Collaborative Information Seeking in the Wild: Student-Initiated Solutions and Strategies to Support Game Design

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Collaborative Information Seeking in the Wild: Student-Initiated Solutions and Strategies to Support Game Design

Collaborative Information Seeking in the Wild: Student-Initiated Solutions and Strategies to Support Game Design

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  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • Site visits, interviews, observationsBeing up close and personal yielded insightsPrimary task: Game designSecondary tasks: Other CLAsRange of resourcesCollaboration as practiceE-Learning platform hosts
  • 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

Transcript

  • 1. CollaborativeInformation Seekingin theWild:Student-InitiatedSolutions andStrategies to SupportGame Design2013 CISSL ConferenceRebecca Reynolds, Assistant ProfessorSchool of Communication & Information, Dept. of Library andInformation Science, Rutgers University
  • 2. Globaloria is a guided discovery-based game design program andcurriculum offered by the WorldWide Workshop, a NYC non-profit.MS, HS, CC teachers and students gain experience and expertise ina range of agential digital practices.
  • 3. Globaloria is currently activein 4 U.S. states: CA,TX, NY,WV, >2000 students
  • 4. E-Learning Environment as Information System
  • 5. 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:
  • 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. Globaloria Game Design Program Learning Objectives:Cultivate the Six Contemporary Learning Abilities (6CLAs)Developing games in a social e-learning system cultivates participatorypractices that simulate productive engagement in today’s digital culturesand knowledge-based economy
  • 8. The Six Contemporary Learning Abilities (6CLAs):Developing games in a wiki-supported social learning system cultivatesparticipatory practices that simulate productive engagement in today’sdigital cultures and knowledge-based economy
  • 9. Means-focused rather than ends-oriented• Instead of identifying a set of prescribed outcome *skills* likemost info/digital literacy models, emphasizes a set of*practices* in which learners can gain *expertise*• Proposes that coordinated engagement in the 6 dimensionsin parallel has particular value, is synergistic• Digital content creation and computation (programming)• Resource use / info-seeking with a task-driven purpose• Social media use for productivity• Online communication for work not leisure• Gives educators guidance for specific activities, rather thanexhorting them to meet outcome objectives with little furthersupport (e.g., AASL Standards for the 21st Century Learner;NETS Standards)What’s Unique About the CLAs Model?
  • 10. Curriculum & syllabus integrates learning aboutgame subject topic ANDGame design, programming and mechanicsSyllabusTopicsAddressingGame SubjectSyllabus TopicsAddressing GameDesign, Programmingand Mechanics
  • 11. • In Constructionist / discovery-based / inquiry-based learning:Learners• a) engage with and learn a core content domain, AND,• b) engage with and find resources to support theirlearning• Simulates informal, naturalistic learning• Gives students experience with autonomous, agentiveinquiry and creation• In Constructionist learning, in particular, creativeproduction, design and programming are the centralpurposes that drive the inquiry.My Research: Issues of Structure and Agencyin Socio-Technical e-Learning Systems Research
  • 12. • History of positive results around student computationalthinking, engagement, affect, meta-cognition inConstructionist contexts (e.g., Kafai, 1995; Bruckman &Resnick, 1995; Kafai & Resnick, 1996; Urrea, 2001, 2002; Cavallo, 2004; Kafai& Ching, 2004; Kafai, 2006; Peppler, Kafai & Chiu, 2007; Klopfer, 2008;Reynolds, 2008).• Learning Sciences: Productive failure (Kapur & Kinzer)• Psychology: Self-determination theory, intrinsic motivation(Deci & Ryan), goal theory literature (performance vs.mastery goals, Dweck)Issues of Structure and Agencyin Socio-Technical e-Learning Systems Research
  • 13. Kirschner, Sweller & Clark (2006):Why Minimal Guidance During Instruction Does Not Work: AnAnalysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching• Staunch objection to constructivist learning on basis ofcognitive load research• Objection criticized for over-simplifying “constructivism”(Hmelo-Silver, Duncan, Chinn, 2007)• Cue the Debate!• Reflective of ongoing disciplinary siloes:• Cognitive psych, motivation / dev psych, educationalpsychology, psychometrics, design-based research in thelearning sciences, etc.Issues of Structure and Agencyin Socio-Technical e-Learning Systems Research
  • 14. Results so far in the Globaloria context:Reynolds & Harel Caperton (ETR&D, 2011): Student affect andattitudes vary towards the autonomy-supportive, semi- and ill-structured activities in Globaloria• Some +, some -• Why the variation?Reynolds (ICA, 2011): intrinsic motivation positively correlatedwith game quality (measured thru content analysis); extrinsicmotivation negatively correlatedReynolds & Chiu (ICLS, 2012): Multi-level analysis model atteam level of analysis supports 2011 findings for intrinsicmotivation positive contribution to team outcome scoresIssues of Structure and Agencyin Socio-Technical e-Learning Systems Research
  • 15. How does Globaloria structure and scaffold students?Our current research team’s story:• Took inventory of Globaloria curriculum & resources• Information Science perspective:• Task and cognitive load• Literature review• Primary tasks supported, secondary unsupported• Finding:• Collaboration & Inquiry meta-processes areunder-structured• Discovery not scaffolded. . .• Information scientists to the rescue . . . Guided Inquiryanyone? [Task Driven Search videos]
  • 16. Videos: Search to Support Programming
  • 17. Videos: Search to Support Design
  • 18. Videos: Search to Support Game Subject Narrative
  • 19. Videos: Discussion of System Limitation• Design-based research• Acknowledging issues of cognitive load and lack of structure• Kids are not getting these skills elsewhere, so we have tobuild it in. . .• Does the setting as it stands still yield positive results?o Other research we’re conducting indicates statistically significantincreases in student self-efficacies across most CLA dimensions;many are learning.BUT: Can we make Globaloria work better? Reach more kids?Shift from less intrinsic to more?• With additional support for Inquiry and Collaborative meta-processes, wehypothesize yes.• Grant proposal to test new scaffolds
  • 20. How Information ScienceTheory Contributes. . .
  • 21. Next Steps• Think more about generalizability of these findings:• Information systems for e-learning• Refine CIB model as explanatory model for project-based e-learning contexts• Work with WWW to refine scaffolds• Analyze full observational dataset, publish• Continue refining quantitative explanatory multi-level analysismodels• Review year over year results, as structures have improved• In the next 3 years, continue strengthening evidence basetowards understanding this type of learning context(Design, and, Outcomes)
  • 22. Rebecca.reynolds@gmail.comRutgers University websitehttp://comminfo.rutgers.edu/directory/rbreynol/index.htmlThanks to IMLS!Thanks to my partners!CISSL at RutgersGlobaloria.orgWorldwideworkshop.orgThank you!