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Empowering Minority Youth to Engage STEM Learning through Community Partnerships and Ed. Game Design
 

Empowering Minority Youth to Engage STEM Learning through Community Partnerships and Ed. Game Design

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G4LI Games for Learning

G4LI Games for Learning

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    Empowering Minority Youth to Engage STEM Learning through Community Partnerships and Ed. Game Design Empowering Minority Youth to Engage STEM Learning through Community Partnerships and Ed. Game Design Presentation Transcript

    • Empowering Minority Youth STEM Learning through Community Partnerships in Educational Game Design
      Alex Games Ph.D.
      Microsoft
    • NSF statistics (U.S. 2007)
      Job growth in STEM fields is 4 times total national workforce growth
      Demographic trends suggest growth in STEM trained workforce will slow down and shift toward minority populations, particularly Hispanic
      U.S. trails most OECD nations in secondary school completions andHispanic students graduate high school at 20 average points lower rate than white peers
      Hispanic representation in STEM professions is reducing in relation to their proportion of the U.S. population
    • Why teach STEM concepts through game design?
      For many Hispanic youth, videogames are an entry experience into computer technology
      Modern computer games are built upon sophisticated computer simulations of real world systems (Clark et al. 2009)
      Games tie the pursuit of understanding modelsto player goals (perceptions, identity, Games, 2010)
    • Good design pedagogies promote three mutually-reinforcing levels of understanding systems (Games, 2010)
      Real Play
      (CULTURE)
      MaterialPlay
      (TOOLS AND
      COMPONENTS)
      Player(s)
      AUDIENCES
      Ideal Play
      (MENTAL
      MODELS)
      Game(s)
      MESSAGES
      Designer(s)
      AUTHORS
    • Assessing STEM Learning Pre and Post Camp
      Words
      Goals
      Rules
      Assets
      Spaces
      Play Mechanics (e.g. predator-prey)
      Design and Concept Decisions
      Inquiry
      Audience
      Modeling
      Tool Use
      Artifacts
      Strategies
      Practices
    • Learning STEM through Game Design
      Programs within informal learning settings have a history of game design as a pedagogy
    • The Science and Art of Game Design
      Uses a reverse engineering computational problems “under the hood” of games
      TACIT => ARTICULATE KNOWLEDGE
    • Analogical Reasoning
    • STEM Game Design as Inquiry
    • Community Partners: one learning, everywhere
    • Conclusion
      Educational Game Design is a space where youth can use THEIR OWN VALUED KNOWLEDGE to learn OTHER KNOWLEDGE, through PROBLEM SOLVING and PROBLEM POSING
      Design and reverse enegineering are powerful methods to contextualize abstraction
      Assessment as both product and process