PUBLICATIONS

  MOBILE COMPUTING IN CSCL: A HANDS-ON TUTORIAL ON THE ARIS GAME DESIGN PLATFORM   In this session, participants engaged in a hands-on, tool-focused tutorial to gain tangible experience using ARIS (arisgames.org) as a CSCL tool to teach computational thinking. ARIS is an augmented reality and interactive storytelling platform with which non-programmers can design and develop their own location-based, interactive games or stories (Dikkers, Martin, & Coulter, 2011; Holden, Dikkers, Martin, & Litts, 2015).

MOBILE COMPUTING IN CSCL: A HANDS-ON TUTORIAL ON THE ARIS GAME DESIGN PLATFORM

In this session, participants engaged in a hands-on, tool-focused tutorial to gain tangible experience using ARIS (arisgames.org) as a CSCL tool to teach computational thinking. ARIS is an augmented reality and interactive storytelling platform with which non-programmers can design and develop their own location-based, interactive games or stories (Dikkers, Martin, & Coulter, 2011; Holden, Dikkers, Martin, & Litts, 2015).

  DEBUGGING OPEN-ENDED DESIGNS: HIGH SCHOOL STUDENTS’ PERCEPTIONS OF FAILURE AND SUCCESS IN AN ELECTRONIC TEXTILES DESIGN ACTIVITY   Research on productive failure has examined the dimensions which are most beneficial for students’ learning of well-defined canonical problems in math and science. But failure plays an equally important role in solving open-ended, or ill-defined, design problems that have become prominent in many STEM-oriented maker activities.

DEBUGGING OPEN-ENDED DESIGNS: HIGH SCHOOL STUDENTS’ PERCEPTIONS OF FAILURE AND SUCCESS IN AN ELECTRONIC TEXTILES DESIGN ACTIVITY

Research on productive failure has examined the dimensions which are most beneficial for students’ learning of well-defined canonical problems in math and science. But failure plays an equally important role in solving open-ended, or ill-defined, design problems that have become prominent in many STEM-oriented maker activities.

  LEARNING IN THE MAKING: A COMPARATIVE CASE STUDY OF THREE MAKERSPACES   Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices.

LEARNING IN THE MAKING: A COMPARATIVE CASE STUDY OF THREE MAKERSPACES

Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices.

  MOBILE MEDIA LEARNING: INNOVATION AND INSPIRATION   This book is an inspirational message about what is possible and practical in the name of learning through mobile media. We present stories from a diverse set of educators, a microcosm of the landscape of mobile media learning.

MOBILE MEDIA LEARNING: INNOVATION AND INSPIRATION

This book is an inspirational message about what is possible and practical in the name of learning through mobile media. We present stories from a diverse set of educators, a microcosm of the landscape of mobile media learning.

  STITCHING CODEABLE CIRCUITS: HIGH SCHOOL STUDENTS’ LEARNING ABOUT CIRCUITRY AND CODING WITH ELECTRONIC TEXTILES   Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.

STITCHING CODEABLE CIRCUITS: HIGH SCHOOL STUDENTS’ LEARNING ABOUT CIRCUITRY AND CODING WITH ELECTRONIC TEXTILES

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.



PRESENTATIONS

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