Designing for Informal Learning
Participate and share : Poster
Sunday, November 29, 11:00 am–12:00 pm PST (Pacific Standard Time)
Research on informal learning spaces where people come together to engage in shared interests demonstrate practices and engagement educators could consider within formalized educational contexts. This post provides resources relevant to designing or modifying formalized learning environments to foster exploration of each student's interests within a shared space.
|Audience:||Curriculum/district specialists, Teachers, Principals/head teachers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Ability to access and contribute to an online document.|
|ISTE Standards:||For Educators:
|Influencer Disclosure:||This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.|
To help technology educators design spaces and engagement for informal learning, I will use a document like the following link to encourage discussions around each of the twelve characteristics: https://docs.google.com/document/d/1wx6C5aIWYEPnQPkKNv50AYyrDlwIXsIGaLxcBEPUqI4/edit?usp=sharing The purpose of this discussion is to not only introduce the different characteristics, but to discuss and share across the ISTE network how to apply such characteristics within a formalized educational context.
- 5 mins - Ask people to describe to a neighbor what they think of when they think of informal learning spaces. Share with the group some ideas that come to mind. Ask people to describe in the chat or in breakouts their experiences with communities of practices and how they might apply in formalized learning spaces. Share with the group some ideas that come to mind.
- 30 mins - Explain the framework we are discussing today came out of perceived shortcomings of communities of practice, as well as research about informal learning spaces and practices. Introduce each characteristic (one at a time) mentioned in the abstract and give people time to share with a neighbor their thoughts about the characteristic, share their idea on a google form, then share out loud one practical application of each characteristic in a CS classroom.
- 10 mins - Pull up a link so people can review what others submitted on the form, then have people discuss with a neighbor how they might combine these ideas within one space. Share out loud or in small groups.
- 10 mins - Discuss what my class looked like when I combined each of these characteristics. Play a video that models what my classroom looked like when I applied these characteristics and narrate out loud the different characteristics in relation to what's viewed on the screen.
- 5 mins - Provide a link for the presentation slides so people can find out more information about the topic and engage in Q&A.
The following sources inform the topic I will discuss in this session:
Androutsopoulos, J. (2007). Style online: Doing hip-hop on the German-speaking Web. In P. Auer (Ed.), Style and social identities: Alternative approaches to linguistic heterogeneity (279-317). Berlin: Mouton de Gruyter.
Barab, S. A., & Duffy, T. M. (2012). From practice fields to communities of practice. In D. Jonassen & S. M. Land (Eds.), Theoretical foundations of Learning environments (2nd ed.) (pp. 26–65). New York: Routledge.
Boellstorff, T., Nardi, B., Pearce, C., & Taylor, T. L. (2012). Ethnography and virtual worlds: A handbook of method. Princeton: Princeton University Press.
Cayari, C. (this volume). Fanception and musical fan activity on social media sites like YouTube. In J. Waldron, S. Horsley, & K. Veblen (Eds.), Oxford Handbook of Social Media and Music Learning. New York: Oxford University Press.
DeVane, B. (2012). Whither membership? Identity and social learning in affinity spaces. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 162–185). New York: Peter Lang Publishing, Inc.
Duncan, S. C. (2010). Gamers as designers: A framework for investigating design in gaming affinity spaces. E-Learning, 7(1), 21–34. http://doi.org/10.2304/elea.2010.7.1.21
Duncan, S. C. (2012a). Kongregating online: Developing design literacies in a play-based affinity space. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 51–83). New York: Peter Lang Publishing, Inc.
Duncan, S. C. (2012b). World of Warcraft and “the World of Science”: Ludic play in an online affinity space. In D. Embrick, J. Wright, & A. Lukacs (Eds.), Social exclusion, power, and video game play: New research in digital media and technology (pp. 177–198). Plymouth: Lexington Books.
Duncan, S. C., & Hayes, E. R. (2012). Expanding the affinity space: An introduction. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 1–22). New York: Peter Lang Publishing, Inc.
Durga, S. (2012). Learning to mod in an affinity-based modding community. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 84–102). New York: Peter Lang Publishing, Inc.
Ellcessor, E., & Duncan, S. C. (2012). Forming the Guild: Star power and rethinking projective identity in affinity spaces. In P. Felicia (Ed.), Developments in current game-based learning design and deployment (pp. 188–202). Hershey: Information Science Reference.
