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Collab Teach Learning Day11
 

Collab Teach Learning Day11

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  • “ Classroom” - thinning the walls
  • Jenkins Whitepaper
  • Patricia Anderson
  • Jenkins Whitepaper How can teachers build on this type of play? Teachers can then build on this intuitive and experiential learning in the classroom, introducing equations, diagrams, or visualizations that help them to better understand the underlying principles that they are deploying and then sending them back to play through the levels again and improve their performance. www.igi-global.com/downloads/excerpts/33410.pdf
  • Google Sketchup – model from University of Patras – Department of Mechanical Engineering and Aeronautics http://www.educationarcade.org/
  • Patricia Anderson
  • Jenkins, H., Clinton, K., Purushotma, R., Robison, A. & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education of the 21st Century. Chicago: The MacArthur Foundation. http://digitallearning.macfound.org http://www.henryjenkins.org/2006/10/confronting_the_challenges_of.html
  • Jenkins Whitepaper

Collab Teach Learning Day11 Collab Teach Learning Day11 Presentation Transcript

  • Collaborative Teaching & Learning
    • 25 th November – 18 th December 2009
    • Instructor: Deborah Elzie, Instructional Designer, Tulane University, Payson Center for International Development / Innovative Learning Center
    • TA: Mike Bagorozi Ndimurukundo. IT Manager, Tulane University/Rwanda Country Office
    Interaction in the “Classroom”
  • Play
    • Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    • Lowers emotional stakes of failing
    • Learn through trial and error
    • Die and do over.
    • Gee (2003) notes the textbook is often depersonalized and the abstract prose may make children sometimes feel locked out of the worlds. This may also be true of those who are new to a discipline.
    • Players move through game worlds. “ Players feel a part of those worlds and have some stake in the events unfolding.”
  • Play
    • Further Reading:
    • Randy Pausch : Innovative Computer Scientist at Carnegie Mellon
    • Alice – a computer software for teaching students computer science – interactive 3D programming
    • Storytelling Alice (created by Caitlin Kelleher) for younger students interesting to explore high-level animations that enable users to program social interactions between characters.
  • Play - Games/Experience
    • Learning through direct experience via a game.
    • Digiplay Initiative – http://digiplay.info
    • Try Engineering - http://www.tryengineering.org/play.php
    • RoboCup 2010 http://www.robocup2010.org
  • Play
    • Google Sketchup – 3D modeling software example model
    • 3d Warehouse
    • What other examples of play have you found in your Web experiences?
  • Performance
    • Ability to adopt alternative identities for the purpose of improvisation and discovery
    • Virtual Worlds
    • Second Life & Virtual Worlds for Academic Healthcare & Education
    • Further Reading:
    • Parker, Jan (2009). Academics' virtual identities . Teaching in Higher Education, 14(3), pp. 221–224.
  • Storytelling
    • The Creative Process: A Computer Model of Storytelling and Creativity
  • Simulation
    • Ability to interpret and construct dynamic models of real-world processes
  • Transmedia Navigation
    • Ability to follow the flow of stories and information across multiple modalities
  • Negotiation
    • Ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
  • Participatory Literacy Skills
    • Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    • Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
    • Simulation — the ability to interpret and construct dynamic models of real-world processes
    • Appropriation — the ability to meaningfully sample and remix media content
    • Multitasking — the ability to scan one’s environment and shift focus as needed to salient details
    • Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
    • Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
    • Judgment — the ability to evaluate the reliability and credibility of different information sources
    • Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
    • Networking — the ability to search for, synthesize, and disseminate information
    • Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
    • Jenkins, H., Clinton, K., Purushotma, R., Robison, A. & Weigel, M. (2006)
  • Forms of Participatory Culture
    • Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace).
    • Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups).
    • Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia, alternative reality gaming, spoiling).
    • Circulations — Shaping the flow of media (such as podcasting, blogging).
    • Note: “Interactivity (H. Jenkins, 2006a) is a property of the technology, while participation is a property of culture.”
    • Gee (2004) - informal learning cultures “affinity spaces