Pre-conference Workshop, Wednesday, October 4, 2017
The pre-conference workshop day offers deep dives into hands-on workshops, mini-courses, and working sessions with top experts in the field. Topics range from courses in media making, learning analytics, program evaluation, and game design, to working sessions focused on delving into cutting edge problems in research and practice.
In order to view the full workshop descriptions and applications forms see the descriptions below or click here.
Buffet lunch will be provided for all workshop participants from noon to 2 PM (Pacific Ballroom D).
*Main conference passes do not include pre-conference workshops. Workshops require separate registration. Space is limited, passes remain available until the workshops are full.
9:00 AM Morning Break (Coffee and cookies) @ Pacific Ballroom D
12:30 - 2:00 PM Buffet Lunch (Vegetarian/Vegan Friendly) @ Pacific Ballroom D
3:00 PM Afternoon Break (Coffee and cookies) @ Pacific Ballroom D
EVENT SCHEDULE
Designing Connected Research for Equity and Justice: Building Partnerships through Collaborative Inquiry and Participatory Practice
9:30 – 5:00 | University of California, Irvine. Emerald Bay A | Wednesday, October 4, 2017
6 hours | 20 Participant Maximum
Cost: $100
Nicole Mirra | Rutgers University | Email: nicole.mirra@gmail.com | Twitter: @Nicole_Mirra
Bill Penuel l University of Colorado, Boulder | Email: William.Penuel@colorado.edu | Twitter: @bpenuel
https://dml2017.dmlhub.net/workshops/designing-connec…h-equity-justice/
Preparing Teachers for the Connected Learning Ecology Through Playful Practice Spaces
9:30 – 5:00 | University of California, Irvine. Pacific Ballroom A | Wednesday, October 4, 2017
6 hours | 20 Participant Maximum
Cost: $100
Torrey Trust | University of Massachusetts Amherst | Email: t1trust@gmail.com | Twitter: @torreytrust
Dan Roy | MIT Teaching Systems Lab | Email: danroy@mit.edu | Twitter: @danroy
https://dml2017.dmlhub.net/workshops/preparing-teache…-practice-spaces/
Designing Learning Games - an XCD Approach
9:30 – 12:30 | University of California, Irvine. Emerald Bay C | Wednesday, October 4, 2017
6 hours | 25 Participant Maximum
Cost: $75
Eric Klopfer | MIT The Education Arcade | Email: klopfer@mit.edu
Scot Osterweil | MIT The Education Arcade | Email: scot_o@mit.edu
https://dml2017.dmlhub.net/workshops/designing-learni…mes-xcd-approach/
Staking Your Claim: How the Open Web is Won for Teaching & Learning
9:30 – 5:00 | University of California, Irvine. Pacific Ballroom B | Wednesday, October 4, 2017
6 hours | 20 Participant Maximum
Cost: $100
Kim Jaxon | Cal State University, Chico | Email: kjaxon@csuchico.edu | Twitter: @drjaxon
Alan Levine | Barks and plays on the web | Email: cogdogblog@gmail.com | Twitter: @cogdog
https://dml2017.dmlhub.net/workshops/staking-claim-op…eaching-learning/
Connecting Youth Interests to Success: Frameworks and Strategies for Informal Educators
9:30 – 12:30 | University of California, Irvine. Room: Emerald Bay B| Wednesday, October 4, 2017
3 hours | 40 Participant Maximum
Cost: $50
Crystle Martin | DML Research Hub | Email: crystle.martin@gmail.com | Twitter: @crystlem
Linda Braun | LEO: Librarians & Educators Online | Email: lbraun@leonline.com | Twitter: @lbraun2000
https://dml2017.dmlhub.net/workshops/pathways-connect…lifelong-success/
Why Making is Important to Assessment and Why Assessment is Important to Making: Probing the Opportunities and Challenges of this Interdependent Relationship in K-12 Settings
9:30 – 5:00 | University of California, Irvine. Woods Cove AB | Wednesday, October 4, 2017
6 hours | 20 Participant Maximum
Cost: $100
Jessica Parker | Maker Ed | Email: Jessica@MakerEd.Org | Twitter: @JessicaKParker
Stephanie Chang | Maker Ed | Email: Stephanie@MakerEd.Org | Twitter: @heyasteph
https://dml2017.dmlhub.net/workshops/making-important…important-making/
Learning Analytics in Informal Spaces
2:00 – 5:00 | University of California, Irvine. Doheny B | Wednesday, October 4, 2017
3 hours | 20 Participant Maximum
Cost: $50
Caitlin K. Martin | Digital Youth Network | Email: cmartin@digitalyouthnetwork.org | Twitter: @caitlinkm
