CONNECT UK-Brazil Knowledge Exchange Seminar on Open Schooling with fun participatory approaches

The International Knowledge Exchange Seminar on Open Schooling UK-BR was organised by Dr. Okada , scientific coordinator of  CONNECT and member of Rumpus Research group.

CONNECT – inclusive open schooling with engaging future-oriented science is funded by the European Union and by two Brazilian Universities.

This event was held in Milton Keynes on the 22nd of March 2022. The seminar brought together 30 experts in the field to discuss open education, participatory design, emerging technologies as well equity, diversity and inclusion. Its aim was  to  provide a forum for academics and non-academics (from enterprises) to present their work in a straightforward format, on issues that are relevant to open schooling.

To make it more inclusive the event at Berrill Theather was in Portuguese Language, livestream, recorded and shared.

The OU speakers were Alexandra Okada (WELS) who opened the event and presented open schooling in Europe, Roberta Davies (EDI) talked about Equality, Diversity and Inclusion and Lara Piccolo (STEM-KMi) discussed about participatory design of a chatbot with children.  In addition, the OU research fellow visitor Prof. Alexandre Marino Costa presented his research that started with Dr. Okada about Augmented Reality in Brazil – project funded now by the Brazil Government using open schooling. Various examples were discussed to enhance innovation ecosystems with open schooling for tackling the societal challenges of our world. The Bett-Brazil speakers were from various enterprises including Lenovo, Samsung, Kroton Education,EduInfo, Fore Education, Bedu Tech; universities: FATEC, UFSC, Jundiai, Maua, and schools: Lourenco Castanho, Language School, Marista,… and policy makers from UNDIME – a large Union of Municipalities in Education.

The poster session enabled participants to obtain and discuss information about open schooling and research developed during the 1st year of the project  CONNECT.

The Open schooling CONNECT network engaged a full range of R&I stakeholders: researchers and research organisations, policy makers at national and regional level, business and industry representatives, science education members, and civil society organisations of Brazil. It encouraged discussion, fostered improved understanding and  enabled opportunities for more in-depth engagement with the UNESCO Agenda 2030, the EU Green Deal and The NEW-GREEN DEAL of BRAZIL.

During this event, the CONNECT policy report was launched. Three workshops were organised.

Various relevant questions and opportunities for partnerships were discussed: What does “open schooling means” for our organisations? What are the key principles of Equity – Diversity and Inclusion to support open schooling for all? What are the initiatives that bring together education, enterprise and society? What are the examples of participatory design that engages students, teachers, families and researchers to produce innovation to address students’ real-life problems? What are the best practices of open schooling with emerging technologies, for example, augmented reality?

After the workshops, all participants presented their practices and initiatives.

The evaluation of this Knowledge Exchange event was very significant with three key outcomes:
1. Business benefiting from project experience and ideas shared by speakers
2. New curricula including open educational resources and tools shared by participants
3. Networks developed enabling new collaborative projects and partnerships

As an example, the event enabled the cooperation between the OU-UK Rumpus with Policymakers – The Secretary of Education in Sao Paulo – Brasil Government leader of UNDIME-SP to develop together a case study  about the open schooling “protecting the largest urban forest in the world” which is located in Brazil .  This CONNECT event  brought  key findings to the attention of key participants and decision-makers, in education, academia, industry and policy. And it will be now expanded to the wider public sector and others in the next event of BETT Brazil in May 10th , which Alexandra Okada is a keynote with Marcia Bernardes the head of UNDIME, including Silvar Ribeiro the coordinator of Social Innovation Research in Bahia UNEB   who will be talking about Environmental protection in the  semi-arid  region of Brazil ,  and Thais Castro leader of technology for inclusion in UFAM who will talk about  citizen science initiative to understand issues of Amazon – the largest tropical forest in the world.



SEE our Policy report


O Seminário Internacional sobre Open Schooling UK-BR foi organizado pelo projeto CONNECT time da The Open University financiado pela Comissão Europeia, apoiado pela BETT Brasil e grupo de Pesquisa Rumpus. Este evento foi realizado em Milton Keynes no dia 22 de março de 2022. O seminário reuniu 30 especialistas na área para discutir educação aberta, tecnologias emergentes, design participativo, bem como equidade, diversidade e inclusão.

