We are so excited to present our latest findings at the annual meeting of the American Educational Research Association.
Fri, April 28
8:15 to 10:15am, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 221 C
Chair: Leigh Ann DeLyser (New York University)
Discussant: Christopher Hoadley (New York University)
10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 221 C
Structured Poster Session: Crossing Boundaries and Increasing Impact: Lessons From Successful Research-Practice Partnerships
Chair: Matthew Holsapple (Spencer Foundation)
Discussant: Saskia Thompson (MDRC), Ruth Lopez Turley, Rice University
Sat, April 29
10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 221 C
Structured Poster Session: Innovations in Methods and Approaches to Tracing Youth Pathways Into STEM
Chair: Karen M. Hammerness (American Museum of Natural History)
Discussant: Vera Safa Michalchik (SRI International)
2:45 to 4:15pm, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 221 D
Chairs: Rafi Santo (Indiana University), Dixie Ching (New York University)
Discussant: Jennifer Russell (Pittsburgh University)
Ralph Vacca, a doctoral student and dolce lab member won a grant as part of the VL Innovator’s Challenge sponsored by VotoLatino, MacArthur Foundation, HASTAC, and Google. The grant is to fund a project called MiMente that aims to help adolescent Latinas improve their mental and emotional health through a mobile platform.
Gabriela Richard, former doctoral student and dolcelab member (now postdoc at the University of Pennsylvania), won the best student paper award for a paper submitted derived from her dissertation research, which Chris Hoadley advised on. The paper was titled, Fostering equitable digital identities for inclusive 21st century learning: Exploring identity, agency and informal learning in game culture and online environments, and was awarded in the Joint Learning Sciences and Advanced Technologies for Learning SIG of AERA. Gabriela and Chris were at the Business Meeting on Sat, April 5 to receive the award (pictured here).
Culture and experience have strong implications for school learning. The new digital divide is a complex mix of access, experience and resulting efficacy, which is often grounded in social experiences as well as economic inequalities. The study is informed by social identity theory and stereotype threat research, which underscore the importance of social identities, group affiliation and social context in the way individuals invest in and perform in fields and domains. This paper explores the impact of socio-cultural experiences on informal learning in game culture and with digital games, as well as how differences in efficacy and identity can potentially impact equitable 21st century learning.
Chris Hoadley, lab director and program director for the Educational Technology graduate programs, was featured in recent news coverage on the new Media and Games Network (MAGNET), where the program and dolcelab will move in the fall, along with several other media, technology and digital games programs across NYU.
The full story and video can be watched here.
Gabriela Richard was featured in news coverage of the Different Games Conference at NYU Poly this past weekend. The article, titled “Tackling video games’ diversity and inclusivity problems at the Different Games conference” was featured in Polygon.
SAMIT SARKAR, journalist for Polygon, wrote: “…A number of the presenters discussed the harassment that people, especially women and minorities, often encounter when playing games online. Gabriela T. Richard, a doctoral student at NYU’s Steinhardt School of Culture, Education and Human Development, discussed a study she did in which she asked Latino gamers about their gaming habits and experiences. The female respondents were more sensitive to what they saw as a lack of variety in the choices of games available to them, let alone games tailored to female players. The survey’s male participants noted a lack of ethnic representation in games — few non-white characters — though they were less sensitive to that issue than the women were to the lack of choice.
In Richard’s study, the subjects noted that non-white male characters tended to be stereotypes, while female characters were hypersexualized. Female players had to deal with gendered insults online, while men often received ethnically charged harassment. The men either became accustomed to the abuse, or decided to preclude the harassment by playing with their microphones muted and forming supportive communities with other friends of color. Harassment, Richard pointed out, is an exclusionary practice — it seeks to keep gaming confined to a niche audience of self-styled hardcore gamers… Designers often run into trouble when they try to rectify those deep-rooted inequities. In critiquing games for girls that tried to encourage and including female desires, interests and preferences, Richard found that they unintentionally pandered to stereotypes.”
Gabriela Richard presented “Designing Games That Foster Equity and Inclusion: Encouraging Equitable Social Experiences Across Gender and Ethnicity in Online Games” at the CHI 2013 Workshop, Designing and Evaluating Sociability in Online Video Games. CHI 2013 was held at the Palais de Congrès de Paris in France.
Short Paper Abstract:
Emerging research and current media events are beginning to highlight gender and ethnic inequities in online game culture. Many aspects of game culture continue to exclude participation by females and ethnic minorities, particularly through environments of bias and harassment, which can hinder their sociability. This paper highlights emerging research on gender and ethnic inequity in gaming, particularly making links between representations of gender and ethnicity, harassment, and social exclusion. The paper also highlights case studies of gamers, which help to underscore those links. Finally, this paper offers design principles, grounded in the research and case studies that can help foster equity and social inclusion in games.
