teachers and tested in the classroom. We are always looking for ideas and committed teachers. When we create a scenario, it must have both embodied and socio-collaborative components. Our mission is to create content that is engaging and will be remembered for the long term. Please consider working on scenarios with us via our Professional Development by Design program (PDxD).