Documenting and Assessing Learning in Informal and Media Rich Environments (2015) by Lemke et al.
All -- Read Introduction Section pp. 1 -13. Individually -- Read one assigned short case study (below) and the associated domain section overview (after school learning, out-of-school learning, museum learning, computer/online learning). Pay attention to the "valued learning" outcomes in each case study and the methods listed to assess learning. Each team should be looking for ideas and methods to assess learning outcomes for their OEF design concepts and be able to articulate in a slide the kinds of learning outcomes you'd expect your design concept to support, and potential research methods to measure them. Rather than submitting a written reflection, plan to come to class and present a 1-2 minute summary of your case study. Describe to the class what were the valued outcomes for your case, how was the intended learning experience designed support those outcomes (briefly), and how did they propose to measure those outcomes (what methods could be used). ASSIGNED CASES Afterschool programs & Community Centers // Read from pp 16 -18 .. . Yvonne - 5th Dimension Case Study // starts page 19 Samiha - Computer Clubhouse // starts page 24 Digital Storytelling and Media Production Program // Read from pp 28 and ... Leroy - The digital Underground Storytelling Project // starts pp 29 Cory - YouMedia // starts p 31 STEM Focused Community Based Programs // Read from pp 35 and .... Christine - Colorado Hybrid School-Community STEM project // starts pp 38 Aliya -- Meta cognition in an Amusement Park Physics program // start pp 41 Musuem Based Programs and Projects // Read from 42 ... Sadako - Give: Facilitating Group Inquiry in Science Museums // pp 43 Anya - TOBTOT: Assessing Museum Learning Talk over Time // pp 45 Hugh - Zydeco Tool // pg 49 Computer Based and Online Activities // Read from pp 52 Edward - Stealth Assessments // starts pp 53 Natalya -- Scratch Community Website // pp 58 Ethnographic Studies of Online and Gaming Communities // Read from 62 Anne - Whyville // starts pp 65 Additional Studies of Interest // Read from pp 68 Maddie -- Digital Zoo // starts 68 Jinny -- Quest to Learn // starts 75 Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship, Chap 6. In Sawyer, R. K. (Ed.).The Cambridge Handbook of the Learning Sciences. Cambridge University Press. Lave, J., & Wenger, E. (1991). Midwives, Quartermasters, Tailors, Butchers, and Non-drinking Alcoholics. Chap. 3 in Situated Learning: Legitimate peripheral participation. Cambridge University Press. Reading Prompts
Please focus your reflection on the first reading by Collins on Cognitive Apprenticeship. We are going to use the principles outlined in Table 6, in our next assignment as a set of design heuristics. The chapter in second reading from Situated Learning: Legitimate Peripheral Participation is a seminal paper which describes apprenticeship as a form of social learning the develops by participating in a community of practice. Please scan this as background. REFLECTION DUE: Thursday 31 March Barron, B., Wise, S., & Martin, C. K. (2013). Creating within and across life spaces: the role of a computer clubhouse in a child’s learning ecology. In B. Bevan et al. (Eds.), LOST Opportunities: Learning in Out-of-School Time (pp. 99-118). Springer Netherlands.
Reading Prompts: a.) Make sure to examine closely Figure 8.3 Graphic visualization of Luis’s learning pathway as a both a synthesis and representational tool, and think about how you will visualize the interview data you are collecting and the questions you will need to ask. b.) Also look the Notes on Methods section in the Appendix and notice how qualitative and quantitative methods are applied to produce these rich learning pathway depictions of interest development. REFLECTION DUE: 3/24 by 9am Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., et al. (2013). Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub. Optional Webinar: Connected Learning Webinar with Mimi Ito Host: The Center for Innovative Research in Cyberlearning (CIRCL) DUE: Tuesday 22 March one hour before class Framing Question: What rationales do the authors give for why we should pursue a Connected Learning agenda. What kinds of problems do they believe this pedagogical approach will address? Summary of Reflections:
Most of you correctly summarized the essence of connected learning as being learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Several noted that connected learning is offered as a prescription to alleviate problems in the current education system, which is often disconnected from daily life and experiences, and frequently discourages creative thought processes. Some of you commented that connected learning takes a reformative as approach, making the connection between reformative and transformative approaches to education that we discussed in class 1. The connected learning approach characterizes learning as more self-directed, rather than being transmission from teacher to student Many of you focused on particular case studies in your reflections; the Luis case-study was seen as a poignant one by several. It makes an important point about leveling the playing field and furthering the equity agenda of connected learning. Access to technology is a major factor that opens up opportunities for learners with high SES backgrounds while restricting opportunities for those from low SES households. A couple of you also focused on other case-studies – Clarissa and Snafu Dave, which highlight the challenges presented by broken pathways from education to opportunity. Some of you noted that this idea may not be a panacea to cure all problems, because it may work for some but not for others, and too much creative freedom may in fact not always be desirable; certain boundaries must be present. Another limitation to this approach noted in one of the reflections was that disruptive activity and privacy issues are concerns that cannot be ignored. All in all, the class did a good job of synthesizing the ideas from this complex paper, and this will serve as a strong foundation upon which we build the upcoming assignments in this class. Weigel, M., James, C., & Gardner, H. (2009) Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, (1)1 MIT Press. Framing Question:Should educational policymakers focus on reforming (evolutionary) or transforming (revolutionary) changes in education to meet the needs of 21st century learners?
Please post a short response (approx. 500 words) to this question in the comments section below. In formulating your response, draw on the Weigel et al. reading assigned, the Changing Education Paradigms talk by Sir Robinson we viewed in class, as well as your own experiences. DUE: Thursday (3/17) one hour before class. |
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