This poster highlights the learning outcomes and research questions of the Advancing Informal STEM Learning Through Scientific Alternate Reality Games project. It was presented at the 2014 AISL PI Meeting.
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TEAM MEMBERS:
Brigham Young UniversityDerek HansenKari Kraus
This poster was presented at the 2014 AISL PI Meeting. Led by Washington University, Making Natural Connections: An Authentic Field Research Collaboration (DRL-0739874), is a series of two field-based informal science education programs in environmental biology targeting St. Louis area teenagers. The project aims for engagement of science research institutions and career scientists in the execution of informal science education programming, bringing real and dynamic context to the science content and allowing for deep and transparent career exploration by teenage participants. Project goals
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TEAM MEMBERS:
Washington University in St. LouisSusan FlowersKim MedleyKatherine Beyer
This guide provides techniques, tips, and best practices for citizen science practitioners who seek assistance in evaluating outcomes from their projects.
Citizen science programs across the country invite the public to participate in scientific research. Through these experiences, participants have an opportunity to observe nature, which naturally leads to asking questions about the natural world. A new project in Minnesota is training leaders of youth groups to use citizen science experiences to stimulate curiosity and inspire motivation to design and carry out scientific research projects. This unique program model fosters authentic inquiry in youth age 10-14 outside the traditional school setting such as 4-H clubs, scout groups,or community
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TEAM MEMBERS:
University of Minnesota-Twin CitiesAmy RB RagerAndrea Lorek StraussKaren OberhauserRobert BlairPam Larson NippoltNathan MeyerKim Kies
This paper provides a brief overview of the ideas and principles underlying the connected learning movement, highlighting examples of how libraries are boosting 21st-century learning and promoting community development by partnering with a range of organisations and individuals to incorporate connected opportunities into their programmes. The connected learning movement supports interest-driven, peer-supported, and academically oriented learning for youth by promoting the core values of equity, participation, and social connection. By connecting formal and informal learning organisations with
Poster for 2014 AISL PI Meeting. The State University of New York (SUNY) and the New York Academy of Sciences (NYAS) are collaborating to implement the SUNY/NYAS STEM Mentoring Program, a full scale development project designed to improve the science and math literacy of middle school youth.
This research explores how to support collaborative learning practices when science museum visitors employ their own personal mobile devices as Opportunistic User Interfaces (O-UIs) to manipulate a simulation-based museum exhibit. The sophisticated graphical capabilities of modern mobile devices have the potential to distract visitors, a phenomenon known as the heads-down effect. To study the impact of O-UI design on collaboration, a highly-dynamic "complex" O-UI was contrasted against more simplistic, "remote-control" OUI design, in the context of a cancer-treatment simulation. As expected
Through an iterative design process involving museum educators, learning scientists and technologists, and drawing upon our previous experiences in handheld game design and a growing body of knowledge on learning through gaming, we designed an interactive mystery game called Mystery at the Museum (the High Tech Whodunnit), which was designed for synchronous play of groups of parents and children over a two to three hour period. The primary design goals were to engage visitors more deeply in the museum, engage visitors more broadly across museum exhibits, and encourage collaboration between
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TEAM MEMBERS:
Eric KlopferJudy PerryKurt SquireMing-Fong JanConstance Steinkuehler
Studies of interactive systems in museums have raised important design considerations, but so far have failed to address sufficiently the particularities of family interaction and co-operation. This paper introduces qualitative video-based observations of Japanese families using an interactive portable guide system in a museum. Results suggest that interaction with the system is socially structured through family relationships, leading to unexpected usage. The paper highlights the necessity to more fully consider familial relationships in HCI.
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TEAM MEMBERS:
Tom HopeYoshiyuki NakamuraToru TakahashiAtsushi NobayashiShota FukuokaMasahiro HamasakiTakuichi Nishimura