Charles Lang | Teachers College, Columbia University | Email: charles.lang@nyu.edu
https://dml2017.dmlhub.net/workshops/learning-analytics-informal-spaces/
From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies
9:30 – 5:00 | University of California, Irvine. Room: Emerald Bay D/E | Wednesday, October 4, 2017
6 hours | 40 Participant Maximum
Cost: $100
Justin Reich | MIT Teaching Systems Lab | Twitter: @bjfr
Mizuko Ito | University of California, Irvine | Twitter: @mizuko
https://dml2017.dmlhub.net/workshops/good-intentions-…ing-technologies/
A decade ago, my collaborators and I imagined a world of participatory culture where young people would be empowered to actively and strategically use technology to engage with the world around them. Through a mixture of peer learning, self-learning, and formal education, we saw many young people develop sophisticated understandings of how to use social media to their advantage. Yet, not all of the practices that emerged as a result are inherently positive. From the rise of pro-Ana communities to the trolling associated with #Gamergate to the strategic manipulation of media for racist agendas, we’ve seen a form of participatory culture emerge that can be unhealthy, cruel, and socially devastating.
In this talk, I will interrogate some of the darker sides of networked media engagement: media manipulation, strategic harassment, and youth radicalization. And then we’ll think through different kinds of interventions - and the unintended consequences of good intentions in a world where the internet mirrors and magnifies the good, bad, and ugly.
danah boyd is the founder and president of Data & Society, a research institute focused on understanding the role of data-driven technologies in society. She is also a Principal Researcher at Microsoft Research and a Visiting Professor at ITP at New York University. Dr. boyd is a 2011 Young Global Leader of the World Economic Forum and a member of the Council on Foreign Relations. She is a Director of both Crisis Text Line and Social Science Research Council, and a Trustee of the National Museum of the American Indian. She sits on advisory boards for Electronic Privacy Information Center, Brown University Department of Computer Science, and the School of Information at the University of Michigan.
Dr. boyd's research focuses on the intersection of technology, society, and policy. She is currently doing work on questions related to bias in "big data" and artificial intelligence, how people negotiate privacy and publicity, and the social ramifications of using data in education, criminal justice, labor, and public life. For over a decade, she examined how American youth incorporate social media into their daily practices in light of different fears and anxieties that the public has about young people's engagement with technologies like MySpace, Facebook, Twitter, YouTube, Instagram, and texting. She has researched a plethora of teen issues, ranging from privacy to bullying, racial inequality to sexual identity. Her early findings were published in "Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media." Her 2014 monograph "It's Complicated: The Social Lives of Networked Teens" has received widespread praise from scholars, parents, and journalists and has been translated into 7 languages. This work was funded by both the MacArthur Foundation and Microsoft Research. In her most recent collaborative book project - "Participatory Culture in a Networked Era" - she worked with Mimi Ito and Henry Jenkins to reflect on how digital participations has shaped different parts of society.
In 2010, Dr. boyd won the CITASA Award for Public Sociology. The Financial Times dubbed Dr. boyd "The High Priestess of Internet Friendship" while Fortune Magazine identified her as the smartest academic in tech. She was identified as one of Technology Review's 2010 Young Innovators under 35 (TR35). Her work has been profiled by numerous publications, including the New York Times, Fast Company, the Boston Globe, and Forbes Magazine.
