Separation of Lanthanides/ Lanthanides and Actinides
Digital Media and Learning Conference Presentation 2013
1. School-Based Student
Engagement in a Guided
Discovery-Based
Program of Game
Design Learning
2013 Digital Media & Learning Conference
Rebecca Reynolds, Assistant Professor
School of Communication & Information, Dept. of Library and
Information Science, Rutgers University
2. Globaloria is a guided discovery-based game design program and
curriculum offered by the WorldWide Workshop, a NYC non-profit.
MS, HS, CC teachers and students gain experience and expertise in
a range of agential digital practices.
4. Globaloria Game Design Program Learning Objectives: Cultivate the Six
Contemporary Learning Abilities (6CLAs)
Developing games in a social learning system offers students
Constructionist, participatory design and programming experiences
leading to dispositions, practices and expertise necessary for successful
engagement in today’s digital, knowledge-based economy
5. The Six Contemporary Learning Abilities (6CLAs):
Developing games in a social learning system are participatory practices
that simulate productive engagement in today’s digital cultures and
knowledge-based economy
6. Means-focused rather than ends-oriented
• Instead of identifying a set of prescribed outcome *skills* like
most models, emphasizes a set of *practices* in which
learners can gain *expertise*
• Proposes that coordinated engagement in the 6 dimensions
in 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
• Gives educators guidance for specific activities, rather than
exhorting them to meet outcome objectives with little further
support (e.g., AASL Standards for the 21st Century Learner;
NETS Standards)
What’s Unique About the Model?
7. (Reynolds & Chiu, JLMT 2013, forthcoming)
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
5 Program
Platforms
8. (Reynolds & Chiu, JLMT 2013, forthcoming)
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
5 Program
Platforms
9. (Reynolds & Chiu, JLMT 2013, forthcoming)
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
5 Program
Platforms
10. (Reynolds & Chiu, JLMT 2013, forthcoming)
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
5 Program
Platforms
11. (Reynolds & Chiu,
JLMT 2013,
forthcoming)
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
5 Program
Platforms
12. RQ: Contribution of context (informal Boys and Girls Club vs. formal in-
school class) to outcomes (affective changes measured in surveys; content
analyzed artifacts)
Results:
• More and better games in formal in-school environment, more learning
• Context doesn’t contribute to affective changes
o Evidence of possible benefits to offering programs IN SCHOOL
over and above after-school (=> time on task, structure)
• Also, in aggregate, lower parent education was associated with positive
changes in self-efficacy for online research
o Disadvantaged students may stand to benefit from programs like
this one.
• Additional important results related to motivation. . . . . . [teaser ]
Formal vs. Informal Contexts:
Integrating Globaloria Into Schools as Classes
(Reynolds & Chiu, JLMT 2013, forthcoming)
13. East Austin College Prep Academy
• New charter school, 6th-8th
• Over 90% Latino, high proportion ELL
• Globaloria offered since its inception (2010/2011) to all
students, for all 3 years of MS
• Longitudinal dataset
• Both STEM and social issue/civics game design offered
• 2 highly active teachers, Nyssa & Teresa
• Teresa: Now enrolled in Ph.D. program at UT-Austin in
instructional design
• Civics focus in 2012/2013
Challenges in Offering Program in School:
Civics Cases
14. Game design: A complex task
• Teacher professional development
• Difficulty balancing support for CLAs and game
design / programming skills AND core content
domain development (game narrative message
depth)
• Further, funding exists for limited material
incentives (Globeys– small number of winners)
Teresa: “Globey awards at the end of the year motivates
some, but many students realize there is no way they can
win. When that happens, the motivation is lost.”
• Globaloria – badges rolled out this year
Challenges in Offering Program in School:
Civics Cases
15. Teresa’s creative solution this year:
• Design games for local non-profits as clients, to foster community
connection and epistemic role-taking
Challenges in Offering Program in School:
Civics Cases
16. • Amazingly. . . 20 Community Partners
Challenges to Offering Program in School:
Civics Cases
COMPOSTING
17. Challenges to Offering Program in School:
Civics Cases
HOMELESSNESS
IMMIGRATION AND POVERTY
Emails, meetings with officials highly motivating.
The organizations LOVE IT.
Will feature games on websites.
18. Does the institution of school limit / constrain /
(censor) potential for critical tropes in student
artifacts?
Teresa:
• Teresa: “I have one team of boys this year, they
are all bright, all good students. But the students
are stereotyping themselves.”
• Discussed ways to scaffold messages towards
a) possible selves, or b) more radicalized critical
perspectives (e.g., lesson on Cesar Chavez)
Challenges to Offering Program in School:
Civics Cases
19. Teresa still struggles with this.
Aspirational, but to a point. We caring adults can
imagine this video re-framed as an inherent statement
of protest about inequality / opportunity.
Ethan Zuckerman: "One of the things that we have to learn as we
move into the space of new civics is understanding what the levers of
change are, and what the tactics are for moving those levers.”
• From a digital divide perspective: Can we afford to omit
schools from the new civics equation as informal learning
initiatives (e.g., badges) commercialize as for-profit
companies, and become less available to marginalized
citizens?
• And/or. . .Are these levers inherently anti-institution?
Challenges to Offering Program in School:
Civics Cases
This presentation reports on work being done in the context of . . . .
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
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
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