Gee, J. P. (2000). Identity as an analytic lens for research in education. In Review of research in education, 25, 99–125. Washington: American Educational Research Publication. http://doi.org/10.3102/0091732X025001099
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Gee, J. P. (2008). Good video games + good learning: Collected essays on video games, learning and literacy. New York: Peter Lang Publishing, Inc.
Gee, J. P. (2012). Afterward. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 235–241). New York: Peter Lang Publishing, Inc.
Gee, J. P., & Hayes, E. R. (2010). Passionate affinity groups: A new form of community that works to make people smarter. In Women and gaming: The Sims and 21st century learning (pp. 105–123). New York: Palgrave Macmillan.
Greher, G. R., & Heines, J. M. (2014). Computational thinking in sound: Teaching the art and science of music and technology. Oxford: Oxford University Press.
Hayes, E. R., & Lee, Y. N. (2012). Specialist language acquisition and 3D modding in a Sims fan site. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 186–211). New York: Peter Lang Publishing, Inc.
Heines, J. M., Greher, G. R., Ruthmann, S. A., & Reilly, B. L. (2011). Two approaches to interdisciplinary computing + music courses. IEEE Computer, 44(12), 25–32. http://dx.doi.org/10.1109/MC.2011.355
Holden, C. L. (2012). The not-so-secret life of Dance Dance Revolution. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 129–161). New York: Peter Lang Publishing, Inc.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives (Kindle). New York: Routledge.
Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the challenges of participatory culture: Media education for the 21 century. Chicago: The MacArthur Foundation
Jenkins, H., Ito, M., & Boyd, D. (2016). Participatory culture in a networked era. Cambridge: Polity Press.
Kilbourn, B. (2006). The qualitative doctoral dissertation proposal. Teachers College Record, 108(4), 529–576. http://doi.org/10.1111/j.1467-9620.2006.00660.x
King, E. M. (2012). The productive side of playing in the great indoors. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 103–128). New York: Peter Lang Publishing, Inc.
Laukkanen, T. (2005). Modding Scenes: Introduction to user-created content in computer gaming. University of Tampere Hypermedia Laboratory. Retrieved from: https://tampub.uta.fi/handle/10024/65431
Lammers, J. C. (2012). “Is the Hangout...The Hangout?” Exploring tensions in an online gaming-related fan site. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 23–50). New York: Peter Lang Publishing, Inc.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (Kindle). Cambridge: Cambridge University Press.
Lysloff, R. T. A. (2003). Musical life in Softcity: An internet ethnography. In R. T. A. Lysloff & L. C. Gay Jr (Eds.), Music and technoculture (pp. 23–63). Middletown: Wesleyan University Press.
Magnifico, A. M. (2012). The game of Neopian writing. In E. R. Hayes & S. C. Duncan (Eds.), Learning in video game affinity spaces (pp. 212–234). New York: Peter Lang Publishing, Inc.
Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: A handbook for researching online. London: SAGE Publications Ltd.
Marone, V. (2015). From discussion forum to discursive studio: Learning and creativity in design-oriented affinity spaces. Games and Culture, 10(1), 81–105. http://doi.org/10.1177/1555412014557328
Moshirnia, A. V. (2006). An analysis of knowledge sharing structures within modification culture. In Proceedings of the Fourth IASTED International Conference on Knowledge sharing and collaborative engineering (pp. 122–127). ACTA Press.
Nieborg, D. (2004). Who put the mod in commodification ? – A descriptive analysis of the first person shooter mod culture. Unpublished Manuscript.
O’Leary, J. (2018). A corpus-assisted discourse analysis of music-related practices discussed within chipmusic.org (Doctoral Dissertation). Arizona State University.
O’Leary, J., & Tobias, E. S. (2016). Sonic participatory cultures within, through, and around video games. In R. A. Mantie & G. D. Smith (Eds.), The Oxford Handbook of Music Making and Leisure (pp. 543–566). Oxford: Oxford University Press.
Palmquist, J. E., & Barnes, G. V. (2015). Participation in the School Orchestra and String Teachers Facebook v2 group: An online community of practice. International Journal of Community Music, 8(1), 93–103.