She was a Commissioner on the 2008-2009 Knight Commission on Information Needs of Communities in a Democracy. From 2009-2013, danah served on the World Economic Forum’s Social Media Global Agenda Council. At the Berkman Center, Dr. boyd co-directed the Internet Safety Technical Task Force in 2008 with John Palfrey and Dena Sacco to work with companies and non-profits to identify potential technical solutions for keeping children safe online. This Task Force was formed by the U.S. Attorneys General and MySpace and is being organized by the Berkman Center. More recently, Dr. boyd co-directed the Youth Media and Policy Working Group with John Palfrey and Urs Gasser; this project was funded by the MacArthur Foundation from 2009-2011. In 2012, she and John Palfrey also helped the Born This Way Foundation and the MacArthur Foundation develop a research strategy to help empower youth to address meanness and cruelty. She is one of the hosts of the annual Data & Civil Rights Conference. Since 2015, she has also served on the US Commerce Department's Data Advisory Council.
Dr. boyd received a bachelor's degree in computer science from Brown University (under Andy van Dam), a master's degree in sociable media from MIT Media Lab (under Judith Donath), and a Ph.D in Information from the University of California, Berkeley in 2008 (under Peter Lyman and Mimi Ito). She has worked as an ethnographer and social media researcher for various corporations, including Intel, Tribe.net, Google, and Yahoo! She also created and managed a large online community for V-Day, a non-profit organization working to end violence against women and girls worldwide. She has advised numerous other companies, sits on corporate, education, conference, and non-profit advisory boards, and regularly speaks at a wide variety of conferences and events.
Dr. boyd has published dozens of articles in a wide range of scholarly venues, blogs at http://www.zephoria.org/thoughts/ and tweets at @zephoria
Family Learning: Intergenerational Dynamics Across Learning Spaces
Provocation: How do we increase educational and digital equity through family involvement
Discussant: Mizuko Ito
Abstracts: Are available here and are attached as a resource file below.
Families, Learning, and Pokemon Go
Kelly Tran, Arizona State University
Games and Learning Research
Provocation: How do we study learning transfer and problem solving practices through games?
Discussant: Andrew Phelps
Abstracts: Are available here and are attached as a resource file below.
Failing Up: The Role of Difficulty and Failure in an Educational Video Game
Craig Anderson, University of Wisconsin - Madison
Smarter and Faster: Integrating Intelligent Tutoring Systems Into Video Games
Elizabeth Whitaker, Georgia Tech Research Institute
From Dragon Slayer to Problem Solver: Video Games as a Warm-Up for Problem Solving
Beth Veinott, Michigan Technological University
Games as Complex Spaces: Operationalizing Steinkuehler's Six Modes of Participation in MMOs
Jeff Kuhn, Ohio University
Where the Wild Things Are: Call of Duty, Boys
Jason Engerman, East Stroudsburg University
Innovations in Teachers’ Professional Development
Provocation: How do we support teachers’ digital identities and practices?
Discussant: Kim Jaxon
Abstracts: Are available here and are attached as a resource file below.
Coding Core: Helping Teachers Teach for the Future
Ann Marie Carrothers, Mozilla Foundation Hive Chicago
Not Just Coding: Preparing Preservice Teachers to Develop and Foster Computational Thinking in Technology Integration
Yu-Hui Chang, Ph.D. Candidate, Learning Technologies program, Dept. of C&I, LT Media Lab, University of Minnesota-Twin Cities
Lana Peterson, Ph.D. Candidate, Learning Technologies program, Dept. of C&I, LT Media Lab, University of Minnesota-Twin Cities
Using Web-Based Practical Measures to Support Improvement at Scale: Insights from a Research-Practice Partnership
Daniela DiGiacomo, University of California Riverside
Blogs and Book Clubs: Educators' Reflection on Practice in Public Spaces
Suzanne Porath, Kansas State University
Making Online Professional Development Program Accessible to Educators Worldwide
Yumiko Murai, MIT Media Lab
Working with activists, artists and hackers, Electronic Disturbance Theater (EDT) staged a virtual sit-in to stop the German government from using commercial airlines to deport undocumented refugees and immigrants. Ricardo Dominguez, EDT co-founder, will speak about the electronic civil disobedience action and its effect and reveal how activists can duplicate his efforts to fight social injustice in the USA and globally today.
