This document discusses challenges and opportunities for supporting guided discovery-based learning with informational learning management systems. It outlines different theoretical perspectives on curricular design from disciplines like learning sciences, educational psychology, and information science. It then discusses the Constructionism framework and Globaloria game design program as an intervention that aligns with perspectives favoring student-centered, active, self-directed learning starting with open-ended problems. Research on Globaloria indicates it increases student motivation and understanding of skills like collaboration and problem-solving. However, the document notes collaboration and information-seeking in Globaloria are under-structured, and more scaffolding could help support guided inquiry and knowledge building among students.
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Introduction to learning analytics and approaches to learner engagement to raise awareness and set the seen for upcoming projects and advice for supported learning providers.
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2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Multidisciplinarity vs. Multivocality, the case of “Learning Analytics"Nicolas Balacheff
In this communication presented at LAK2013 (Leuven), we consider an analysis of the TeLearn archive, of the Grand Challenges from the STELLAR Network of Excellence, of two Alpine Rendez-Vous 2011 workshops and research conducted in the Productive Multivocality initiative in order to discuss the notions of multidisciplinarity, multivocality and interidisciplinarity. We use this discussion as a springboard for addressing the term “Learning Analytics” and its relation to “Educational Data Mining”. Our goal is to launch a debate pertaining to what extent the different disciplines involved in the TEL community can be integrated on methodological and theoretical levels.
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Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Mobile devices have been the focus of a push in many nations and internationally as part of
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education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
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clear that the pedagogy needed to be successful in creating positive outcomes in the use of
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E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
A joint keynote with Heather O'Brien at the Learning Analytics Summer Institute (LASI) 2019. In here we explore the concept of learner- and user- engagement as relevant for the field of learning analytics.
Invited Talk:
Challenge-Based Learning: Creating engagement by learning from games and gamification
Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
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and Charting a Path to the Future. Kelly M. Hoffman
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Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
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Rebecca Reynolds Research Agenda
1. Supporting guided
discovery based learning
with informational
learning management
systems: Challenges and
Opportunities
Nina Wacholder Class Guest Lecture
Rebecca Reynolds, Assistant Professor
School of Communication & Information, Dept. of Library and
Information Science, Rutgers University
2. Alignment: Learning System Design
Across Theoretical Perspectives
Discipline
Theoretical Main Principles of
Important Research Constructs
Perspective Curricular Design
Learning
ProblemStudent centered, active, Effectiveness of varying types of
Sciences
based learning self-directed learning that scaffolds for collaboration and
starts with a problem and problem resolution; cognitive load
involves peer collaboration
alongside human expert
and/or system scaffolding
Educational Project based Constructing projects in a Role-taking, communication,
Psychology; learning
situated epistemic (real life) collaboration, iteration, standards of
human
context leads to deep(er) performance, assessment
development
learning; driven by an
open-ended question or
challenge
Information Inquiry-based Driven by a question,
Question- vs. task-driven contexts;
Science
learning;
scenario, problem; learner naturalistic vs. imposed learning
Guided
pursues answers through contexts; prerequisite expertise;
Inquiry
information-seeking
emotion; cognitive load; info literacy
3. Constructionism:
My Own Path to These Ideas
• Idit Harel, MIT Media Lab, World Wide Workshop, Globaloria
•
In the Constructionist framework for educative action (Papert & Harel,
1991; diSessa & Cobb, 2004), learners:
•
•
•
a) create a computational artifact in a workshop-based learning
context, working in teams
b) engage with and learn a core content domain, AND,
c) use resources to support their learning
•
Creative production, design and programming are the central purposes
(tasks) that drive the inquiry and collaboration activity.
•
History of research charting meta-cognitive, affective, learning gains
(Papert & Harel, 1991; Harel, 1991; 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)
4. Common Threads
• Social constructivist theoretical underpinnings (Dewey; Piaget /
•
•
•
•
•
Vygotsky)
Pedagogy is optimally developed to both leverage and cultivate
human agency
Situated, distributed cognition (class- and team-levels)
Involves inquiry, information seeking, and application of
information into some kind of product (problem answer,
project, creation/presentation)
Converging evidence base (E.g., Kuhlthau, Todd, Chu, HmeloSilver, Martin, Kapur & Kinzer, Blumenfeld, Eccles, and
Constructionist cites)
HOWEVER, STILL DEBATES . . . “discovery-based learning” &
cognitive load (Kirschner, Sweller, Clark, 2006)
5. INTERVENTION: Guided discovery-based game design program
and curriculum offered by the World Wide Workshop. MS, HS
teachers and students gain experience and expertise in a range of
agentive digital practices.
