The ArtsIT series of conferences have been created to provide a platform where researchers and practitioners in the arts and humanities, who have a keen interest in contemporary IT developments, meet with individuals working in the fields of computational technologies and IT who, in their turn, pro…
The ArtsIT series of conferences have been created to provide a platform where researchers and practitioners in the arts and humanities, who have a keen interest in contemporary IT developments, meet with individuals working in the fields of computational technologies and IT who, in their turn, profess to strong ties to the fine arts and the design disciplines in their output. With the extended call including Interactivity and Game Creation, the focus is widened to reflect trends in state-of-the art whereby the art of interactivity and game creation is included to encourage cross-fertilisation between these related fields. DLI: Design, learning, and innovation frame the world of ICT, play and playfulness opening doors into an increasingly playful world. Whether it is about developing tools, technologies, environments, as well as content and approaches that can spark and nurture a passion for learning and transforming domains such as education, rehabilitation/therapy, work places, and cultural institutions, design, learning, and innovation is a powerful catalyst in empowering individuals to participate, communicate, and create to be able to exceed their own limits in a playful way: Such is the spirit behind driving the DLI 2016 conference. Making this spirit explicit and visible is crucial to identify how specific tools, technologies, methodologies and solutions shape opportunities for how people can learn and engage with the demands of life. Today, challenges in the fields of design, learning, and innovation are often approached by trans-disciplinary teams and solutions, such that tools, technologies, methods and theories developed for other purposes are mobilized to be utilized in unlocking new frameworks for understanding these fields and thereby opening up to partnerships that can enrich learning in formal and informal learning practices. DLI 2016 intends to foster such dynamics.
