This short paper outlines experiences and reflections on the research and development project “Octopus” in order to describe and illustrate how intelligent context facilitates and embody learning. The framework is a research and development project where we have tried to work with new kinds of tangible learning media and develop didactic approaches for teachers in primary school and furthermore to use the user experiences in a structured process where children participated in the innovation process. This has raised a fundamental question: How should we understand the relationship between structure and process or in a more philosophical way: The relationship between epistemology and ontology in a designed set up for learning. This paper therefore aims at illustrating how and why the “Octopus” works and functions in the school setting and discussing the relations between distinctions, embodiment, intelligent contexts, structure and flow. This paper does this through Bachtins concept of “Chronotopos” or how time and space influence and structure experience and learning.
International Conference Onintelligent Interactive Assistance and Mobile Multimedia Computing 2009, 2009