Digital Media and Learning Conference Presentation 2013
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"School-Based Student Engagement in a Guided Discovery-Based Program of Game Design Learning"
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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.
- 3. Globaloria is currently active in 4 U.S. states: CA,TX, FL,WV, >2000 students
- 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
- 20. Rebecca.reynolds@gmail.com Rutgers University website http://comminfo.rutgers.edu/directory/rbreynol/index.html Thanks to IMLS! Thanks to my partners! Globaloria.org Worldwideworkshop.org Thank you!
Editor's Notes
- 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