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Mobile Media Learning Classroom Practices and Integration


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Presented at AERA 2013 …

Presented at AERA 2013
Unit: SIG-Media, Culture, and Curriculum
In Session: New Media, New Contexts, and Learning
Scheduled Time: Sun Apr 28 2013, 2:15 to 3:45pm, Building/Room: Grand Hyatt / Curran

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  • 1. @regardingjohn • • chris.l.holden@gmail.comSeann Dikkers,Chris Holden,Breanne Litts,John Martin,James MathewsFIVETHEMESIN ONECASE1Friday, May 3, 13I’m John, Breanne and Chris are with me here. I’m from UW-Madison, and research mobile-enhanced, and situated, learning in higher education.Chris is an Assistant Professor at the University of New Mexico, and probably the #1 place-based game designer in the world.Breanne is an awesomely brilliant doctoral student at UW-Madison, and she’s going to rushout of here to present at the Hilton right after.
  • 2. MOBILE OPPORTUNITY2Friday, May 3, 13We’ll be talking about some themes that develop when we use these things -- in everyone’spockets and bags -- for more than conversations.HOW MANY ARE FAMILIAR WITH AR GAMES?
  • 3. Seven ARDesign ProjectsSouth Shore Beach: (CSI)Hip Hop Tycoon: MathMad City Mystery: (CSI)Saving Lake Wingra: CivicsRiverside Game: Land UseClassroomCurriculumAR GamesSquire, K.D., Jan, M., Mathews, J., Wagler, M., Martin, J., Devane, B. & Holden, C. (2007)Squire, K., Mathews, J., Holden, C., Martin, J. Jan, M., Johnson, C., & Wagler, M. (forthcoming).Martin, J., Mathews, J., Jan M., Holden, C. (2008)Jan, M; Mathews, J., Holden, C., Martin, J. (2008)Played by ~1000 studentsGames to teach Environmental Sciences, Social Studies,Persuasion, Math26 classrooms (urban, suburban, rural Wisconsin)Mathews, J,. Holden, C., Jan, M,. Martin, J. (2008)Squire K.D. & Jan, M. (2007).3Friday, May 3, 13Chris and I, (and Jim) have been working with mobile games and learning since 2005.We used the MIT Outdoor AR platfrom, and worked with middle and HS teachers to createplace-based games FOR THEM, but we always wanted to get the tools for creating curriculuminto their own hands — and the hands of the students!MCM was about finding chemical pollutants; in SSB they found ecoli in goose poop made kidssick; SLW was about urban design and land use in Madison; Riverside did that in Milwaukee.We found that good location-based experiences situate learning; make data and problemsmeaningful.
  • 4. Seven ARDesign ProjectsMystery Trip Nature HillGreenbush HistoryGreenbush StoryTree TourState StreetGame UnitStudent-DesignedAR Projects4Friday, May 3, 13So, on the side, we let students go out and research their communities with mobile devices(maps, clipboards, cameras, iphones, GPS units, etc.) and helped them create their ownPlace-based experiences.This was super-powerful, super-situated place-based learning.
  • 5. 55Friday, May 3, 13And Seann and Breanne joined us in 2009 and 2010, and we moved from the MIT Outdoor ARplatform to ARIS, a student project-turned-awesome-AR-game-platform.
  • 6. Drag & DropARISgames.org6Friday, May 3, 13I mention ARIS because it’s the tool that we’re most involved in, and where many of the caseswe know come from.It’s easy to use, with a browser-based drag-and-drop editor.
  • 7. community between developers, between educators7Friday, May 3, 13And it has an active decentralized community that chips in for tech support.
  • 8. June 2011February 2012April 2013Games 713Players 735Authors 536Games 2159Players 4649Authors 1750Games 5654Players 13916Authors 42848Friday, May 3, 13Which is why, we think, more and more folks have been designing games with it.
