Category Archives: HWL Team

Lesley Liu’s Masters Thesis Defense

You are invited to the
Masters of Arts in Curriculum Studies Thesis Defense
Lesley Liu, BA

TWEENS, TEENS, AND DIGITAL TEXTS:
DESIGNING AFFINITY SPACES TO UNDERSTAND CYBERBULLYING

Thursday September 22, 2016, 3:00 pm, Scarfe 310

ABSTRACT:

This research explores how adolescents design, interpret, and navigate affinity spaces in connection to cyberbullying awareness. A class of Grade 8 students (aged 12-13, mixed gender, and a variety of digital skills) participated in the study. The participants first investigated the use of affinity spaces, collaborative physical and digital spaces (Gee, 2004), then proceeded to design their own spaces for collaborative group work. A variety of data was collected in the form of peer-to-peer pre interviews, OneNote collaborative group journals, in-class observations of class work sessions, and post interviews.

This research situates learning as a social process mediated through interactions using media and technologies of a physical (e.g., private messages, forums, profile pages, self-authored webpages) and semiotic (e.g., language) nature; thus, a socio-cultural discourse approach provides valuable insight and layers of understanding into how children appropriate or learn mannerisms that circulate through real and virtual spaces (Cole, 1985; Leont’ev, 1981; Smagorinsky, 2011; Vygotsky, 1978; Wertsch, 1990). Actor-network theory is employed to explain how humans and technologies assume or create agency in designed spaces (Law & Callon, 1992).

The findings of this study inform how adolescents design affinity spaces (real and virtual) and emphasize design features they recommend to serve as functioning collaborative workspaces, both in and out of the classroom, to prevent or counter cyberbullying. Student-informed or student-designed spaces provide a sense of ownership or self-regulation and give insight as to how codes of conduct inform these spaces and vice versa. Future studies should adopt an iterative process of design-based research to test and refine these affinity spaces (Collins et al., 2004; Wang, Petrina, & Feng, 2015). Recommendations also include future applications of sociocultural theory and activity theory to discern how adolescents differentiate between face-to-face and online communication and practical classroom applications of affinity spaces in secondary schools.

SUPERVISOR: Dr. Stephen Petrina
COMMITTEE MEMBER: Dr. Marlene Asselin
THESIS EXAMINER: Dr. Douglas Adler

HWL @ CSSE 2016

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Congrats to the HWL Research Team for an excellent symposium on Designification of Learning.

This symposium explores the designification of learning to generate discussion on 21st century learning, curriculum, and instructional design. Six empirical reports offer depth and scope: 1) 15 preschoolers learning prosocial behaviours by designing or designifying with iPads; 2) 25 eighth graders designing affinity spaces to understand cyberbullying; 3) 107 young adults learning language within a Virtual Immersive Language Learning And Gaming Environment (VILLAGE); 4) 30 youth co-researchers designing or designifying in maker culture using the Tween Empowerment & Advocacy Methodology (TEAM); 5) firsthand design critique of the Uganda National Youth curriculum; and 6) designification of technotheologies using video design-based research (VDBR) and value-sensitive design (VSD).

The key objectives include: 1) to explore connections between de-signification, design-ification, and “new learning;” 2) to profile methodological advancements in design-based research (DBR), VDBR, VSD, and TEAM derived from lab and field-based studies; and 3) to examine designification of diverse learning environments (e.g., classrooms, affinity spaces, maker labs, and virtual worlds). The presentation format will be conversational and demonstrative, beginning with a series of focus questions to determine audience interests and generate seeds of discussion. A series of DRB demonstrations will be provided as stimulating examples and to provide depth of understanding.

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Excellent research, Stella Namae, on understanding the nature of out-of-school-in-school technological divide in Uganda.

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Challenging discussion on cyberbullying, cybercrime, and online identity construction led by Lesley Liu and Kesiena Chris-Iwuru.

