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  1. 1. Mobile Civic Participation: Place, Inquiry and Design
  2. 2. Part 1. Example Case 2
  3. 3. Part 2. What is Place-based Education Education? 3
  4. 4. Part 3. Up River 4
  5. 5. Place-Based Design Place- Based Education Design- Based DemocraticEducation Education
  6. 6. Place, Inquiry and Design Mobile media as a platform Participants engagedfor inquiry and storytelling - in iterative cyclesi.e, democratic participation of inquiry and design
  7. 7. Political Context“Budget Repair” Bill - Protests
  8. 8. Political Context
  9. 9. Protests - New Media
  10. 10. Student Participation
  11. 11. Student Participation
  12. 12. Student Participation “People are having conversations on Facebook and I’ll get in on those... If they post on their [Facebook] status something about ‘Scott Walker is the man’ or something like that, I’ll use more specific details and facts to prove my point when they just have their opinion on the other side.”
  13. 13. Student Participation “I’ve been down there every day it’s going on, except like three when I had to work. I‘ve stayed the night. I’ve watched the news. That’s all I listen to on the radio anymore. I’ll stay up late to watch every news segment to see what’s going on. I’ll look at the articles on- line. I’ll talk to people around me. I’ve really gotten into it.”
  14. 14. Student Participation“I never really knew much about the bill and Ihonestly didn’t care much about it because itdidn’t affect me personally at all.”
  15. 15. Students voted to study this... * Seize the moment / Historical significance * Stay informed / Dialog * “Real-world” / Relevant * Personal Connection * Inquiry / Curiosity
  16. 16. Historical significance“Everyone is saying this is something that’sgoing to be in the history books. This is goingto be something that is going to be talked aboutfor years.”“This is something that will be in history booksfor years to come. Our children and grand-children will be learning about this when theyare in school.”
  17. 17. Stay informed / Dialog“...I prefer staying up-to-date with what’s goingon and letting people know... then everyoneknows what’s going on and everyone knows whatto do in order to protest or not protest.”“Everybody’s views on this event are different andpartaking in it, gives us something to use in class.”
  18. 18. “Real-world” / Relevant“We can look at the news and stay safe at homereading blogs, but that is only half of the equation.It is things like attending the protests that makethings ‘real and relevant’.”
  19. 19. Inquiry / Curiosity“...we need to be asking question like “whynow?” and “how does this affect the future?”“I feel like I don’t know enough...“I would like to learn about the true motivesbehind the bill...”
  20. 20. Verbs - Document
  21. 21. Verbs - Interview “...talking to complete strangers wasn’t really something I do. I was surprised because going into something that deals with political anything is not my comfort zone.  Being there, it was just the energy of the people. They were so passionate about what they were doing; it made me feel very comfortable.  Having to do interviews... it was good for me.”
  22. 22. Verbs - Observe “It wasn’t hostile or anything. It really gave us all a chance to really do something together and see it from a bystander’s standpoint, somebody who is not really into either side...”
  23. 23. Content / Concepts - In Situ
  24. 24. Entry Points - Access “For me personally, I didn’t really follow what was going on, so that kind of opened my eyes as to what was actually going on and how it was actually affecting people... It was all new to me because our family is not really big on politics.”
  25. 25. Entry Points - Stories “Hearing other people’s stories is a different outlook from where we are. Since we’re not getting affected by it, I don’t understand it as much. When I got the chance to talk with other people, I got a better understanding.”
  26. 26. Perspective / Lenses“If you go on your own time, you’re goingfor what you believe in. You’re going tostand up. You’re going to protest. We didn’tgo to protest. We went to document. Wewent to ask questions. We went to see indepth. A lot of people don’t do that. Theygo to protest. That is the whole point.”
  27. 27. Perspective“No matter what side of the argumentyou are on, being where things arehappening changes your perceptionof events. This is important becauseseeing things from new angles givesan individual a certain amount ofleverage.”
  28. 28. Perspective“Something I learned was that the billhas to do with a lot of different thingsthen just what people are portraying......It definitely changed my views a littlebit and made me want to learn moreabout what’s really going on. I’m still nottaking sides on anything though.”
  29. 29. Iterative inquiry and design
  30. 30. Whose story? Hard questions like “should I really have a political bias?” or “What would I do in Walker’s place?” We need to step into the shoes of people we oppose in order to pass accurate and just judgement.