Partti, H. (2014). Cosmopolitan musicianship under construction: Digital musicians illuminating emerging values in music education. International Journal of Music Education, 32(1), 3–18. http://doi.org/10.1177/0255761411433727
Partti, H., & Karlsen, S. (2010). Reconceptualising musical learning: New media, identity, and community in music education. Music Education Research, 12(4), 369–383. http://doi.org/10.1080/14613808.2010.519381
Partti, H., & Westerlund, H. (2012). Democratic musical learning: How the participatory revolution in new media challenges the culture of music education. In A. Brown (Ed.), Sound musicianship: Understanding the crafts of Music (pp. 300–312). Newcastle upon Tyne: Cambridge Scholars Publishing.
Partti, H., & Westerlund, H. (2013). Envisioning collaborative composing in music education: Learning and negotiation of meaning in operabyyou.com. British Journal of Music Education, 30(2), 207–222. http://doi.org/10.1017/S0265051713000119
Polymeropoulou, M. (2014). Chipmusic, fakebit and the discourse of authenticity in the chipscene. WideScreen. Retrieved from http://widerscreen.fi/numerot/2014-1-2/chipmusic-fakebit-discourse-authenticity-chipscene/
Rickels, D. A., & Brewer, W. D. (2014). A content analysis of social media interactions in the Facebook Band Directors Group. Bulletin of the Council for Research in Music Education, 201, 7–22.
Salavuo, M. (2006). Open and informal online communities as forums of collaborative musical activities and learning. British Journal of Music Education, 23(3), 253. http://doi.org/10.1017/S0265051706007042
Scacchi, W. (2011). Modding as an open source approach to extending computer game systems. International Journal of Open Source Software & Processes, 3(3), 36–47. http://doi.org/10.4018/jossp.2011070103
Schäfer, M. T. (2011). Bastard culture! How user prticipation transforms cultural production. Amsterdam: Amsterdam University Press.
Sharf, B. F. (1999). Beyond netiquette: The ethics of doing naturalistic discourse research on the internet. In S. Jones (Ed.), Doing internet research: Critical issues and methods for examining the net (pp. 243–257). Thousand Oaks: SAGE Publications, Inc.
Slobin, M. (1993). Subcultural sounds: Micromusics of the West. Hanover: Wesleyan University Press.
Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. New York: Teachers College Press.
Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17(6), 530–543. http://doi.org/10.1007/s10956-008-9120-8
Sveningsson Elm, M., Buchanan, E. A., & Stern, S. R. (2009). QUESTION THREE: How do various notions of privacy influence decisions in qualitative internet research? In A. N. Marhkham & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. 69–98). Thousand Oaks: SAGE Publications, Inc.
Tobias, E. S. (2012). Hybrid spaces and hyphenated musicians: Secondary students’ musical engagement in a songwriting and technology course. Music Education Research, 14(August), 37–41.
Turino, T. (2008). Music as social life: The politics of participation. Chicago: The University of Chicago Press.
Veblen, K. K. (2008). Many ways of community music. International Journal of Community Music, 1(1), 5-21.
Veblen, K. K., & Olsson, B. (2002). Community music: Towards an international perspective. In R. Colwell & C. Richardson (Eds). The New Handbook of Research on Music Teaching and Learning (pp. 730-753). New York: Oxford University Press.
Waldron, J. (2009). Exploring a virtual music “community of practice”: Informal music learning on the internet. Journal of Music, Technology and Education, 2(2-3), 97–112. http://doi.org/10.1386/jmte.2.2-3.97_1
Waldron, J. (2011). Locating narratives in postmodern spaces: A cyber ethnographic field study of informal music learning in online community. Action, Criticism & Theory for Music Education, 10(2), 32–60. http://act.maydaygroup.org/articles/Waldron10_2.pdf
Waldron, J. (2012). YouTube, fanvids, forums, vlogs and blogs : Informal music learning in a convergent on- and offline music community. International Journal of Music Education, 31(1), 91–105. http://doi.org/10.1177/0255761411434861
Waldron, J. (2013). User-generated content, YouTube and participatory culture on the web: Music learning and teaching in two contrasting online communities. Music Education Research, 15(3), 257–274. http://doi.org/10.1080/14613808.2013.772131
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. April 2015, 1–8. http://wenger-trayner.com/introduction-to-communities-of-practice/
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wenger, E., White, N., & Smith, J. D. (2009). Digital habitats: Stewarding technology for communities. Portland: CPsquare.
Wiggins, J. (2009). Teaching for musical understanding (2nd ed.). Rochester: CARMU: Center for Applied Research in Musical Understanding.