Critique of Media & Technology Workshop #yreubc #hwl #ices

CRITIQUE OF MEDIA & TECHNOLOGY WORKSHOP 

Wednesday, April 29, 2015
10:20-12:00     Scarfe 1209
Year of Research in Education event #yreubc

CRITIQUE OF MEDIA & TECHNOLOGY

Stephen Petrina
University of British Columbia

This workshop focuses on the Critique of Media & Technology. The first part of the workshop includes a presentation and discussion on a forthcoming chapter. The second part of the workshop focuses on the process of researching and writing with special attention to philosophical and historical research 2.0 and narrative. How can we or ought we write a (big) history of the critique of media and technology?

The chapter begins with the spiritual critique of media and technology and proceeds historically through cultural criticism and social, psychic, ontic, and identic critiques. Differentiated from the spiritual critique that precedes, cultural criticism of media and technology emerges in the fifteenth and sixteenth centuries as a mode of describing and depicting the mechanical arts. In the eighteenth and nineteenth centuries, spiritual critique is displaced through a rejection of religion and theology as sources of modern authority. With spiritual ground undermined, social, psychic, ontic, and identic critics of media and technology compete for defensible ground for leverage. The history of critique is a search for ground. This chapter historicizes the critique of media and technology as well as critique as a practice that has run out of steam. “Critical distance” from or “free relation” to media and technology— a seductive orientation since the 1940s— has been instrumental in critique’s gradual decline. The critique of critique has quickened the decline. The conclusion questions the short-term future of machinic critique and long-term renewal of spiritual critique.

Download the Critique of Media & Technology chapter

Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology

Congratulations Paula (PJ) MacDowell’s, who successfully defended her PhD dissertation, “ Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology”.” PJ is now Dr. MacDowell! Congratulations!

Paula MacDowell

Paula (PJ) MacDowell’s PhD final oral exam @ Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology

You are invited to
The Final Oral Examination
For the Degree of

DOCTOR OF PHILOSOPHY
(Curriculum Studies)

PAULA (PJ) MACDOWELL
B.Ed, The University of Regina, 1995 MET,
The University of British Columbia, 2007

Monday, March 16, 2015, 12:30 pm
Room 200, Graduate Student Centre
Latecomers will not be admitted

Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology

EXAM DETAILS
1. Exam Time: 12:30 PM on Monday, March 16, 2015 (Please arrive 5 minutes early, so the exam can begin promptly).
2. Exam Location: Room 200 of the Graduate Student Centre (Koerner Building, 6371 Crescent Road).

EXAMINING COMMITTEE
Chair:
Dr. Sandra Mathison (Measurement, Evaluation, and Research Methodology)
Supervisory Committee:
Dr. Stephen Petrina, Research Supervisor (Curriculum Studies)
Dr. Franc Feng (Curriculum Studies)
Dr. Sandra Scott (Curriculum Studies)
University Examiners:
Dr. E. Wayne Ross (Curriculum Studies)
Dr. Laurie Ford (School Psychology)
External Examiner:
Dr. Ann Marie Hill
Faculty of Education
Queen’s University
Kingston, Ontario

ABSTRACT

This study investigates how girls develop new affinities towards and capabilities in media and technology. Thirty co-researchers, girls aged 10-13, were recruited into 101 Technology Fun, a series of summer camps with learning labs in animation, game design, movie production, and robotics programming. The design studio setting, created by the How We Learn (Media & Technology Across the Lifespan) collective, offered girls their own makerspace to explore media and technology. A novel methodology was developed, the Tween Empowerment & Advocacy Methodology (TEAM), which emphasizes relational ethics through artifact production, storymaking, mind scripting, invention, and imagination. Highlighting the importance for youth voices to be recognized and given influence in the academic research concerning their lives and learning circumstances, the findings focus on the catalytic or generative artifacts and “little stories” (e.g., Lyotard’s petits récits) revealing the co-researchers’ experiences and expressions of girlhood-in-interaction-with-technology (the key unit of analysis).