Vários exemplos foram compartilhados para aprimorar os ecossistemas de inovação com escolarização aberta para enfrentar os desafios sociais do nosso mundo. A rede Open schooling CONNECT envolveu uma diversidade de organizações interessadas em I&I: investigadores e organizações de investigação, decisores políticos a nível nacional e regional, representantes de empresas e da indústria, membros da educação científica e organizações da sociedade civil do Brasil. Entre muitas empresas, houve participantes da Lenovo, Samsung, EduInfo, Cogna, Fore Education, Bedu Tech; universidades: FATEC, UFSC, Jundiaí, Mauá, e escolas: Lourenço Castanho, Escola de Línguas, Marista,… e formuladores de políticas da UNDIME – uma grande União de Municípios na Educação.

Durante este evento, foram discutidas várias questões relevantes: O que significa “escolarização aberta”? Quais são os princípios-chave da Equidade – Diversidade e Inclusão para apoiar a educação aberta para todos? Quais são as iniciativas que aproximam educação, empresa e sociedade? Quais são os exemplos de design participativo que envolvem alunos, professores, famílias e pesquisadores para produzir inovação para abordar os problemas da vida real dos alunos? Quais são as melhores práticas de escolarização aberta com tecnologias emergentes?

O evento começou com um painel incluindo quatro palestrantes brasileiros da OU, seguido de uma discussão em grupos e apresentações.

Foi o primeiro evento em Língua Portuguesa da Open University UK parte do projeto CONNECT.

The 8th International Online Conference on Sustainable Development and Education

The 8th International Research  Conference on “Sustainable Development and Education”, will take place on the 26th – 27th of August 2021. This annual international conference on Responsible Research and Innovation (RRI) in Education started in 2015, it has on average 6,000 members and brings together thousands of attendees and more than 100 delegates.

In recognition of the exceptional challenges facing researchers during the global pandemic, the Conference Organisers have decided to waive-off the registration fee of this fully online event.

Topic areas we are particularly interested in (but not exclusively committed to) include:

Management, Lifelong Learning, Socio-political policy and its impact on learning opportunities and outcomes, Targeted education for sustainable development, Economic and social impact of education, Planning and provision for ‘the new normal’, Future learning paradigms and implications, Technology impacts in Education settings (e.g. Technology driving education driving technology) and Education research.

As a first step, potential contributors should provide an Abstract (400 words) outlining the research concept, focus, process and any anticipated (or actual) outcomes to the email:

All contributions are peer-reviewed and considered on merit for inclusion in the conference programme and an e-Certificate will be issued.

Registration opens on Wednesday 31st March 2021 with a final deadline for submission of Abstracts on 17th May at 23.59.

 The objectives of the conference are:

  • To provide an inclusive platform fostering an active community of researchers collaborating on issues of social significance and societal concern.
  • To advance the principles and practices of Responsible Research and Innovations (RRI) in support of researchers at all stages of their research journey.
  • To provide an open and accessible mechanism for sharing creative contributions to the research agenda across various subject matter and discipline areas.

In the previous conference, six studies explored the value of fun and enjoyment as well the importance of  engagement  for learners to develop confidence, interest,  emotional awareness, deal with fear, increase motivation and prevent misbehaviour.  These studies developed in Brazil, India and Maldives explored Augmented Reality,  Epistemic Views,  Motivation,  Confidence and Misbehaviour Prevention.

Costa(2020) explored augmented reality applied to STEM  with teachers, researchers, and students from nine schools in Brazil. Finding shows that the majority of students enjoyed activities with augmented reality. Students were very motivated, found learning fun and  were willing to use AR in other disciplines. Teaching staff and students considered that AR application supported  learning of abstract concepts through an engaging  visual environment with interactive activities.

Jabeen(2020) discussed  xenoglossophobia, a growing issue in Indian society for Indian students. The main purpose of this  study was to explore the psychological state of the self-esteem of the students with their motivation and attitude towards learning English as a second language. Previous studies show that   emotional and social factors affect students’ learning outcomes. Emotional health and social well-being have been measured in terms of  self-esteem, coping tactics, affective states and optimism including enjoyment.