9. Learning Supports for Students and Educators:
Flash software, Wiki Environment, Curriculum,
Tutorials
“Hands On” Training Sessions (virtual, local)
• Globaloria Academy – In-person, intensive trainings (3)
• Online Mini Webinars - Web-based workshops (7)
Globaloria Mentors Program
Experienced educators take on a leadership role by
supporting other educators
“24/7” Virtual Support
• Expert Support via wikis, blogs, email, WebEx
• Educator Community Development – private
educators community wiki, peer-to-peer mentoring, weekly
educators newsletter, sharing teaching & learning reports
Rewards and Recognition
•Teachers: Stipends and Graduate credits are earned
•Students: Nationally-Recognized Game Design
Competitions
10. 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 in
Actionscript
•
Core curricular subject matter:
o When game subjects are linked to core curriculum and students deepen
knowledge about topic through online research and design
•
STEM career interests: Technology & Engineering; Computer Science
•
Motivation, Affect, Attitudes, Life Choices, New Possibilities and Horizons
11. Globaloria Game Design Program Learning Objectives:
Cultivate the Six Contemporary Learning Abilities (6CLAs)
(Reynolds & Harel, 2009)
Developing games in a social e-learning system cultivates participatory
practices that simulate productive engagement in today’s digital cultures
and knowledge-based economy
12. Research Agenda: Investigate Collaborative Information
Behavior in Globaloria
o Collaboration & information seeking are meta processes supporting the
primary game design task
o Teams of 2-4 collaborate to complete a game (& some indivs)
o Unstructured collaboration
o Little scaffolding for effective engagement (e.g., no inquiry circles
(Kuhlthau, Maniotes, Caspari, 2007)
o Role taking, though, is encouraged
o Learning management system:
o Information resources
o Supports social engagement and project management (e.g., the
team page)
o Simulates future professional work contexts studied in areas such as
CSCW, therefore, the CIS literature may be relevant to phenomena
occurring in this Constructionist, knowledge building project among youth
13. My Research: Issues of Structure and Agency
in Socio-Technical e-Learning Systems Research
• 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 their
learning
• Simulates informal, naturalistic learning
• Gives students experience with autonomous, agentive
inquiry and creation
• In Constructionist learning, in particular, creative production,
design and programming are the central purposes that drive
the inquiry.
• GIVEN DEBATES about effectiveness of guided discoverybased learning interventions. . . .
14. My Research: Issues of Structure and Agency
in Socio-Technical e-Learning Systems Research
• I am investigating student
engagement in these
general inter-related
spheres of activity
• My research considers
the design of the learning
management system as a
support (or hindrance) for
activity in these spheres,
in this game design
implementation context.
15. Select results so far in the Globaloria context:
Reynolds (2012), AERA:
• Especially for practices representing the more
Constructionist engagement categories, survey analysis (ttest) indicates increases in student motivation towards, and
self reported understanding of these practices as a result of
participation.
• For three other less-Constructionist but active technologyuse categories (e.g., information seeking), the results were
more varied with regard to statistically significant increases.
Ceiling effects may have played a role in this.
• Indicates a measure of success in the program at meeting
the stated learning objectives.
16. Results so far in the Globaloria context:
o Reynolds & Harel Caperton (ETR&D, 2011): Qualitative,
student self-reports of experience => Student affect and
attitudes vary towards the autonomy-supportive, semi- and
ill-structured activities in Globaloria
• Some +, some • Why the variation?
17. Intrinsic Motivation in Globaloria Students
o Reynolds (ICA, 2011): intrinsic motivation positively
correlated with game quality (measured thru content
analysis); extrinsic motivation negatively correlated
o Reynolds & Chiu (ICLS, 2012): Multi-level analysis model at
team level of analysis supports 2011 findings for intrinsic
motivation positive contribution to team outcome scores
o Results qualify Kirschner et al‟s critique:
o Intrinsic motivation contributes positively to outcomes
in guided discovery-based learning
o Such programs may support those with this orientation
18. Digital Divide
o Reynolds & Chiu, 2013 (submitted): Student participation
attenuates digital inequality effects (factors that predict DL in
prior research also influence students‟ self-reported
technology engagement prior to Globaloria participation, but
no longer contribute after the fact).