This research addresses artifacts as they relate to stories made or examined by the team members, including our concerns, needs, talents, inspiration, literacy, and volition. The artifacts, such as music videos, robotic amusement park, and the momME alternate reality game, are catalytic for storymaking and, symmetrically, the stories are catalytic to artifact production and sharing. Four distinct yet interrelated elements characterize our fieldwork and designworks:

(1) agency (girls having influence and power)
(2) ingenuity (girls being clever and inventive)
(3) self-interpretation (girls making sense and significance)
(4) self-efficacy (girls judging their technological capabilities).

Findings underscore the statement that it is not really a question of whether girls like to design (most do), as much a matter concerning how, when, and why they learn to become innovators, leaders, and producers of media and technology (thereby overturning traditional gender and generational stereotypes). Indeed, how a group of female youth story changes in their sense of technological self-efficacy, self-interpretation, ingenuity, and agency is one of the most important contributions of this study. Questions, both guiding and emergent, are articulated in artifact and text to motivate further scholarly inquiry, action, and advocacy, thereby generating more opportunities for girls to participate in, design, make, and transform technology culture.

Research stories: A graduate forum #hwl #yreUBC #UBC #bced

RESEARCH STORIES: A GRADUATE FORUM

 How We Learn Media and Technology (across the lifespan)
Department of Curriculum and Pedagogy
University of British Columbia

Wednesday, November 19, 2014
10:00-11:30     Scarfe 1209
Year of Research in Education event

GIRLS DESIGNING GAMES, MEDIA, ROBOTS, SELVES, AND CULTURE
Paula (PJ) MacDowell
University of British Columbia

This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mind scripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.

MIGRANT MEXICAN YOUTH IN THE PACIFIC NORTWEST
Mike D. Boyer
Boise State University

 What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.

DESIGNING THINGS, PRACTICES AND CONCERN FOR THE GOOD LIFE
Yu-Ling Lee
University of British Columbia

 This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.

New #UBC Grad Program in Critical Pedagogy & Education Activism #bctf #bced #yreubc #hwl

NEW MASTERS PROGRAM IN  CRITICAL PEDAGOGY AND EDUCATION ACTIVISM
THE INSTITUTE FOR CRITICAL EDUCATION STUDIES

BEGINS JULY 2015

APPLY NOW!

The new UBC Masters Program in Critical Pedagogy and Education Activism (Curriculum Studies) has the goal of bringing about positive change in schools and education. This cohort addresses issues such as environmentalism, equity and social justice, and private versus public education funding debates and facilitates activism across curriculum and evaluation within the schools and critical analysis and activism in communities and the media. The cohort is organized around three core themes: solidarity, engagement, and critical analysis and research.

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The new UBC M.Ed. in Critical Pedagogy and Education Activism (Curriculum Studies) is a cohort program in which participants attend courses together in a central location. It supports participation in face-to-face, hybrid (blended), and online activism and learning.

A Perfect Opportunity

  • Earn your Master’s degree in 2 years (part-time)
  • Enjoy the benefits of collaborative study and coalition building
  • Channel your activism inside and outside school (K-12)
  • Develop your knowledge of critical practices with media and technology

Research stories: A graduate forum #hwl #yreUBC #UBC #bced

Research Stories: A Graduate Forum

 How We Learn Media and Technology (across the lifespan)
Department of Curriculum and Pedagogy
University of British Columbia

Wednesday, November 19, 2014
10:00-11:30     Scarfe 1209
Year of Research in Education event

GIRLS DESIGNING GAMES, MEDIA, ROBOTS, SELVES, AND CULTURE
Paula (PJ) MacDowell
University of British Columbia

This research involved 30 co-researchers, girls aged 10–13, who were recruited into 101 Technology Fun, a series of intensive research camps offering learning labs in game design, video production, and robotics. Utilizing design-based and participatory techniques, including artifact production, mindscripting, and storymaking, this research examines how girls, through their artifact making and designerly practices, story themselves and express their understandings of technology. Highlighting the importance for girls’ voices to be recognized and given influence in research concerning their lives and learning circumstances, findings focus on the catalytic or generative artifacts and “little stories” that reveal how a team of girls analyze their experiences of girlhood-in-interaction-with technology.