Khaleel (2020) examined the characteristics of teacher preventing misbehavior of students in classroom in an early secondary grade in male’, maldives. The findings showed there is no significant difference between teachers’ and students’ perception of the importance of ethical disciplining and interpersonal characteristics of the teacher, however, there was a significant difference between the perceptions of pedagogical characteristics in preventing misbehaviour. Various authors highlight that students   lack of interest affects their learning negatively, it is likely that they will misbehave  when they are bored. it appears The lack of fun can have deleterious effects on participation and the meaningfulness of a learning experience.(Beni et al 2017).

Moura (2020) introduced an exploratory study in development, which  examined women’s views on the types of violence during COVID-19 in Brazil. Preliminary findings supported the development of an open education project – Digital Angels – for rural women to access information on domestic violence, to use social networking resources and to enjoy online learning with fun to increase their confidence .

Mishra (2020)  focused on the need to uncover the diversity in emotional intelligence training across varied population groups in India to promote training programs in secondary schools.  According to Rantala, T., & Määttä (2012) traditionally emotions have been kept separate from learning  so when does the fun start? Emotions come forward at the beginning of the learning process.

Okada (2020) presented a mixed-method study about the value of fun in learning with 190 participants from Brazil during the pandemic.  Findings revealed that fun in online learning is essential for most students (99%). Approximately 44% mentioned that fun in learning means well-being, 30% self-improvement, 20% achievement, 6% motivation, 3% fun with friends, and 1% pause for distraction. Nobody considered fun as a waste of time. The principal component analysis revealed 3 groups: (1) socio-constructivist  emancipatory learning with fun; (2) transmissive learning with fun that humpers learning and (3) constructivist learning without fun. This work expanded a previous study developed in the UK(Okada & Sheehy, 2020)

More information about the Conference at:

International Research Conference 2021


Bennedsen, J., & Caspersen, M. E. (2008). Optimists have more fun, but do they learn better? On the influence of emotional and social factors on learning introductory computer science. Computer Science Education18(1), 1-16.

Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest69(3), 291-312.

Costa (2020) Augmented Reality to Enhance High School Learning Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Jabeen(2020) Analysing xenoglossophobia among the indian students. Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Khaleel (2020) The characteristics of teacher preventing misbehavior of students in classroom in an early secondary grade in male’, maldives. Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Mishra(2020) Emotional intelligence in adolescents – present scenario and future prospects. Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Moura (2020) Empowering Women Through Information and Communication Technologies to Combat Violence. Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Okada (2020) OLAF – Online learning and fun to increase enjoyment and retention in higher education. Proceedings of the 7th LSME International Conference 19th – 20th of August 2020

Okada, A., & Sheehy, K. (2020, December). Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19. In Frontiers in Education (Vol. 5, No. 1).

Rantala, T., & Määttä, K. (2012). Ten theses of the joy of learning at primary schools. Early Child Development and Care182(1), 87-105


‘Just’ fun – or fundamental?

Dr Mimi Tatlow-Golden Senior Lecturer in Developmental Psychology and Childhood examines constructions and assumptions of childhoods and development in a range of domains including education, food, and digital media.  She advocates for interdisciplinary accounts of childhood spanning psychology and Childhood Studies.

On Wed, 19 May 2021  13:00 – 13:50 BST

She will be talking about The role of fun in children and young people’s activities and relationships.

 ‘Just’ fun – or fundamental? A lunchtime talk with Dr Mimi Tatlow-Golden image

More details about Mimi’s work CLICK HERE (article and videoclip).

You are invited to REGISTER and join PEDAL for a free online lunchtime talk with Dr Mimi Tatlow-Golden from the Open University.

Fun is frequently invoked as a requirement for a good childhood and a necessary (if not sufficient) condition of play – yet fun is rarely taken seriously by the adult world. In this presentation, Dr Mimi Tatlow-Golden shares a key finding in a mixed methods study with 526 children aged 10-13 years in the greater Dublin region: the centrality of fun. In an exploration of early adolescent self-concept, participants drew, wrote, talked and created Identity Pies about their most salient activities and relationships and the meanings they associated with these. Analyses conclude that, from ‘fooling around’ to flow, fun is a kaleidoscopic construct through which young people refract key experiences – and that far from being ’just’ fun, it often indicates deep significance in activities and relationships.”