Full Workshop Proceedings can be found here: http://hcigames.businessandit.uoit.ca/chi2013-sociabilitygames/proceedings/
AJ Kelton, doctoral candidate in the ECT program and Director of Emerging & Instructional Technology for the College of Humanities and Social Sciences at Montclair State University in New Jersey, has continued to develop and organize the Emerging Learning Design Conference (ELD). Chris Hoadley will be the keynote speaker!
“The mission of the Emerging Learning Design Conference is to showcase best practices in design and implementation by bringing together those interested in engaging in a vibrant and dynamic discourse regarding pedagogy and how technology can better enhance it.”
2013 Conference Theme: Learning As Disruption
More on the ELD Conference Here: http://eld.montclair.edu/
The Sixth Annual Subway Summit on Cognition and Education Research occurred on January 25, 2013. In its annual tradition, the Subway summit is a research presentation conference where scholars from several New York and New Jersey-area Universities come together to discuss their emerging work in the areas of cognition, learning and technology. The conference was held at Teachers College, Columbia University, and researchers from Fordham, New York University, Columbia University, Rutgers University and the City University of New York’s Graduate Center presented their work.
Gabriela Richard’s presentation, “Gender bias and stereotype threat vulnerability in game culture, and its implications for equitable educational game design,” discussed emerging findings that show that designed social realities around race and gender in games and game culture can have measurable disproportionate effects on players, particularly females and ethnic minorities, and that those effects can have real implications for learning. Her findings specifically showed that females and ethnic minorities were more vulnerable to bias, which can manifest itself through harassment received by other players, or through designed social realities in games. She further discussed her findings related to stereotype threat and why being cognizant of the social realities we design in our educational games will be important for equitable and inclusive learning experiences with our games.
Emerging Learning Design is pleased to announce the new Journal of Emerging Learning Design (ELDJ).
This journal is an outgrowth of the annual Emerging Learning Design Conference, which makes its home at Montclair State University (MSU). The journal will present best practices in technology design and implementation by offering articles that propose or review how technology can further enhance the pedagogy of engaging and dynamic approaches to learning.
Visti http://eldj.montclair.edu to find the inaugural issue of this journal with the ensuing issue being made up of proceedings from the ELD Conference this year on June 7, 2013.
The journal’s editor-in-chief is Cigdem Penbeci Talgar, Acting Director of the Research Academy for University Learning and the managing editor is AJ Kelton, Director of Emerging & Instructional Technology for the College of Humanities and Social Sciences, both at MSU.
Registration for the Emerging Learning Design 2013 Conference is currently open and can be found at http://eld.montclair.edu/
The conference schedule can be found at http://eld.montclair.edu/
We are very much looking forward to the keynote presentation by our special guest, Dr. Christopher Hoadley from New York University
The Death Of Content: Why Universities and Schools are (and aren’t) being replaced by the Internet
In this talk, I argue that the current coin of the realm in academia–content–is dying and that universities need to radically rethink their role in the world. MOOCs, homeschooling, and the shadow education system all are evidence that the 20th century role of schools is decreasingly relevant. But does this mean that schools will become obsolete? I argue that schools face a choice: use technology to enhance their current functions but hasten their demise, or use technology to transform themselves and capitalize on 17th century strengths to be a cornerstone of the 21st century knowledge economy. I offer some ideas on how to reconceptualize the notion of ‘schools’ based on the latest research inlearning and on ancient ideas about how to teach.
Dr. Chris Hoadley is associate professor in the Educational Communication and Technology Program and the Program in Digital Media Designfor Learning. He has over 35 years of experience in designing, building, and studying ways for computers to enhance collaboration andlearning. Currently his research focuses on collaborative technologies and computer support for cooperative learning (CSCL). Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is an affiliate scholar for the National Academy of Engineering’s Center for the Advancement of Scholarship in Engineering Education (CASEE) and was awarded a Fulbright for 2008-2009 in the South Asia Regional program to study educational technologies for sustainability and empowerment in rural Himalayan villages. Other interests include research on and through design, systems for supporting social capital and distributed intelligence, the role of informatics and digital libraries in education, and science and engineering education. Hoadley previously chaired the American Educational Research Association’s Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the first president of the International Society for the Learning Sciences. Hoadley earned his baccalaureate in cognitive science from MIT, and a masters in computer science and doctorate in education from UC Berkeley. He previously taught at Stanford University, Mills College, and Penn State University in education, computer science, and information sciences.