Members of the UCI community and beyond are invited to attend this event free of charge Thursday, October 5, 2017, Doheny B, hosted by the Digital Media and Learning Research Hub 2017 Conference. Lunch will be provided. No RSVP necessary.
Dominguez, UC San Diego associate professor of visual arts, and his theater group first developed virtual sit-in technologies in solidarity with the Zapatista communities in Chiapas, Mexico, in 1998. More recently, he and his partners developed the Electronic Disturbance Theater 2.0/b.a.n.g. lab project (http://tbt.tome.press/) and the Transborder Immigrant Tool (a GPS cell phone safety net tool for crossing the Mexico/US border), which won the “Transnational Communities Award” (2008), funded by Cultural Contact, Endowment for Culture Mexico–US, CALIT2 and the UC San Diego Center for the Humanities. The Transborder Immigrant Tool has been exhibited at myriad international venues. The project, under investigation by the U.S. Congress in 2009-2010, was reviewed by conservative radio and TV commentator Glenn Beck in 2010, who said that it potentially “dissolved” the U.S. border with its poetry.
Ignite talks are radically different from traditional conference talks. You will be dazzled by humor, wit, energy and inspiration packed into one powerful five-minute talk.
Ignite Talks will be hosted by Sybil Madison-Boyd.
Speakers:
Ben Miller, The University of Iowa
Chris Haskell, Boise State Univ
Trent Hergenrader, Rochester Institute of Technology
Erin Hoffman-John, Carnegie Mellon University
Juliette Levy, University of California, Irvine
Christina Cantrill, National Writing Project
Brittany DeLacy, California State University, Chico
Seth Hudson, George Mason University
Colby Tofel-Grehl, Utah State University
Welcome to the 2017 Tech Showcase and Opening Reception. The Tech showcase is festive science fair like event that takes place during our opening reception. We have a terrific line-up of demos, make sure to check them out! *Flyer for download below.
VERITAS: The Gamification of Deception Detection Training
Norah Dunbar, University of California Santa Barbara; Scott Wilson, Javier Elizondo; University of Oklahoma K20 Center
The ability to assess another person’s credibility is one of the foundations of human communication, yet humans are notoriously bad at detecting deception in everyday interactions. To date, most traditional trainings to teach people the correct deception cues have failed and may even cause reactance, which may make people perform worse at detecting deception, than without training. In contrast, digital games can be effective for overcoming resistance to training and in changing people’s decision-making behaviors. Games incorporate both motivating designs and experiential learning environments for people to explore, observe, and reflect upon their behavior. Because people are generally unaware of how inaccurate certain cues can be, deception detection is one area where game-based training can be particularly beneficial in helping people overcome their reliance on incorrect cues, such as stereotypes or “gut” reactions that can be so misleading.
In VERITAS, a student/player takes the role of an interviewer in two distinctive video scenarios—a job interview and a police interrogation. In each scenario, the student/player chooses from a selection of questions and decides on the credibility of the answers to form final judgements to hire or not hire a job applicant, or whether a suspect is guilty or not guilty. Throughout the game there are numerous opportunities for training and evaluation of deception detection. We would like to Showcase VERITAS so that players can try their hand at detecting deception and see if the game will be effective for audiences they are familiar with. We can talk to people about the development of the game and how it came about as people visit our station at the showcase. We can bring up to 10 laptops for multiple players to try the game at a time.