Dr Tatlow-Golden will also introduce interdisciplinary, international work currently underway at The Open University’s RUMPUS group for research into fun, with a focus on defining fun and fun in formal, informal and non-formal learning.

The Centre for Research on Play in Education, Development & Learning (PEDAL) is located in the University of Cambridge’s Faculty of Education, and was launched with funding from the LEGO Foundation. Their mission is to conduct academic research into the role of play in young children’s education, development and learning to inform wider practice and policy. Find out more here.

To sign up to PEDAL’s mailing list, click here.

RUMPUS BLOG celebrates 1 year with a new project: fromBLOG2book!


By Alexandra Okada

The Rumpus Blog  launched in April 2020  was designed as an interactive dialogical space to engage many communities, networks, and institutions to discuss fun and learning.

Underpinned by the Responsible Research and Innovation (RRI), our aim is to establish communication with a diversity of participants across the globe including professionals, researchers, students, teaching staff, consultants/entrepreneurs, and individuals interested in exploring, understanding, and discussing fun in education.

This multimedia blog in WordPress linked to Google Analytics includes a variety of interactive components such as videoclips, 360 images, audio/podcast, SlideShare, images, graphs, drawings and posters.

The design of this blog is supported by eight RRI principles.

Principles Features
Diversity and Inclusion Through our national and international projects, our blog posts are elaborated to interact with people from all levels of education; valuing diversity in terms of age, gender  and culture.
Anticipation and reflexivity Our posts are written before, during and after events to keep our participants informed and to establish a continuous dialogue space.
Adaptation and responsiveness Our work is designed to respond to societal needs. It centres on co-creating scientifically new frameworks, methods, and tools for constructing and extending socially knowledge-in-context
Transparency and Openness Our ongoing open research is based on RRI and open Science, linked to ORO (Open Research Online) and ORDO (Open Research Data Online)

To celebrate the second year of Rumpus Blog, we are editing a digital multimedia book

“Engaging methods to explore fun in education”

This book organised by Okada, A. Tatlow-Golden M., Fergurson R. & Sheehy K., 2022 is supported by our interactive blogposts.  Our objective is to generate a reflective dialogue with our participants about  “engaging methods to explore fun in education”. The reflections with our participants will be useful to   refine our engaging methods and transform our posts into chapters.


“The impact of the pandemic on open schooling”

by Alexandra Okada

Understanding the impact of the pandemic on open schooling projects is a key topic of the European online event using “fishbowl approach” organised today March 24th  by  OStogether a network with nine European projects – all part of the European Commission Horizon 2020 programme – Science with and for society. The moderator was Maria Zolotonosa (from Make it Open). There were four speakers who started the debate.  

  • Alexandra Okada (The OU, UK – CONNECT): How can we help schools to connect and cooperate with local communities during the COVID pandemic?
  • Matteo Merzagora (Association TRACES, France – SALL) :the challenge of building trust at distance – difficulty of stakeholder engagement when actors do not know each other  
  • Nicole Salomon (OVOS media, Austria – COMnPlay): experience of organising a virtual makerspace
  • Erik Knain (UNIVERSITETET I OSLO, Norway – SEAS): Open schooling can help teaching during a pandemic, but maybe not teachers

The rapid spread of the new COVID-19 variants has put the world on alert. The various school lockdowns have affected the educational system in our countries.  Challenges and opportunities must be considered to better respond to these issues. How can our open schooling projects support schools during and post-pandemic? What can be done, and what can be done differently?

Open Schooling (OS) is a key approach promoted by the European Commission through nine funded projects to support the cooperation between schools, scientists and local communities for youth to become more engaged with science through real-world problems.

These OS projects have been developing a variety of relevant approaches to bridge formal, non-formal and informal science education to improve students’ experience in science. These approaches include a variety of relevant scenarios, themes, pedagogical methods, tools, environments and multi-actor platforms with high-quality resources, learning materials, and events, for example, workshops, courses, coaching and mentoring programmes.

A relevant issue suggested by a member of OStogether was

“How could we help schools connect and cooperate with local communities through open schooling in science during COVID-19?”

This question leads to many others.

Are schools interested in connecting with communities? What type of connections are they willing to establish? Will they benefit from cooperating with external partners? What are the advantages of cooperation for schools and partners involved in open schooling?    

