K02-salen: Systems Thinking in Action 2011
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K02-salen: Systems Thinking in Action 2011

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"Gaming the System: Design Principles for Building 21st Century Skills

"Gaming the System: Design Principles for Building 21st Century Skills

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K02-salen: Systems Thinking in Action 2011 K02-salen: Systems Thinking in Action 2011 Document Transcript

  • S y s t e m s T h i n k i n g i n A c t i o n ®: Because Sustainable Success Doesn’t Just Happen KEYNOTE DESCRIPTION Gaming the System: Design Principles for Building 21st-Century Skills Katie Salen What would it mean for our future workforce if students were to begin their investigation of a topic by asking “Can I try? Can I join in?” and demonstrate mastery by saying “Want me to show you how?” To help answer this question, Quest to Learn, a public school in New York City, uses the underlying principles of games to create a highly immersive learning experience. Games create a world in which players actively participate, use strategic thinking to make choices, solve complex problems, seek content knowledge, receive constant feedback, and consider others’ points of view. In this session, Katie Salen will discuss the design thinking behind Quest’s learning model, including the emphasis on understanding systems as a key 21st-century skill. Katie Salen is a game designer and professor in the School of Computing and Digital Media at DePaul University. She serves as the executive director of the Institute of Play, a non-profit focused on games and learning. Katie led the team that founded Quest to Learn, a public school in New York City based on game design and systems thinking concepts. She currently serves as the schools executive director of design.Copyright © 2011 by Pegasus Communications, Inc. Session slides are reproduced with permission from presenter. Back toALL RIGHTS RESERVED. No part of this handout may be reproduced or transmitted in any form or by any means, Sessionelectronic or mechanical, including photocopying and recording, or by any information storage or retrieval Materialssystem, without permission from the presenters or Pegasus Communications, Inc. HOME
  • Our theory: systems thinking + design + connected learning =Preparing future innovators to be breakthrough thinkers and doers.Producing young people who are empathetic, global problem solvers and leaders.Fostering collaboration between students, teachers, experts and communities.Enabling young people to tackle challenging projects and use prototyping andplaytesting to create powerful, sustainable solutions.
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  • Our theory: systems thinking + design + connected learning =Preparing future innovators to be breakthrough thinkers and doers.Producing young people who are empathetic, global problem solvers and leaders.Fostering collaboration between students, teachers, experts and communities.Enabling young people to tackle challenging projects and use prototyping andplaytesting to create powerful, sustainable solutions.
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  • Design Process meets Systems Thinking1 2 experience analyze empathize observe define deconstruct question map/diagram ST tools: ST tools: Ladder of inference Iceberg diagram Feature matrix Causal Loop diagram Capture and cluster Behavior-over-time graph Connection circles3 4 theorize build ideate predict prototype model interpret modify ST tools: ST tools: Narrative scenarios Storyboards/scripts Dynamic modeling tools Paper prototypes (i.e. netlogo, Gamestar) Digital prototypes Physical prototypes5 observe playtest analyze modify ST tools: Causal Loop diagram Connection circles Playtesting protocols
  • Grade 6: What is the structure of a system? !"#$%&%"(()*(+,"& !"#$%&%"(-*(./%"01//%021/& !"#$%&%"(3*(4,5,/0%!" #$%&(%)*+),-(.-%/)-0).*+&%") !" >3).*+&%)-0)*)%$%&()3*?)+8*9-5%34.%) !" #$%&(%),*5),3*5@)-?+)9(")>34%)1" 2*,3).*+&)3*%),+&*45)67*849%)&3*&)/:5) &-)*,3)-&3+")) ,3*5@),*5),*7%)&3)%$%&()&-)=)45)-+) ;3*&)4&),*5)/-") -7&)-0)=*8*5,"<" 2*,3).*+&),-5&+4=7&%)&-)&3)%$%&()*%)*) ;3-8" Grade 7: What makes a system dynamic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rade 8: How can we contribute to and transform dynamic systems? !"#$%&%"(()*(B%%=@,0C(5117& !"#$%&%"(-*(D/7"%=#0,@#5#: !"#$%&%"(3*(6;,/<%(E<%/&!")D*7%)*5/)G,&)+8*9-5%34.%)=&;5) !" H5)*),-(.8B)%$%&(A)&3).*+&%)-0)&3) !" D+&*45)+8*9-5%34.%)=&;5).*+&%)-0)*).*+&%)45),-(.8B)%$%&(%)*+),4+,78*+)45) %$%&(),*5)45&+*,&)45)75B.,&/);*$%") %$%&(),*5)=)(-/4:/)&-),+*&),3*5@)5*&7+" >34%),*5)8*/)&-)7545&5//) 45)&3)%$%&(")>3%)*+),*88/)8?+*@) ,-5%675,%") .-45&%" 1" H5)*)%$%&(A)%(*88),3*5@%),*5)*G,&)*) %7=%&*59*8),3*5@)45)&3)-?+*88)%$%&("
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