Collaborators:
Will Thompson, Ryan Ralston, Jaise Donovan, Emmett Mathews, Braden Roper; University of Oklahoma K20 Center
DeBug-It! An Electronic Textiles Mat for Iterative Design
Debora Lui, Gayithri Jayathirtha; University of Pennsylvania
The growth of the Maker Movement in educational contexts has highlighted the possibilities of constructing personal projects for learning a wide range of content from circuitry to visual art. Less attention has been paid to the practices of deconstructing tangible projects for the purposes of teaching not only technical but creative skills in making. In this tech showcase, we present Debug-It - a simple learning tool that we have developed allowing for youth to engage with practices of creative construction and deconstruction using soft, fabric-based circuits. Electronic textiles (e-textiles), or the use of sewable electronic components and microcontrollers, has recently been shown to be a unique context for creative and technological expression. Within our prior work, we have seen youth create a range of personal projects from interactive teddy bears to responsive ‘smart’ hoodies. However, the process of making these artifacts often involves tedious and time-consuming procedures such as doing and undoing stitches to debug their projects. Additionally, traditional instruction in electronics often involves ‘hard’ tools such as breadboards, wires, and resistors, which can sometime be alienating to certain students. Debug-It addresses both of these issues in that it allows youth engage with circuitry using more ‘friendly’ materials such as cloth and thread, while also giving experienced e-textiles creators a new tool upon which to quickly iterate their design ideas. During the showcase, we will share the Debug-It tool, illustrating how educators can use the components to introduce students to the practices of rapid prototyping using soft electronic components. We will present different kinds of Debug-It challenges for participants to solve, and also share our experiences using Debug-it with high school students in informal STEAM workshops.
Growing BioSENSORs with BioMakerLab
Orkan Telhan, Yasmin Kafai; University of Pennsylvania
BioMakerLab is a desktop biofabrication tool that streamlines the process of programing organisms with Synthetic Biology. We will use our platform to design, grow, and test a bioSENSOR that can be used to detect water pollution. Our activity will involve three sessions: 1) Brief introduction to the fundamentals of Synthetic Biology; 2) How to make a living sensor using microorganisms; and 3) Growing the bioSENSOR using BioMakerLab. The participants will have a chance to test their designs in a real world application and discuss the broader applications of bioSENSORS in K12 science education, citizen science, and low-cost diagnostics in developing countries. The activity will not require any background knowledge in Biology or BioMaking and intend to address both makers and life science educators. The session will also cover the fundamentals safe handling and disposal of genetically modified organisms.
Piper
Tommy Gibbons, Piper
Today's kids grow up with "black box" phones, computers and gadgets that come in beautiful packages, but leave no room for tinkering or understanding how they work. At Piper, we believe it is critical to understand how technology works in order to make sense of our environment and invent the future. The Piper Computer Kit comes with everything you need to assemble your own computer. Inside, you will also find our revolutionary learning system that teaches kids engineering and programming through a combination of engaging storyline, physical building, and Raspberry Pi Edition of Minecraft.
The kit contains:
● Beautiful, handcrafted wooden computer case with HD LCD display
● Fully functioning computer running on a Raspberry Pi 3 Project Board. 1GB RAM. 1200 MHz QuadCore CPU
● Electronic gadgets including LED lights, buzzers, buttons, switches, sensors and more
● Cables to connect the screen, Pi and 6600 mAh powerbank together
● 8 square foot laminated blueprint explaining how to assemble your Piper Computer
● USB mouse with a retractable cable
● An 8GB SD card that holds your game progress and keeps your creations safe
● Custom Raspberry Pi Edition of Minecraft adventure that you experience by building and programming electronic modules
● Wifi enabled, new downloadable levels, and sharing capabilities
● Free automatic level updates
● It even comes with a Piper Screwdriver!
Piper is designed to grow as the child develops, while kids from 8 to 9 enjoy the assembly of the components and building in Raspberry Pi Edition of Minecraft, children from 9 to 13 love programming new gadgets and levels.
Robo Repair
Riva Patel, Feng Rao, Yiheng Zhu; Andrew Carnegie Mellon University
Robo Repair focuses on the rapid practice of addition and subtraction exercises for kindergarten, first, and second grade students. In the app, kids will be able to fix robots by performing math exercises. The app uses touch math to help them with associating numbers with real values. All the exercises are procedurally generated, which helps them with improving their addition and subtraction skills. It can also be used by teachers as part of their lesson plans.
Mind Field
Leona Yang, Rony Kahana, Candice Li, Na-Yeon Kim, Md Tauseef, Christopher Weidya; Andrew Carnegie Mellon University
Mind Field is a web-based interactive experience dealing with racism. It was designed to be a tool that raises awareness and evokes discussion among students on the in-explicit forms of racism. It was created in spring 2017 by the student team including Leona Yang, Rony Kahana, Candice Li, Na-Yeon Kim, Md Tauseef, Christopher Weidya, from Entertainment Technology Center, Carnegie Mellon University. Starting this August, it is officially part of the student orientation in Dietrich College of Humanities and Social Sciences, Carnegie Mellon University.