  • 9., May 3, 13We’ve been collecting stories, and learning from them — in ARIS, as well as other platforms.Today’s story is detailed more in this book — FREE online (or buy it!)Mobile Media LearningWed, 06/06/2012 - 18:51Seann Dikkers, John Martin, Bob Coulter et al. 2012Mobile Media Learning: Amazing Uses of Mobile Devices for LearningMobile Media Learning shares innovative uses of mobile technology for learning in a variety of settings. From camps to classrooms, parks to playgrounds, libraries to landmarks, MobileMedia Learning shows that exciting learning can happen anywhere educators can imagine. Join these educator/designers as they share their efforts to amplify spaces as learning tools byengaging learners with challenges, quests, stories, and tools for investigating those spaces.In addition, Mobile Media Learning shares tips, guides, and plans for building your own mobile game or game design jam. Start building mobile learning experiences today!This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 LicensePurchase from, or Download for freeGet plain text for the Kindle at Amazon, and for the iPad at the iBookstoreDownload various e-book formats (ePub/iPad, Mobipocket/Kindle, PDF) at FeedbooksSee it in the ThoughtmeshFind it in the ACM Digital Library
  • 10. Up River10Friday, May 3, 13We’ll be focusing on the “Up River” activity by Jim and Mark.
  • 11. 11Friday, May 3, 13Although we’re using one case today, the themes are clear across all nine in the book, andacross hundreds more that we’ve seen.
  • 12. A Social Construction ofTechnology(SCOT) PerspectivePinch and Bijker, 198412Friday, May 3, 13We use SCOT to frame our users (teachers & students) as stakeholders and change agents indevelopment and practice of mobile enhanced learning — specifically, situated learning (Lave)that is place-based.
  • 13. Encouraging EngagementParticipatory DesignLeveraging Place-Based ExperiencesSystemicThinking & Cyclical DesignInformation Gathering13Friday, May 3, 13five themes emerge:1) use participatory design strategies;2) encourage engagement through design;3) employ mobile media as a tool for just-in-time information gathering; and4) leverage place-based experiences to 5) foster complex systemic thinking.
  • 14. 14Friday, May 3, 13So, let’s look at Up River...
  • 15. 1515Friday, May 3, 13Up River explores how place-based interactive storytelling can teach ethnographic skills andexplore relationships between local cultural and ecological systems (Wagler & Mathews,2012).It’s based in the St. Louis River estuary, in Northern MN — and it’s driven by narrative.
  • 16. 16Friday, May 3, 13The Protagonist is a fictional local chef who needs players to get local ingredients — he’spretty demanding.
  • 17. 17“There was some huge beds of rice on the St.Louis in the early 30s. And I did a lot of wildricing in the 1940s, late 40s, and into the 1950s,and that’s when it started to disappear. But allthese bays above the Oliver Bridge, and belowthe Oliver Bridge, were full, full of wild rice. BigPokegama Bay, Allouez Bay had a lot of rice,every bay here was loaded on both sides, theMinnesota side and the Wisconsin, there wasmore rice on the Wisconsin side than theMinnesota side. Every bay here was loaded, wasloaded with wild rice.”17Friday, May 3, 13And he sends players on quests to interact with real characters. And we’ll visit the story more,but more important to the theme of this session — it was part of a workshop where studentsand teachers collaborated to design and create their own place-based mobile stories.
  • 18. Participatory Design“[Expert partners] quickly came up with story ideasand components on sticky notes, arranged them into anarrative, and reported out to the group.The initial,rough narrative for Up River was born at this session.”18Friday, May 3, 13Which brings us to the first point: Participatory Design — local teachers generated ideas, andwere checkpoints of authenticity. They know the place better than outside designers — theyknow the secret cool things that make local lore magical for learners.
  • 19. 1919Friday, May 3, 13So teachers and students played Up River as part of a workshop, then began designingethnography-based mobile stories for their own community.
  • 20. Participatory Design“Up River also encourages players to observe, interview, andrecord real people, places, and interactions. Indeed, Up Riverserved as a model during our workshop for how readilyethnographic documents can be incorporated into a mobile story.”Information Gathering20Friday, May 3, 13As with many educational processes, Up River started with information gathering
  • 21. 2121Friday, May 3, 13Players walked around and got some history, situated in key locations
  • 22. 2222Friday, May 3, 13and they got some science in contexts that make animpact ...
  • 23. Encouraging EngagementParticipatory Design“We also used photos and videos we took in the field tomore accurately ‘place,’ or situate the final story.”“... teachers were intrigued by this approach and easilybegan generating ideas for how they could conductethnographic research with their own students.”Information Gathering23Friday, May 3, 13but remember, they were also thinking about how they could make the activity better, and makea similar one for their own students. So they were paying attention to the balance of active vspassive learning
  • 24. 2424Friday, May 3, 13For example, Chef checks in on his old cell phone, and makes them take their own notes andengage with real people
  • 25. 25“Most of the effects on the fishing that havehappened here have been through theintroduction of exotic species, the smelt, thesalmon, zebra mussels, the gobies, the roughyfish; and they have competed with the native fishfor food sources and habitat and eaten the fish.Smelt are carnivorous; they are the mostdevastating thing to ever come here...They ateall the baby white fish and herring and thewalleyes and the perches that were there in thebay. They would come in en masse and just wipeout everything when they spawned.”25Friday, May 3, 13And they run into Mark Howard in a video — but he’s real too, and as you pass Howard’s youmight see him working, as well on screen. This sort of authenticity adds to the experience.
