Students in a place-based education course studied protests over a "Budget Repair" bill in Wisconsin. They engaged in iterative cycles of inquiry and design to understand different perspectives on the issue. This included interviewing protesters and observing the protests to gain new insights into the political context and issues. Students then collaborated on designing a mobile application to help others experience the protests and learn about this period in Wisconsin's history.
Susan Oman presents paradata from her nationwide focus groups on well-being. These data suggest that everyday conversations offer the same well-being effects as more formal participation methods, and by extension indicate that research and evaluations which assume the social effects of certain forms of cultural participation are currently overreaching in their claims.
The Santa Cruz Museum of Art & History (MAH) is working with the Foster Youth Museum and regional foster youth, advocates, and artists to co-develop an exhibition about transition-age foster youth that is a platform for art, dialogue, and action. The team of community partners is called C3. These are the slides from C3 meeting #2, held on 22 February 2017.
MidAIR 2013 Keynote - Lighting the Path to Action: Realizing the Power of Sto...Matthew Hendrickson
Invited talk presented at the Mid-America Association for Institutional Research's 2013 conference in Kansas City, Missouri.
This talk focused upon using storytelling techniques as a means to present data and gain consensus among constituents.
Facilitating Community Engagement @ Designing for DigitalLee-Sean Huang
This workshop will cover community engagement/facilitation techniques for design innovation, including engaging and co-creating with diverse groups. Participants will get concrete examples of design projects that featured community engagement, experience engagement/facilitation activities first hand, and also gain insights, tactics, and strategies for conducting their own community engagement activities.
Designing for Digital, Austin, Texas, March 2018
Susan Oman presents paradata from her nationwide focus groups on well-being. These data suggest that everyday conversations offer the same well-being effects as more formal participation methods, and by extension indicate that research and evaluations which assume the social effects of certain forms of cultural participation are currently overreaching in their claims.
The Santa Cruz Museum of Art & History (MAH) is working with the Foster Youth Museum and regional foster youth, advocates, and artists to co-develop an exhibition about transition-age foster youth that is a platform for art, dialogue, and action. The team of community partners is called C3. These are the slides from C3 meeting #2, held on 22 February 2017.
MidAIR 2013 Keynote - Lighting the Path to Action: Realizing the Power of Sto...Matthew Hendrickson
Invited talk presented at the Mid-America Association for Institutional Research's 2013 conference in Kansas City, Missouri.
This talk focused upon using storytelling techniques as a means to present data and gain consensus among constituents.
Facilitating Community Engagement @ Designing for DigitalLee-Sean Huang
This workshop will cover community engagement/facilitation techniques for design innovation, including engaging and co-creating with diverse groups. Participants will get concrete examples of design projects that featured community engagement, experience engagement/facilitation activities first hand, and also gain insights, tactics, and strategies for conducting their own community engagement activities.
Designing for Digital, Austin, Texas, March 2018
People Watching Essay. Point Of View Essay Examples TelegraphErica Mondesir
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People Watching Essay. Point Of View Essay Examples TelegraphErica Mondesir
People Watching Observation Essay Example GraduateWay. Essay about people watching. Point Of View Essay Examples Telegraph. History Essay: Essays on tv. Going to the cinema may be heart healthy, study suggests PhillyVoice. Essay: Televisions Positive Effects on Society SchoolWorkHelper. 5 Things Writers Can Learn From People Watching - Writers Write. Girl Watching How Man Writing Something Stock Photo - Image of contract .... People watching essay - We Write High-Quality Academic Writing and .... Effect of watching too much television essay. Watching Television Is Bad for Children Critique Essay 400 Words .... neighbourhood watch essay Theatre Politics. Business paper: Education essay sample. Essay watching television is wasting. Essay - The Effects of Watching Television on Adolescents. Effects of watching too much tv essay The Friary School. Essay on Television for School Students amp; Children Long, Short Essays. Writing narrative essay - College Homework Help and Online Tutoring.. Essay Describe A Funny Person : Descriptive writing describe a person. Writing compare and contrast essay high school vs college Davis .... Someone was Watching Novel Study by Lauren G Teachers Pay Teachers. How To Write An Essay How To Write A First Class Essay The Mix. Sample Experience Essay. College Essay: Essays on reading books. Essay children should not watch tv. eng essay 2014.docx. Beneficial Narrative Essay - 10 Examples, Format, Pdf Examples. Court watching essay. My watch essay. My Wrist Watch Free Essay Example. 2022-11-20. Essay on watching television. Why Do People Go For Essay Writing Services?. Winning Essay Contests: A Step-by-Step Guide People Watching Essay People Watching Essay. Point Of View Essay Examples Telegraph
5. Place-Based Design
Place-
Based
Education
Design-
Based Democratic
Education Education
6. Place, Inquiry and Design
Mobile media as a platform Participants engaged
for inquiry and storytelling - in iterative cycles
i.e, democratic participation of inquiry and design
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. 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. Student Participation
“I never really knew much about the bill and I
honestly didn’t care much about it because it
didn’t affect me personally at all.”