Sweet TalkBuilding Worlds & Making Meaning Through Games
Provocation: How do we use and design games (analog and digital) that support new literacies?
Discussant: Kurt Squire
Abstracts: Are available here and are attached as a resource file below.
Analog Media and Learning: What’s So Special About “Digital?”
Sean Duncan, Indiana University
From Pokemon to STEM Game Gased Learning: Anatomy of a Crowdsourced Trading Card Game
David Ng, University of British Columbia
Game Changers: Making New Meanings and New Media with Videogames
Catherine Burwell, University of Calgary
MarsU: A Game to Teach Introductory Stats Concepts to Deaf and Hearing Students
David Simkins, Rochester Institute of Technology
Collaborative Worldbuilding in the Classroom
Trent Hergenrader, Rochester Institute of Technology
Dig Deeper: A Unity-based Biblical Archaeology Game
Emily Johnson, University of Central Florida
Math instead of chocolate –What German kids really want for Christmas
Robert Wistenfeld, Mathe im Leben gGmbH
Designing With (not just for) Learners
Provocation: What can we learn by introducing learners to design thinking and inviting them to become co-researchers in our design projects?
Discussant: Katie Salen
Abstracts: Are available here and attached as a resource file below.
Scratch Memories: Using Personalized Data Visualization to Design Reflective Experiences for Young Creators
Shruti Dhariwal, Graduate Student, MIT Media Lab
Genius Hour: A Pathway to Connected Learning in Traditional Public Schools?
David Quinn, Mendon-Upton Regional School District (Massachusetts) / The University of Rhode Island
Scratch Microworlds: Designing Project-Based (Rather than Puzzle-Based) Introductions to Coding
Moran Tsur, MIT Media Lab
Centering Teens As Authorities for Understanding Youth Social Media Use
Rachel Magee, University of Illinois Urbana-Champaign
Multidisciplinary New Media Design Undergraduate Program
Hye-Jin Nae, Rochester Institute of Technology
What’s Literacy Got to Do With It? Youth Literacy Practices in a Computer Coding Club
Earl Aguilera, Arizona State University
For more than a decade, Esra'a Al Shafei has worked as a blogger, a civil rights advocate, and youth leader using networked communications to build platforms which deployed new media tools to amplify the voices of oppressed and underrepresented groups in the Middle East. Henry Jenkins has headed the Media, Activism, and Participatory Politics Research group which has sought to better understand the political lives of American youth, who are seeking to change the world "by any media necessary." In this conversation, they will compare notes, reflecting on what we know now that we did not know a decade ago, after the Arab Spring, after Occupy, after #blacklivesmatter, and after Trump, about the ways young people may or may not be able to use social media to bring about social change.
Esra'a Al-Shafei is a Bahraini civil rights activist, blogger, and the founder and executive director of Mideast Youth and its related projects, including CrowdVoice.org. Al-Shafei is a senior TED Fellow,an Echoing Green fellow, and has been referred to by CNN reporter George Webster as "An outspoken defender of free speech".[5] She has been featured in FastCompany as one of the "100 Most Creative People in Business."In 2011, The Daily Beast listed Al-Shafei as one of the 17 bravest bloggers worldwide. She is also a promoter of music as a means of social change, and founded Mideast Tunes, which is currently the largest platform for underground musicians in the Middle East and North Africa.
Al-Shafei is a recipient of the Berkman Award for Internet Innovation from Berkman Center for Internet & Society at Harvard Law School in 2008 for "outstanding contributions to the internet and its impact on society." In 2012, she received a Shuttleworth Foundation Fellowship for her work on the open source platform CrowdVoice.org. She is also the recipient of the Monaco Media Prize, which acknowledges innovative uses of media for the betterment of humanity. In 2014, she was featured in Forbes' "30 Under 30" list of social entrepreneurs making an impact in the world. The World Economic Forum listed her as one of "15 Women Changing the World in 2015."
