[ Course Readings ]
**See Google sheet for full list of assigned course readings (subject to change). See Syllabus for associated requirements.
Next Reading Assignment Up >>
EQUITY & ACCESS | Due: 19, 21 April
Nasir, N.S., Rosebery, A.S., Warren B., and Lee, C.D. (2014) Learning as a Cultural Process: Achieving Equity through Diversity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 686-706). New York: Cambridge University Press.
Ricardo D. Stanton-Salazar (2011) A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth. Youth & Society, 43(3) 1066-1109.
RESEARCH FOR DESIGN | Due: 12 April - Tuesday
Muratovski, G. (2016) Research for Designers: A Guide to Methods and Practice. Chap 4: Qualitative Research READ Sections 4.1, 4.3, 4.6-9 & Chap 5: Quantitative Research READ All sections.
MENTORING, BROKERING & FACILITATING LEARNING | Due: 7 April - Thursday
Ching, D, Santo, R., Hoadley, C., Peppler, K, (2015) On-Ramps, Lane Changes, Detours and Destinations: Building Connected Learning Pathways in Hive NYC through Brokering Future Learning Opportunities. Hive Research Lab White Paper
INTEREST, MOTIVATION & ENGAGEMENT | Due: 5 April - TUESDAY
Järvelä, Sanna & K. Ann Renninger (2014) Designing for Learning: Interest, Motivation, and Engagement. Chap 33 in Sawyer, R. K. (Ed.). The Cambridge Handbook of the Learning Sciences. Cambridge University Press (pp. 668-685).
COGNITIVE APPRENTICESHIP | Due: 31 March - THURSDAY
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.
Goffman, Erving. Interaction ritual: Essays in face to face behavior. Aldine Transaction, 2005.
MOBILE LEARNING | Due: 29 March - TUESDAY
Wong, L. H., & Looi, C. K. (2012, March). Enculturing self-directed seamless learners: Towards a facilitated seamless learning process framework mediated by mobile technology. In Wireless, Mobile and Ubiquitous Technology in Education (WMUTE), 2012 IEEE Seventh International Conference on (pp. 1-8).
Quintana, C (2012). “Pervasive science: Using mobile devices and the cloud to support science education anytime, anyplace.” Interactions, 19, 4, 76-80
Sharples, M, & Pea, R. (2014). Mobile Learning. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.
Holding, C. (2015) Mobile Media Learning: Innovation and Inspiration. ETC Press, Pittsburgh, PA.
LEARNING PATHWAYS | DUE: 24 March - THURSDAY
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.
Penuel, W. P., Lee, T., & Bevan, B. (2014). Designing and Building Infrastructures to Support Equitable STEM Learning Across Settings. Research Practice Collaboratory.
CONNECTED LEARNING | Due: 22 March - TUESDAY
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.
Webinar Video A Dive Into Connected Learning
Presentor: Mimi Ito, S. Craig Watkins, and Katie Salen
21st CENTURY LEARNING | Due: 17 March - THURSDAY
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, 1-18 MIT Press
WEEKLY READING ASSIGNMENTS
a. Written Reflections
Most class sessions are structured around a selected set of readings to support in-class discussion and related activities that will engage us in thoughtful analysis of the author(s) arguments, methods, and findings, and which we’ll connect to our design work. To ensure this class discussion and collaborative knowledge-building activity is vibrant, it is critical that each student comes to class having read the assigned materials, and spent time considering the relevance and applicability of the ideas to course work and learning media project design concepts.
To encourage this preparation, students must submit short (approx. 500 words) reading reflections. These written reflections should include a brief summary of the key ideas/arguments presented, note the methods used to study learning, and consider the design implications of the reading, and how it might influence or improve the design of your project. Some readings may come with a specific set of guiding questions or prompt. These written reflections must be posted to the course site ONE HOUR before the next class session. Each reflection is worth 3 points. Late assignments will be docked 1 point, and submissions that don't address the above criteria will lose 1 point.
b. Leading Group Discussions of Articles
As part of your project design work, student groups will be responsible for leading a group discussion once or twice over the course of the semester, depending on the final class roster. Each small group will be expected to meet outside of class, prepare a set of guiding questions and/or an inquiry activity, and lead a provocative 15 minute class discussion to engaged the class in analyzing the readings, their connection to course assignments, and address the design implications of these readings for improving mobile learning interactions and experiences.
Each article discussion should: