2015 bay area steam colloquium - stories from the field
TRANSCRIPT
Stories from the Field Designing mobile situated learning experiences
@fielddaylab @djgagnon
Learning is the product of activity, context and concept
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1)
Activity, Concept, Context Flight Simulation
Activity, Concept, Context Flight Textbook
Activity, Concept, Context Medical Simulation
Activity, Concept, Context Medical Lecture
Lesson 1:
Cutting
Inspired by Learning Science
Embodiment
Distributed and Group Cognition Hutchins (1996), Stahl (2006)
Place and Community Smith and Sobel
Design and Representation Papert, New London Group
Identity Sherry Turkle
Narrative Jerome Bruner
Zone of Proximal Development Vygotski
Play Koster
Silent Reflection
• Identify 1-2 topics or programs you would like to reflect on during the rest of this workshop.
• What would they look like if they were taught in a more “situated” way. Think activities and contexts.
Video Games and Simulations
Game Play Sample Rock Band 3
Mediated Identity Rock Band 2, “Epistemic Frames”
Mediated Identity Rock Band 2
Muliti-modal, Formative, Domain-specific Feedback Rock Band 2
Non-Trivial Collaboration World Of Warcraft
Amplified Input Batman: Arkum Asylum
Meaningful Choices Tools vs. Desire
desires
tools
frustrated
overwhelmed
26
27
28
32
33
34
Earth Science Board GameThe NGameMade with paper and a printerhttp://ngame.ifas.ufl.edu/
Challenges Complex System
Challenges Ugly Chemistry
The Board “Getting into” the system is much easier than “looking at” it
Agents of the System Who are the actors in your system?
Bacillus thuringiensis
When active, converts R-NH3 to NH4/NH3
Decomposer
Pseudomonas putida
When active, converts R-NH3 to NH4/NH3
Decomposer
Clostridium thermocellum
When active, convert R-NH3 to NH4/NH3
Decomposer
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When active, converts NO3 to N2
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Sulfolobus tokadaii
When active, converts NO3 to N2
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When active, converts NH4/NH3 to NO3
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Nitrosomonas europea
When active, converts NH4/NH3 to NO2
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Rogue Agent
Takes on the characteristics of any agent in play, including resource cost, environment requirement, and any special abilities or limita-tions. This card can only be discarded or left in play.
Other
Frankia sp.
When active, converts N2 to R-NH3
N-Fixer
Rhizobium leguminosarum
When active, converts N2 to R-NH3
N-Fixer
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When active, converts NH4/NH3 to NO3
��������
Sulfolobus tokadaii
When active, converts NO3 to N2
����������
Clostridium thermocellum
When active, convert R-NH3 to NH4/NH3
Decomposer
Bacillus thuringiensis
When active, converts R-NH3 to NH4/NH3
Decomposer
Pseudomonas putida
When active, converts R-NH3 to NH4/NH3
Decomposer
Clostridium thermocellum
When active, convert R-NH3 to NH4/NH3
Decomposer
Events and Resources What happens? What is at stake?
Flood
Change the environment to anaerobic.
Global
Glug, glug, glug...
Sudden Downpour
Choose any player or team. That player or team moves 2 N (if
available) from the NO3 pool to groundwater.
Directed
Didn’t see that one coming!
Nitrate Reduction
Choose any player or team. That player or team moves 2 N (if
available) from the NO3 pool back to the R-NH3 pool.
Directed
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Fixed Carbon (C-C)
Chemistry and Physics Simulation
AtomTouchMade in Unity 3Dhttps://mobile.wisc.edu/mli-projects/project-atomtouch/
Mixed Reality Museum Games Play the Past
Silent Reflection
• What identity could the learner inhabit?
• What actions could they take? What would they DO?
• What resources would they need to manage?
• What systems would they interact with?
• What forces would challenge them?
Field Research
Field Research Award ENGAGE Program
WeBIRDBecoming Birders not just learning about birds(Made in ARIS)
WeBIRDBecoming Birders not just learning about birds(Made in ARIS)
Folklore 100 Connecting course content to the world outside
Coming Soon: Siftr A free and open social photography tool
Biocore 151 Experiencing prairie grasses and flowers through identification
Coming Soon: Nomen Project Now anyone can makea field guide for free
Silent Reflection
• Does one of your topics have “real life” examples that a learner could document in their own neighborhood, family, back yard?
• What categories could you give them to “Perceptually Attune” their thinking?
• What could be done with the observations they make?
Learning through Design
Silent Reflection
• How might one of your topics/programs be better learned by having to represent it as a story or game system?
• What would the learners start with? Is there an existing game or story that could give them a jumpstart?
• How might you partner with other teachers to design a collaborative project?