Henry Jenkins is the Provost’s Professor of Communication, Journalism, and Cinematic Arts at the University of Southern California. He arrived at USC in Fall 2009 after spending the past decade as the Director of the MIT Comparative Media Studies Program and the Peter de Florez Professor of Humanities. He is the author and/or editor of twelve books on various aspects of media and popular culture, including Textual Poachers: Television Fans and Participatory Culture, Hop on Pop: The Politics and Pleasures of Popular Cultureand From Barbie to Mortal Kombat: Gender and Computer Games. His newest books include Convergence Culture: Where Old and New Media Collide and Fans, Bloggers and Gamers: Exploring Participatory Culture. He is currently co-authoring a book on“spreadable media” with Sam Ford and Joshua Green. He has written for Technology Review, Computer Games, Salon, and The Huffington Post.
Jenkins is the principal investigator for Project New Media Literacies (NML), a group which originated as part of the MacArthur Digital Media and Learning Initiative. Jenkins wrote a white paper on learning in a participatory culture that has become the springboard for the group’s efforts to develop and test educational materials focused on preparing students for engagement with the new media landscape. He also continues to be actively involved with the Convergence Culture Consortium, a faculty network which seeks to build bridges between academic researchers and the media industry in order to help inform the rethinking of consumer relations in an age of participatory culture. And he is working at USC to develop a new research project focused on young people, participatory culture, and public engagement.
While at MIT, he was one of the principal investigators for The Education Arcade, a consortium of educators and business leaders working to promote the educational use of computer and video games. Jenkins also plays a significant role as a public advocate for fans, gamers and bloggers: testifying before the U.S. Senate Commerce Committee investigation into “Marketing Violence to Youth” following the Columbine shootings; advocating for media literacy education before the Federal Communications Commission; calling for a more consumer-oriented approach to intellectual property at a closed door meeting of the governing body of the World Economic Forum; signing amicus briefs in opposition to games censorship; and regularly speaking to the press and other media about aspects of media change and popular culture. Jenkins has a B.A. in Political Science and Journalism from Georgia State University, a M.A. in Communication Studies from the University of Iowa and a PhD in Communication Arts from the University of Wisconsin-Madison.
Connected Learning Principles in Practice
Principles: How are educators using connected learning principles in research and practice
Discussant: Vera Michalchik
Abstracts: Are available here and are attached as a resource file below.
Turning our Connected Learning Gaze on a Single Learner: To What Ends?
Jayne C. Lammers, University of Rochester
A School Garden that Connects Plants, Soil, and Beyond
Steven Zuiker, Arizona State University
Tinkering with Toys and Tools
Priyanka Parekh, Arizona State University
Digitally-Mediated Black Activism on College Campuses: Contexts for Racial and Political Identity Development
Kihana Ross, The University of Texas, Austin
Sepehr Vakil, The University of Texas, Austin
Na’ilah Nasir, The University of Texas, Austin
Cultivating Computational Thinking: Developing Computational Identities Through Scratch and Apps
Provocation: How do we increase youth participation and inquiry in coding literacies? What identities are youth afforded by participation in Scratch and App development?
Discussant: Victor Lee
Abstracts: Are available here and are attached as a resource file below.
Engaging Children in Creating, Thinking, and Learning with Data
Sayamindu Dasgupta, University of Washington
Gender Differences in Patterns of Project Sharing on the Scratch Online Programming Community
Emilia Gan, University of Washington
Supporting Youth in Harnessing their Interest in Computer Coding to Envision Careers in ComputerScience
Crystle Martin, Digital Media and Learning Hub
Empowering Youth Through Mobile Computing with MIT App Inventor
Mike Tissenbaum, Massachusetts Institute of Technology
Matthew Farber, University of Northern Colorado
Gabrielle Lyon, Chicago Architecture Foundation
Mark Warschauer, University of California, Irvine
Kelsey Hammer, University of North Carolina at Chapel Hill
Jerome, Green
Michael John, University of California, Santa Cruz