15.
16. Students voted to study this...
* Seize the moment / Historical significance
* Stay informed / Dialog
* “Real-world” / Relevant
* Personal Connection
* Inquiry / Curiosity
17. Historical significance
“Everyone is saying this is something that’s
going to be in the history books. This is going
to be something that is going to be talked about
for years.”
“This is something that will be in history books
for years to come. Our children and grand-
children will be learning about this when they
are in school.”
18. Stay informed / Dialog
“...I prefer staying up-to-date with what’s going
on and letting people know... then everyone
knows what’s going on and everyone knows what
to do in order to protest or not protest.”
“Everybody’s views on this event are different and
partaking in it, gives us something to use in class.”
19. “Real-world” / Relevant
“We can look at the news and stay safe at home
reading blogs, but that is only half of the equation.
It is things like attending the protests that make
things ‘real and relevant’.”
20. Inquiry / Curiosity
“...we need to be asking question like “why
now?” and “how does this affect the future?”
“I feel like I don’t know enough...
“I would like to learn about the true motives
behind the bill...”
22. 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.”
23. 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...”
25. 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.”
26. 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.”
27. Perspective / Lenses
“If you go on your own time, you’re going
for what you believe in. You’re going to
stand up. You’re going to protest. We didn’t
go to protest. We went to document. We
went to ask questions. We went to see in
depth. A lot of people don’t do that. They
go to protest. That is the whole point.”
28. Perspective
“No matter what side of the argument
you are on, being where things are
happening changes your perception
of events. This is important because
seeing things from new angles gives
an individual a certain amount of
leverage.”
29. Perspective
“Something I learned was that the bill
has to do with a lot of different things
then just what people are portraying...
...It definitely changed my views a little
bit and made me want to learn more
about what’s really going on. I’m still not
taking sides on anything though.”
31. 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.
32. First run at it... started simple
Personal stories New platform
33. Emergent Design Themes
“Fair and balanced” <--> Persuasive
Linear <--> Choice / Consequences
Generative <--> Static
Playful <--> Serious
34. 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.
35. Gained and Lost?
Designing an AR experience anchored
the inquiry...
What did we gain from this?
What did we lose or miss as a result?
46. What is the focus of the content?
(Values about what?)
47. ‘‘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)
58. History Park Endangered Species
Development Fishing Research
58
59. What are the verbs?
What methods are used?
(Values about how)
60. Involves a fieldwork component
• Inquiry
• Data Collection
• Design
• Community Action
61. Students engaged in applying their
knowledge to solve “real problems”
and answer authentic inquiry
questions (i.e., action oriented)
62. Students collaborate with local
citizens, organizations, agencies,
businesses, and government to help
make plans that shape the future of
their cultural and ecological
systems
63. Students play an active role in
defining and shaping projects
(i.e., student voice)
64. * 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
65. Why is place important?
What are the goals?
(Values about why)
66. New Localism
[Eco-localism] is the perspective embodied in
local currency systems, food co-ops, micro-
enterprise, farmers’ markets, permaculture,
community supported agriculture (CSA) farms,
car sharing schemes, barter systems, co-housing
and eco-villages, mutual aid, home-based
production, community corporations and banks,
and localist business alliances
Curtis, 2003, p.83
67. New Localism
Just as new localism can be understood as
diverse acts of resistance against the ravages of
globalization and rootlessness, place-based
education can be understood as a community-
based effort to reconnect the process of
education, enculturation, and human
development to the well-being of community life.
Gruenewald & Smith, 2008, p. xvi
68. Critical Pedagogy of Place
Decolonization involves “…learning to
recognize disruption and injury and to
address their cause.”
Re-inhabitation involves “…learning to
live well socially and ecologically in places
that have been disrupted and injured.”
Gruenewald, 2003, p.9
69. Critical Pedagogy of Place
What 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?
70. Place-Based Design
Place-
Based
Learning
Design-
Democratic
Based
Participation
Learning
71. Tours Citizen Ethnography
Games Citizen Journalism
Stories Citizen Science
Actions Data Collection
Events Folklore
Happenings Local History