19. What are the mechanisms?
Self determination theory: Self-determined, fulfilling
intrinsically motivated engagement coincides with
perceived competence, autonomy, social relatedness
(in individual and as qualities supported by
environment) (Deci & Ryan, U-Rochester)
Latest Model findings:
Student resource uses including their use of online tutorials
(text-based), use of online tutorials (video-based), use of
self-sought online resources on the wider internet
contributed positively to team outcome scores, AND, to
CHANGES IN INTRINSIC MOTIVATION
• Inquiry plays a role. . .
• But we need to investigate *when* inquiry may also
detract.
• Multi-level analyses continue
20. Collaborative Information Behavior in Globaloria
(Reynolds, Hmelo-Silver, Sorenson, & Van Ness, 2013; Reynolds, Baik, Li, 2013).
o Collaboration & information seeking are meta processes
supporting the primary game design task
o Teams of 2-4 collaborate to complete a game (& some indivs)
o Unstructured collaboration
o Little scaffolding for effective engagement (e.g., no
inquiry circles (Kuhlthau, Maniotes, Caspari, 2007)
o Role taking, though, is encouraged
o Learning management system:
o Information resources
o Supports social engagement and project management
(e.g., the team page)
o Simulates future professional work contexts studied in areas
such as CSCW, therefore, the CIS literature may be relevant
to phenomena occurring in this Constructionist, knowledge
building project among youth
21. Research Questions, Methods
(Reynolds, Hmelo-Silver, Sorenson, & Van Ness, 2013; Reynolds, Baik, Li, 2013).
o “What collaborative information behaviors do middle school
students evidence when given the chance to self-organize
their game design task-driven teamwork?”
o Step 1: Categorical analysis
o Data sources:
o video recorded face-to-face and virtual interviews with
student teams, transcripts, coded in 2 waves in
Dedoose
o Step 2: Case study analysis of 4 distinctly dissimilar
teams (Firestone, 1993)
o Data sources:
o wiki log files, wiki history, teacher quarterly progress
reports, game design evaluation results, and individual
student blogs
22. Peer Help
o Many peer help examples; this was very common
o Assessment and perceptions of cheating: “…cause
usually other teachers…when you ask a student, they think
you are cheating „cause students do the same thing. But in
this class you can‟t really cheat, because we all work on
different things... the other two partners work on astronomy
and you work on math ….so how are you gonna cheat?”
o Challenges norms around individualized universal
education where all students learn the same material
o Other evidence existed, though, around issues of
intellectual property – students holding on to ideas and not
posting them online; conflicts between teams about idea
stealing, etc.
o Not about assessment innovation and authorship
23. Role-Taking and Division of Labor
o Some teams adopted the strategy of individuals taking on
multiple roles; others remained in single roles throughout
o Distribution of work based on perceived expertise, with
some students gaining recognition at class level:
o "I‟m a little bit better drawer than he is and a better searcher and
he‟s better with the code and getting things to work than I am. So I
usually do the drawing and save to link, and he usually does the
coding and makes things to work.”
o “We are honest with each other, so say somebody performs
something better than somebody, we will tell them, say, William did
buttons better than Justin. We got to be honest or we‟re not going to
get a full game. I‟m good at flash and he‟s good at buttons…at first
we were kind of raw, but we all worked together.”
o Assessment implications of specialization
24. Role-Taking and Division of Labor
o Distributing the work to meet deadlines:
“We were trying to work with each other at first, and do all
the levels on our own but I didn‟t get what my level was
supposed to be. So what I did was put it on my flash drive
and on my wiki, and I started working on my own, so it
was split in two levels. So she had that one and I have
mine. Yeah, so we can do whatever we want on our own
level. We just split apart like that, split the work into
halves.”
25. Version Control
o Developing (misguided) project management
workaround:
o “Well, what we usually do is use that one computer just for
flash and the other one for the wiki and to code video things
and we usually switch computers for flash. We usually just
follow the team page and when we start to make ourselves
confused, we do that.”
o “Well what we do is usually…she logs in as me cause I keep
all my stuff there. I save it first and then she saves it then we
just kinda like…”
26. Videos
o Example 1
o 2 ninth graders (male, female)
o Individual level work to create mobile games (pilot)
o Male student‟s project was a track and field racing
game including nutritional information for athletes as
quiz content (personal interest of the student)
o Off-task collaborative information seeking behavior is
demonstrated
o Related, but peripheral to main game topic, which
o Male student was searching for information on a
sports injury
o Female student seated adjacently takes over the
search
28. Videos
o Example 1 Observations:
o Dialogue, conversation, possibly flirtation
o Search is used as a constructive tool for social
discourse across genders, race, ethnicity in a school
where racial tensions exist
o Off-task engagement might distract….
o Might also support social engagement, attitudes
towards school / project, sense of belonging
o Empathy
o Information credibility?
o Health Q&A
o Opportunities, and Challenges
o Information literacy instruction . . .