  • 26. 26“I really like fishing for northern and muskie,they’re more fun to catch.”26Friday, May 3, 13As part of the design, Jim and Mark wanted to “...nudge players to talk with and even interviewreal people.”So, for example, players run into virtual fishermen and get info on fishing
  • 27. 2727Friday, May 3, 13And need to catch that walleye that Chef demanded (2 slides back), but if they weren’t sureabout what to use they could ask one of the REAL folks fishing!
  • 28. Participatory DesignLeveraging Place-Based Experiences“In Up River, players travel upstream from the Duluth harbor insearch of wild rice and native fish species.Along the way theybecome physically immersed in the estuary, exploring touristattractions, industrial sites, restored habitats, and fishing piers.”Encouraging EngagementInformation Gathering28Friday, May 3, 13in this way, it leverages the experience of being in the physical place and making obviousconnections
  • 29. 2929Friday, May 3, 13while augmenting the real place by highlighting things that might NOT be visible or apparent.
  • 30. 3030Friday, May 3, 13And at the end of the experience, they’ve collected a lot of content by interacting with thespace
  • 31. 31Friday, May 3, 13but they’ve also added their own multimedia notes that personalize it for them — it becomestheir own experience.
  • 32. Participatory DesignLeveraging Place-Based ExperiencesSystemic Thinking & Cyclical Design“Learning about the estuary through the stories ofpeople who live and work there helps players ‘seebeyond’ what is in front of them, making transparentsome of the complex systems at play in the estuary.”Encouraging EngagementInformation Gathering32Friday, May 3, 13They take this active learning experience about how these complex cultural and ecologicalsystems interact with each other, and it goes home with them.
  • 33. 33Friday, May 3, 13Which helps them in the design of their own games.
  • 34. • what is the most importantcontent?• what do we need to communicate here?• what do we keep literal and what can weconceptualize through narrative?• is that the right balance?• how do we get players to “get it” through gameplay?• the experience is a good representation, but it’sno fun — how do we make it compelling?• the format we chose doesn’t cover everything weneed them to get — is there a better format?• it takes too long to play — how do we tweak?• it’s too complicated/we need to simplify — what’sokay to leave out?• have we left out too much?What they think abouthow do we explain this thing,given our constraints?34Friday, May 3, 13And they reflect, not only on the content, but on how to present the content, in a format thatthey’ve probably never worked in before. And it’s a struggle — but a good one for learning.
  • 35. Encouraging EngagementParticipatory DesignLeveraging Place-Based ExperiencesSystemicThinking & Cyclical DesignInformation Gathering35Friday, May 3, 13And thus the circle is un-broken. By and By...And we think that’s a good thing, so we’ve been trying to make that process easier and easier
  • 36. 3636Friday, May 3, 13Again, since we’re involved with ARIS, these themes and experiences inform the developmentof the platform.
  • 37. 1. ease & accessibility2. field research & data collection3. assessment, tracking, and activity measures4. communityCurrent Concerns37Friday, May 3, 13and, as educators, although we hope to spread situated learning far beyond the longevity ofARIS, we’re also hoping to contribute through development
  • 38. ease of use & accessibility38Friday, May 3, 13So this summer we plan to improve the authoring interface and move it from Flash to HTML5
  • 39. field research & data collection39Friday, May 3, 13To support Field Research and Assessment, we’re improving the Notebook and a visualizationtool (Web Notebook) that lets users reflect on notes with others, sort and filter by tags, etc.This also increases assessment ability.
  • 40. assessment, tracking, and activity measures40Friday, May 3, 13To encourage community and collaboration, we now let users comment on each others’ notes,and “like” them. And can make these interactions part of the gameplay. This can introducepeer review, which helps with assessment as well.
  • 41. thanks!@regardingjohn • •, May 3, 13And we encourage you to talk with us about any of these things. We’re always happy toanswer any questions!