Education Commons^™

Your Iphone Cannot Escape History, And Neither Can You: Self-Reflexive Design For A Mobile History Learning Game, Owen Gottlieb

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This chapter focuses on the design approach used in the self-reflexive finale of the mobile augmented reality history game Jewish Time Jump: New York. In the finale, the iOS device itself and the player using it are implicated in the historical moment and theme of the game. The author-designer-researcher drew from self-reflexive traditions in theater, cinema, and nonmobile games to craft the reveal of the connection between the mobile device and the history that the learners were studying. Through centering on this particular design element, the author demonstrates how self-reflexivity can be deployed in a mobile learning experience to …

Time Travel, Labour History, And The Null Curriculum: New Design Knowledge For Mobile Augmented Reality History Games, Owen Gottlieb

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This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to …

Design-Based Research Mobile Gaming For Learning Jewish History, Tikkun Olam, And Civics, Owen Gottlieb

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How can Design-Based Research (DBR) be used in the study of video games, religious literacy, and learning? DBR uses a variety of pragmatically selected mixed methods approaches to design learning interventions. Researchers, working with educators and learners, design and co-design learning artifacts and environments. They analyze those artifacts and environments as they are used by educators and learners, and then iterate based on mixed methods data analysis. DBR is suited for any "rich contextualized setting in which people have agency." (Hoadley 2013) such as formal or informal learning environments.

The case covered in this chapter is a mobile Augmented Reality …

Endings: What Can You Teach?, Julie Patterson

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Our writer-in-residence shares strategies for crafting the perfect ending to a story.

Beginnings: 3 Examples (And Why They Work), Julie Patterson

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Our writer-in-residence helps us look closely at the beginnings of three short stories.

Hold Readers At A Climax, Julie Patterson

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Our writer-in-residence says: A climax is long. In fact, it's a place to hold readers.

The Trouble With Beginning, Middle & End, Julie Patterson

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I recently helped judge a story writing contest, and one of the criteria on the assessment form I was provided was: Does the story have a beginning, middle and end? As I began reading the entries, I quickly discovered that this was not useful assessment criteria.

4 Craft Strategies To Notice In The Leaving Morning (And Why), Julie Patterson

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What can you learn about writing from a picture book? Lots!

How To Read A Poem, Julie Patterson

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Our writer-in-residence offers some insight into how to read a poem.

Interactive Bulletin Boards That Support Writing, Julie Patterson

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Great writing instruction = student created bulletin boards. Here are some ideas.

Assessing A Young Writer’S Story, Julie Patterson

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Now that's a story! Find out what this 1st grader is doing well and what our writer-in-residence would teach next.

Great Supplies For Your Primary Grade Writing Workshop, Libby Duggan

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The right supplies can help you launch a writing workshop and establish the kind of habits and practices that will make the workshop easy to manage all year long. You may even want to stock up before the back-to-school sales end. Here are the "must-have" supplies I have used in my primary grade workshop.

5 Things Writing Workshop Teachers Want Parents To Know, Libby Duggan

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When I was teaching, I wanted parents to know how to support the work that we were doing in the classroom. Perhaps most importantly, I wanted to be sure that what students were told about their writing at home was consistent with what I taught in the classroom. So with that in mind, I've assembled an article that you can share with families: "5 Things Writing Workshop Teachers Want Parents to Know."

Feed Your Writer’S Notebook This Summer, Julie Patterson

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Summer is a great time to tend to your writer's notebook. You can "stock up" on notebook entries that will support your mini-lessons during the school year. Not sure what to write? Here are some notebook strategies to help fuel your inspiration.

Julie's 5 Most Frequently Used Notebook Strategies, Julie Patterson

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People always ask, “How do you come up with ideas for writing?” So I analyzed my writer’s notebook and identified my most frequently used strategies for recording, nurturing and thinking about story content.

6 Ways To Celebrate Student Writing, Susan C. Adamson

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Susan Adamson, executive director of the Indiana Partnership for Young Writers, shares a few of her favorite strategies for celebrating student writing at the end of a unit of study.

Beyond Creativity: Copyright As Knowledge Law, Michael J. Madison

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The Supreme Court’s copyright jurisprudence of the last 100 years has embraced the creativity trope. Spurred in part by themes associated with the story of “romantic authorship” in the 19th and 20th centuries, copyright critiques likewise ask, “Who is creative?” “How should creativity be protected (or not) and encouraged (or not)?” and “ Why protect creativity?” Policy debates and scholarship in recent years have focused on the concept of creativity in framing copyright disputes, transactions, and institutions, reinforcing the notion that these are the central copyright questions. I suggest that this focus on the creativity trope is unhelpful. I argue …

Examples: What Teachers Are Doing With Poetry, Penny Miller, Sarah Duffer, Carole Damin, Libby Duggan

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In November, 112 teachers from across Indiana attended a full-day professional development workshop with renowned poet Georgia Heard. Here is a sampling of the things these teachers are now doing in their schools and classrooms as a result of that workshop.