Aera2013knowledgebuilding final

116
-1

Published on

"Connections between Constructionism and Knowledge Building, and their Realization in Globaloria"

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
116
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This presentation reports on work being done in the context of . . . .
  • How do we plan to grow exponentially in a way that is sustainable? Strong and innovative Professional Development programs for educators, principals and students ensure the community can self-manage, grow and develop.Hands-on training: Mentor program – cascading and taken to scaleVirtual support – sustainable, scalable – walking our talkRewards & Recognition – we pay
  • In addition to the amazing impact we have seen over the past few years researching and evaluating the Globaloria program we…We are in unique position of having everything we do be rooted in years of academic research and real-world practice. In the 1980s and 1990s, while at Harvard and the MIT Media Lab, Idit really founded the concept that children learn best by designing – when they are programming computers instead of computers programming them. Ground breaking research with children in Bronx, showing how software designing could change their relationship to education and their engage them in learning in a way that had not been seen before
  • Aera2013knowledgebuilding final

    1. 1. Connections betweenConstructionism andKnowledge Building, andtheir Realization inGlobaloria2013 AERA ConferenceRebecca Reynolds, Assistant ProfessorRutgers UniversityCindy Hmelo-Silver, ProfessorRutgers University
    2. 2. INTERVENTION: Guided discovery-based game design programand curriculum offered by the WorldWide Workshop. MS, HSteachers and students gain experience and expertise in a range ofagentive digital practices.
    3. 3. Flash software, WikiEnvironment, Curriculum, Tutorials“Hands On” Training Sessions (virtual, local)• Globaloria Academy – In-person, intensive trainings (3)• Online Mini Webinars - Web-based workshops (7)Globaloria Mentors ProgramExperienced educators take on a leadership role bysupporting other educators“24/7” Virtual Support• Expert Support via wikis, blogs, email, WebEx• Educator Community Development – privateeducators community wiki, peer-to-peer mentoring, weeklyeducators newsletter, sharing teaching & learning reportsRewards and Recognition•Teachers: Stipends and Graduate credits are earned•Students: Nationally-Recognized Game DesignCompetitionsLearning Supports for Students and Educators:
    4. 4. Globaloria is currently activein 4 U.S. states: CA,TX, NY,WV, >2000 students
    5. 5. E-Learning Environment as Information System
    6. 6. Domains of Learning and Expertise• Game Example• Constructionist digital literacy (skills needed in knowledge economy =>6-CLAs)• Computational thinking through game design in Flash and programming inActionscript• Core curricular subject matter:o When game subjects are linked to core curriculum and students deepenknowledge about topic through online research and design• STEM career interests: Technology & Engineering; Computer Science• Motivation, Affect, Attitudes, Life Choices, New Possibilities and Horizons
    7. 7. Knowledge Building as Conditions toCultivate in Instructional DesignScardamalia & Bereiter (2006) state these in brief as: Knowledge advancement as a community rather than individualachievement Knowledge advancement as idea improvement rather than as progresstoward true or warranted belief Knowledge of in contrast to knowledge about Discourse as collaborative problem solving rather than as argumentation Constructive use of authoritative information Understanding as emergent
    8. 8. Connections between Knowledge Building andConstructionism
    9. 9. Connections between Knowledge Building andConstructionism
    10. 10. Connections between Knowledge Building andConstructionism
    11. 11. Connections between Knowledge Building andConstructionism
    12. 12. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Real ideasandauthenticproblems: Designprocess; Gametopic
    13. 13. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Improvable ideas: Ongoingiteration Wiki ascoordinatingrepresentation Day after day Location afterlocation Year after year
    14. 14. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Idea diversity: Wiki ascoordinatingrepresentation
    15. 15. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Rise above: Game topic Gamemechanics andprogramming
    16. 16. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Epistemic agency: Inquiry &resource use Collaboration Studio-basedsetting(educatortraining)
    17. 17. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Communityknowledge, collective responsibility &democratizingknowledge: Communication Teamwork Socialengagement Intellectualproperty norms
    18. 18. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Communityknowledge, collective responsibility &democratizingknowledge: Communication Teamwork Socialengagement Intellectualproperty norms
    19. 19. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Symmetricknowledgeadvancement: Reciprocaldevelopment: Teachers Students Organization Researchers
    20. 20. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)PervasiveKnowledgebuilding: Teamwork Teachermentorship Cross-sharingbest practices
    21. 21. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Constructive uses ofauthoritativesources: Inquiry Informationsystem Wider web Informationliteracy needsmorescaffolding Teachermentorship
    22. 22. Realization of Knowledge BuildingPrinciples in Globaloria (Afforded, not guaranteed)Knowledge buildingdiscourse: Consciouslyimproving uponteamwork andinquirypractices oversubstantial timeprovidedConcurrent, embedded, andtransformativeassessment
    23. 23. Next Steps Practitioners and instructional designers need greater insights onimplementation Contribute to the HOW – PRAGMATICS for realizing these aims in today’sschools (e.g., how to meet NETP principles and goals) Role of wiki and e-learning information resources as coordinatingrepresentations Collaboration patterns (group flow, activity structures => Zhang) Self-reports, secondary data yielded initial but somewhat vague findings (role-taking, peer help, challenge of version control and file management) Observation, learning analytics approaches are next
    24. 24. Next StepsFormalize our explication of KB principles in the instructional design ofGlobaloria (Reynolds, Hmelo-Silver, Harel Caperton, in progress)Drawing upon interview, observational, and team case study data, developevidence base: Successes and failures Conditions that supported both Instructional design improvements? Given the ongoing nature of Globaloria, and the archive and retrievalcapacities of the wiki, one could hypothesize that year over year, the qualityof the work would improve. Also investigating this, using knowledge outcome variables including contentanalysis, possible addition of a knowledge assessment
    25. 25. Rebecca.reynolds@gmail.comRutgers University websitehttp://comminfo.rutgers.edu/directory/rbreynol/index.htmlThanks to IMLS!Thanks to my partners!Globaloria.orgWorldwideworkshop.orgThank you!

    ×