  31. 31. First run at it... started simple Personal stories New platform
  32. 32. Emergent Design Themes“Fair and balanced” <--> Persuasive Linear <--> Choice / Consequences Generative <--> Static Playful <--> Serious
  33. 33. Experience Design In five years, not a lot of the kids are going to remember what happened or what it was, but we will.  We can put something together that shows those kids what happened. They can walk down around the capital and experience what we experienced. We can be a part of history.
  34. 34. Gained and Lost?Designing an AR experience anchoredthe inquiry... What did we gain from this? What did we lose or miss as a result?
  35. 35. Location-based and/or Place-based
  36. 36. What should the content focus on? (Values about what)
  37. 37. What methods should be used? What should the actions and interactions look like? (Values about how)
  38. 38. Why is place important? What are the goals? (Values about why)
  39. 39. Why “care about” and “care for” the local?
  40. 40. Who gets to answer these questions?(Values about power)
  41. 41. “If I’m here andyou’re here,doesn’t that makeit our time? - Jeff Spicolli, Fast Times at Ridgemont High
  42. 42. Values about whatValues about howValues about whyValues about who
  43. 43. What is the focus of the content? (Values about what?)
  44. 44. ‘‘Place-­‐based’’  education  is  learning  that  is  rooted  in  what  is  local—the  unique  history,  environment,  culture,  economy,  literature,  and  art  of  a  particular  place.  The  community  provides  the  context  for  learning,  student  work  focuses  on  community  needs  and  interests,  and  community  members  serve  as  resources  and  partners  in  teaching  and  learning.  (Rural  School  and  Community  Trust,  2003)
  45. 45. Local Cultural Systems
  46. 46. Local Cultural Systems
  47. 47. Local Cultural Systems
  48. 48. Local Cultural Systems
  49. 49. Continuity and Change
  50. 50. Local Ecological Systems
  51. 51. Systems are interdependent
  52. 52. Systems are interdependent
  53. 53. Systems are interdependent
  54. 54. History Park Endangered SpeciesDevelopment Fishing Research 58
  55. 55. What are the verbs?What methods are used? (Values about how)
  56. 56. Involves a fieldwork component • Inquiry • Data Collection • Design • Community Action
  57. 57. Students engaged in applying theirknowledge to solve “real problems”and answer authentic inquiryquestions (i.e., action oriented)
  58. 58. Students collaborate with localcitizens, organizations, agencies,businesses, and government to helpmake plans that shape the future oftheir cultural and ecologicalsystems
  59. 59. Students play an active role indefining and shaping projects(i.e., student voice)
  60. 60. * Multi-disciplinary* Learning as production of new knowledge vs.consumption of knowledge* Learning goals and instruction situated within an authentic context* Emergent skills, concepts, and interactions
  61. 61. Why is place important? What are the goals? (Values about why)
  62. 62. New Localism[Eco-localism] is the perspective embodied inlocal currency systems, food co-ops, micro-enterprise, farmers’ markets, permaculture,community supported agriculture (CSA) farms,car sharing schemes, barter systems, co-housingand eco-villages, mutual aid, home-basedproduction, community corporations and banks,and localist business alliances Curtis, 2003, p.83
  63. 63. New LocalismJust as new localism can be understood asdiverse acts of resistance against the ravages ofglobalization and rootlessness, place-basededucation can be understood as a community-based effort to reconnect the process ofeducation, enculturation, and humandevelopment to the well-being of community life. Gruenewald & Smith, 2008, p. xvi
  64. 64. Critical Pedagogy of PlaceDecolonization involves “…learning torecognize disruption and injury and toaddress their cause.”Re-inhabitation involves “…learning tolive well socially and ecologically in placesthat have been disrupted and injured.” Gruenewald, 2003, p.9  
  65. 65. Critical Pedagogy of PlaceWhat needs to be conserved in this place?What needs to be transformed in this place?What needs to be restored in this place?What needs to be created in this place?
  66. 66. Place-Based Design Place- Based LearningDesign- Democratic Based ParticipationLearning
  67. 67. Tours Citizen Ethnography Games Citizen Journalism Stories Citizen Science Actions Data Collection Events FolkloreHappenings Local History
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