29. Videos
o Example 2
o Informal discussion w educators on system limitations
for information search
31. How does Globaloria structure and scaffold students?
(Reynolds, Hmelo-Silver, Sorenson, & Van Ness, 2013; Reynolds, Baik, Li, 2013)
Qualitative research findings:
• Primary task (game design) is supported; secondary tasks
(collab; inquiry) under-supported
• Collaboration & Inquiry meta-processes are
under-structured
• Discovery process not scaffolded. . .
• Guided Inquiry model of Kuhlthau may inform
ongoing modifications for information literacy;
collaboration (e.g., reciprocal teaching / inquiry
circles)
32. Knowledge Building as Conditions to
Cultivate in Instructional Design
Reynolds & Hmelo-Silver. (2013). Areas of Convergence in Constructionism,
Knowledge Building and Guided Discovery Based Learning in the Globaloria
Game Design Initiative. Presented at AERA 2013 in San Francisco, CA.
Scardamalia & Bereiter (2006) state these in brief as:
Knowledge advancement as a community rather than individual
achievement
Knowledge advancement as idea improvement rather than as progress
toward true or warranted belief
Knowledge of in contrast to knowledge about
Discourse as collaborative problem solving rather than as argumentation
Constructive use of authoritative information
Understanding as emergent
33. Information Sciences Contribution
Inter-disciplinary cross-
walks are important
IS perspectives such as
CIS/CIB can help strengthen
understanding of
collaborative and
information meta-processes
in IBL/PBL contexts
Contribute to the design of
curricular supports
34. Scaffolding Information Literacy and Collaboration
• Leverage agency inherent to inquiry; cultivate agency in
students
• But don‟t lose the learning and knowledge production needed
during the inquiry process
• Creating information literacy modifications in Globaloria
• Help students track sources, find and use information more
effectively
• Delicious; NoodleTools; others?
• Ross Todd: “Transportation vs. Transformation”
• Internet reading comprehension literature; Donald Leu
• School librarians can help; professional development of SLs
as information literacy experts and curriculum developers =>
Common Core emphasis on non-fiction information texts;
digital environments
35. References
•
•
•
•
•
•
•
•
Reynolds, R., & Chiu, M. (2013). Context matters: The effect of formal and informal context differences
upon pre- to post-program changes in student engagement in a program of game design
learning. Journal of Learning, Media & Technology.
Reynolds, R.; Baik, EB & Li, X. (2013). Collaborative information seeking in the wild: Middle-schoolers’
self-initiated teamwork strategies to support game design. Paper presented at the annual convention of
the American Society for Information Science and Technology (ASIST), 2013.
Reynolds, R., & Chiu, M. (2013). How sustained engagement in game design and social media use
among diverse students can mitigate effects of the digital divide. Paper presented at the annual
convention of the American Education Research Association (AERA), San Francisco, CA, April, 2013.
Reynolds, R., Hmelo-Silver, C., Sorenson, L., & Van Ness, C. (2013). Interview findings on middle
schoolers’ collaboration in self-organizing game design teams. Poster presented at the International
Conference of Computer-Supported Collaborative Learning, July 2013, Madison, WI.
Reynolds, R., and I. Harel Caperton. 2011. Contrasts in student engagement, meaning-making, dislikes,
and challenges in a discovery-based program of game design learning. Educational Technology
Research and Development 59 (2): 267–289.
Reynolds, R. (2011). Children's game design learning in discovery-based contexts: Contribution of
intrinsic and extrinsic motivational orientations to student outcomes. Paper presented at the annual
International Communication Association (ICA) conference, May 2011, Boston, MA.
Reynolds, R. (2012). Changes in student attitudes towards 6 dimensions of digital engagement in a
program of game design learning. Paper presented at the annual conference of the American Education
Research Association (AERA), April 2012, Vancouver, Canada.
Reynolds, R., & Chiu, M. (2012). Contribution of motivational orientations to student outcomes in a
discovery-based program of game design learning. Paper presented at the annual conference of the
International Conference of the Learning Sciences (ICLS), July 2012, Sydney, Australia.
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
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
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
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