Digital Media and Learning Conference 2017

The emergence of STEAM education, a transdisciplinary approach that focuses on problem-solving (Delaney, 2014), is occurring worldwide, albeit with growing pains. As STEAM education continues to gain momentum, STEAM educators are trying to understand this new approach and distinguish it from STEM (Authors 2&1, 2016). Our research team conducted a 3-year longitudinal study that determined several differences between STEAM and STEM including: authentic transdisciplinarity, which foregrounds the problem and allows the disciplines to emerge naturally; arts as a part of the problem-solving process instead of an add-on; and employing a variety of methods and perspectives (e.g. drawing on interest-based learning, social justice issues) to solve problems (Authors 1&2, 2016). We view STEAM as a way to engage learners that have been historically disenfranchised from STEM. With little available literature regarding the efficacy of STEAM practices, educators have limited support to design or enact STEAM teaching (Henriksen, Mehta, & Mishra, 2014). This limitation often relegates educators to using existing STEM models and attempting to ‘add-on’ experiences with the arts (Kim & Park, 2012). 

This “Teach-In” broadens the conversations around STEAM by (1) presenting a research-based conceptual model of STEAM educational practices, (2) exploring how digital media (game and media creation) can assist in problem solving, and (3) examining a rubric created to assess student collaboration in STEAM activities (Authors, 2017) as a means to support educators in implementing STEAM instruction. We will examine ways participation is increased when engaging students with relevant problem solving, using connected learning ideals, and diversifying the types of knowledge/abilities valued to ensure more equitable instruction and participation.

Through a combination of presentation and hands-on work, the facilitators will lead the participants through the goals of this workshop which include:
1. To introduce a STEAM instructional model.
2. To demonstrate how this instructional model incorporates equitable participation through problem-based scenarios.
3. To present teacher-created problem-based scenarios connected to the community, relevant to students’ lives, and representative of real-world issues.
4. To have participants iterate the scenarios while exploring the opportunities of digital tools to contribute to equitable participation. 
5. To examine and practice using the collaboration rubric.