To respond to these issues, more questions are necessary.

What are participants’ needs (what they care)? What are their priorities (what they need to know)?  What are their expectations (what they can do) during and post-pandemic? 

CONNECT is an open schooling project with 10 partners led by the AI enterprise EXUS  responsible for project coordination and technology and the Open University responsible for scientific coordination, ethics and evaluation.

Our aim is to increase students’ confidence towards using science in life now and future by connecting them with science professionals, family, and community members.

CONNECT is designed to facilitate teachers’ work through the curriculum enhanced by multi actors’ cooperation. Our open schooling model focuses on socio-scientific issues and societal challenges that:

  •   activate students and their local communities interests, concerns, “CARE”,
  •   create the need to KNOW linked to the curriculum supported by teachers and,
  •   offer opportunities for students to DO science-actions and develop skills guided by scientists and STEM professionals.

To facilitate connections and cooperation, schools are provided with future-oriented support by scientists, engaging activities, fun participatory science tools, and more inclusive teaching strategies with special attention to disadvantaged students, gender equality, and educational equity.

Pandemic has affected significantly the education system. Schools and universities had to move to distance education during various lockdowns. Many teachers and students were not prepared nor equipped to work with technology. A large number of disadvantaged students of state schools with free meals missed social relationships, learning, and food.

UNESCO (2021) has been calling our attention to the human capital loss during COVID-19.

Approximately half of the world’s population (some 3.6 billion people) still lack an internet connection… 463 million or nearly one-third of students around the globe cannot access remote learning. The pandemic shows that connectivity has become a key factor to guarantee the right to education. Digital skills and learning must be incorporated into education systems in order address the injustice of the digital divide”

 The context that we have now with COVID-19, school lockdowns and self-isolation,  is completely different from when we develop our open schooling proposals. To identify the needs, priorities, and expectations the OU team developed three studies with students, open education researchers, and teachers during the pandemic.  

The first study examined students’  views of an introductory module of the Open University (Okada & Sheehy, 2020). We contacted 4,500 students, and 550 participated in our exploratory study about online learning during the first lockdown in the UK. Our aim was to understand their views about collaborative learning, cooperation with others, problem-solving and inquiry based-learning, traditional teaching approaches, and the value of fun/enjoyment in distance education. The OU is the largest university in the UK open to all learners with a significant number of disadvantaged students, 72% work full or p-time, 26% live in the 25% most from deprived areas, 34% of new students come from secondary schools or failed to complete it and 33% with a lower qualification at entry. (OU, Facts, and Figures)

 Our findings revealed that more than 85% of students valued fun in learning to support well-being, motivation, and performance. However, approximately 15% indicated that fun within learning could result in distraction or loss of time. Three groups were identified   (1) students who value fun in collaborative learning wish more interacting activities and cooperating with others, (2) students who think that fun gets in the way of their individual learning prefer to learn at their own pace and on their own with useful activities problem solving and inquiry-based activities to succeed in their exams,  (3) students who mentioned that there is no fun in online learning think that online learning is transmissive – focused on content, they do not want to waste time with discussions, teamwork, and participatory approaches. There are also students who cannot see the point of cooperation, fun and engagement. They  are struggling to study, feeling depressed, or stressed, they mentioned that are not capable nor ready to engage with collaborative projects 



The second study focused on a workshop organised at the OEGLOBAL conference with 700 attendees, 277 presentations with 12 studies about open education and COVID-19 pandemic.  We investigated the key issues for open education – open schooling including learners’ competencies, learning environments, open partnerships, and education 2030 with SDGs. In this workshop, we also discussed the recent reports of UNESCO, World Bank, and OECD about Education and COVID – technologies.

Four key topics emerged in our discussions – a significant loss of human capital: 1. learning disruption including low achievement and high dropout rates; 2. students’ health (mental, physical, and emotional);   3. teachers’ workload (pressure and stress) and 4. Inequalities (increased gap of disadvantaged students).

Participants highlighted eight key drivers: education for all, special attention for girls, affordability, free education, pedagogy, new education policy, each one –  teach one, the added value of open school/ open education. Fifteen recommendations were grouped to enhance open education to support learners’ access, learners’ retention, learners’ attainment, and learners’ progress.  


The third study focused on various communities of teachers from Amazon, Pantanal, and the large semi-arid area of Brazil. This study will be completed for the book  “Adversities in Education” edited by Dr. Holliman and Prof. Sheehy.

While all eyes are on COVID-19, both the Amazon forest and the world’s largest tropical wetlands Pantanal face fire… Conservation and environmental protection are in crisis

BBC (Nov. 2020) Highlighted that  “The number of fires blazing in Brazil’s Amazon region in October 2020 was more than double those in the same month last year, satellite data suggests. The Institute of Space Research said there were 17,326 fires in the Amazon, compared to 7,855 in October 2019. Data released by INPE   suggests there were 2,856 fires in the Pantanal region in October.

Our study reached more than 7,000 teachers from these areas. More than 1,000 teachers completed our questionnaires, participated in our webinar, discussed their issues, practices, needs, and expectations related to open schooling through webinars, questionnaires and interviews. We are now discussing what type of connections and kinds of cooperation are relevant for state schools and communities considering not only the effects of the pandemic, digital divide but also environmental socio-scientific, and political issues.  

To sum up, CONNECT project was designed before the pandemic and started during the peak of COVID-19. Understanding the stakeholders’ needs and more inclusive and future-oriented strategies are fundamental especially in the UK, Brazil, Spain/Catalunya, Greece, and Romania.  Some research studies developed with schools during various lockdowns in CONNECT indicate some challenges and drivers. In terms of challenges, the negative effects of the pandemic for schools to implement open schooling are :

  •   More emphasis on completing the curriculum and fewer opportunities for external activities.
  •   More teaching time is needed and fewer learners’ centered opportunities.
  •   More emphasis on preparing students for exams and less time for inquiry-based learning and community-based projects.
  •  More concerns with students’ achievement – knowledge acquisition (short term) rather than scientific skills development (long term).
  •  More resources and support online but limited opportunities for the most needed students, who do not have access to the internet nor digital devices.

In terms of drivers, the positive effects of the pandemic for schools to consider open schooling integrated into their lessons are:

  • More high-quality learning resources linked to the curriculum.
  • More enjoyable activities – fun and relevant – that are meaningful for students’ learning.
  • More opportunities to help students become more confident, more interested in, and more capable to succeed in science.
  • More strategies to deal with outbreaks and foster scientific and digital literacy
  • More support through cooperations to help a large number of disadvantaged students, educating girls and the various minority groups.

To open up further discussions, our preliminary findings suggest that there will plenty of relevant societal issues for developing useful open schooling projects. There will be some meaningful practices to evaluate the value of open schooling approaches/ models in-depth. However, …

…will there be opportunities to scale up our open schooling models before the end of our projects and keep it sustainable after it? How?


Questions discussed during the event:

  • What are the challenges for open schooling? How have these challenges changed with the pandemic? 
  • How can we engage parents/families in your open schooling projects, given that their role changed a lot during the pandemic? 
  • How can we best support teachers?  And the rest of the stakeholders including policymakers? 
  • How do we find the balance between being on time with your open schooling projects (in terms of following the Grant Agreement) and not pushing schools too much?
  • Have we made any big adjustments to our projects due to the pandemic? 
  • How can we convince schools to stay on board when things get tough? 

Fun learning with Problem-based Learning

Rebecca Ferguson, innovator of pedagogy and watcher of Buffy joined Pedagodzzila podcast

Source: Pedagodzilla Podcast 

Can we figure out the classroom conundrum of problem-based learning, and the metacognitive monster of computational thinking?

Source: Anna Thetical

She suggested the Innovating Pedagogy report   Innovating Pedagogy Blog (access here),



Download Innovating Pedagogy 2020

Please add your comments on the report and the innovations on this blog, or comment on social media using the hashtag #IP2020report,

and try something a little different in the shownotes by the way, here’s a cheeky cheat sheet  by @pedagodzilla.

Multimedia annotation project!

Rumpus website has just been launched …
We are now testing new interfaces to promote “fun” while users are browsing and reading our multimedia blog.
See an example bellow…

Multimedia annotation for deep fun is a project funded by the Open University UK, led by Dr. Okada.