Frameworks = (components + patterns)
Communications of the ACM
Designing storytelling technologies to encouraging collaboration between young children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Designing StoryRooms: interactive storytelling spaces for children
DIS '00 Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques
Phidgets: easy development of physical interfaces through physical widgets
Proceedings of the 14th annual ACM symposium on User interface software and technology
Tangible programming elements for young children
CHI '02 Extended Abstracts on Human Factors in Computing Systems
Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling
Personal and Ubiquitous Computing
Token-Based Acces to Digital Information
HUC '99 Proceedings of the 1st international symposium on Handheld and Ubiquitous Computing
Papier-Mache: toolkit support for tangible input
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Communications of the ACM - End-user development: tools that empower users to create their own software solutions
From turtles to Tangible Programming Bricks: explorations in physical language design
Personal and Ubiquitous Computing
Some reflections on designing construction kits for kids
Proceedings of the 2005 conference on Interaction design and children
Getting a grip on tangible interaction: a framework on physical space and social interaction
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Finding design qualities in a tangible programming space
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Designing tangible programming languages for classroom use
Proceedings of the 1st international conference on Tangible and embedded interaction
Do tangible interfaces enhance learning?
Proceedings of the 1st international conference on Tangible and embedded interaction
Proceedings of the 6th international conference on Interaction design and children
Proceedings of the 2nd international conference on Tangible and embedded interaction
A representation approach to conceptualizing tangible learning environments
Proceedings of the 2nd international conference on Tangible and embedded interaction
Proceedings of the 2nd international conference on Tangible and embedded interaction
Broadening children's involvement as design partners: from technology to
IDC '08 Proceedings of the 7th international conference on Interaction design and children
Physical manipulation: evaluating the potential for tangible designs
Proceedings of the 3rd International Conference on Tangible and Embedded Interaction
Tangibles for toddlers learning language
Proceedings of the 3rd International Conference on Tangible and Embedded Interaction
Advances in Human-Computer Interaction - Special issue on interactive play and learning for children
Action and representation in tangible systems: implications for design of learning interactions
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
Empowering programmability for tangibles
Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction
Smart tools to support meta-design paradigm for developing web based business applications
ICWE'07 Proceedings of the 7th international conference on Web engineering
Paper-based multimedia interaction as learning tool for disabled children
Proceedings of the 9th International Conference on Interaction Design and Children
MoSo tangibles: evaluating embodied learning
Proceedings of the fifth international conference on Tangible, embedded, and embodied interaction
Children's co-design and inclusive education
Proceedings of the 10th International Conference on Interaction Design and Children
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In the domain of disabled children learning, requirements are heterogeneous and ever changing, because of these learners' peculiar characteristics and the nature of their educational needs. Technology for this complex problem space should be highly flexible, evolvable, and easy modifiable to address the developmental, emotional, and cognitive level of each single child. The paper describes an open-ended environment that supports the creation and customization of tangible learning experiences for disable children learning and meets the above requirements. The toolkit implements an End User Development paradigm and a Meta-Design approach, as educators, teachers and therapists, can use it autonomously, without depending on skilled programmers. In its current version, the system is a model-based and pattern-based web application framework, and has been iteratively designed, prototyped, and evaluated along a period of three years in partnership with therapists and teachers at a local primary school.