MIGRANT MEXICAN YOUTH IN THE PACIFIC NORTWEST
Mike D. Boyer
Boise State University

 What are the stories of migrant, undocumented Mexican youth, as they struggle with language and acculturation in the English-speaking rural Northwest? As Michael Boyer describes, his own study of a set of such stories takes as its starting point narratives written and illustrated by students in his grade 7-12 ESL classroom some 10 years ago. Of course, these stories subsequently diverge as they continue to the present, and as these former students, now adults, connect back to their earlier experiences and reflect on the relation of these experiences to the present. The collection and investigation of these stories, new and old, and their relationship to past realities and future possibilities offers startling insights into the experiences of those othered and marginalized as “immigrant Hispanic children” in America. At the same time, it also entails the creative combination or a range of narratological, political and cultural categories and modes of analysis.

DESIGNING THINGS, PRACTICES AND CONCERN FOR THE GOOD LIFE
Yu-Ling Lee
University of British Columbia

 This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.

#HWL at STEM 2014

STEM2014-logo flowers

Researchers on the How We Learn (HWL) team are presenting in a symposium this afternoon at 3:00 at the STEM 2014 Conference.

Design and Engineering Cognition and
Design-Based Research

Stephen Petrina, Franc Feng, Mirela Gutica, Peter Halim, Yu-Ling Lee, Lesley Liu, PJ Rusnak, Yifei Wang & Jennifer Zhao

University of British Columbia

Symposium Chairs: Yifei Wang & Stephen Petrina

This symposium aims to generate discussion and understanding of design-based research (DBR) in design and engineering cognition. Seven empirical reports exploring design and engineering cognition or using DBR give the symposium depth and structure: Studies of 1) thirty tweenage girls in designing a mother’s day game, media, and robots; 2) fifteen elementary students testing a new educational video game; 3) nineteen young adults within an immersive virtual environment; 4) four teen students on the design of games; 5) six nursing students involved in a simulated learning environment; 6) Conceptual paper exploring technology and the “design” in DBR; and 7) Methodological paper connecting DBR with design and engineering cognition and ethical know-how. Arguably, new technologies along with a return of DIY or maker culture invite or configure everyone to employ inventive practices or “designerly ways of knowing.” Design now marks interaction with new technologies, making DBR increasingly important and relevant for STEM.

TL&T at STEM 2014 welcome

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TECHNOLOGICAL LEARNING & THINKING 2014: THE CULTURAL ROOTS OF HUMAN CREATIVITY

July 13-14, Vancouver, British Columbia

The TL&T 2014 international symposium will be held in conjunction with the STEM 2014 Conference at the the University of British Columbia on July 13-14.

TL&T SYMPOSIUM PROGRAM

Sunday July 13: University Golf Club – 5185 University Blvd (TL&T authors and guests welcome)

  • 4 pm – Meet and greet – Westward Ho! Bar and Grill (cash bar)
  • 5:30 pm – Dinner (hosted by the How We Learn (Media & Technology) team, UBC)

Monday July 14: (Room 1209, Scarfe Building) – Faculty of Education, UBC

  • 8:30 am – 9:15 Paper and Discussion (Catharine Dishke, Western University, London ON) Cultural Theories of Creativity
  • 9:30 am – 10:00 am Paper presentation (Carrie Antoniazzi, Vancouver, BC) Moving from Consuming to Creating Content
  • 10:00 am – 10:30 am – Meet the Authors
  • 10:30 am – 11:15 am – Paper and Discussion (Marte Gulliksen, Telemark University College, Norway) Teaching and Learning Embodied Making
  • 11:15 am – 11:45 am – Paper presentation (Joel Lopata, Western University, London, ON) Cognitive Neuroscience and Creativity
  • 11:45 am to 1 pm – Lunch (hosted by the TL&T committee)
  • 1pm – 2:00 pm – Open forum – TL&T authors and guests welcome!
  • 5 pm – Point Roberts – Informal Barbeque and Celebration – (hosted by Ron and Elizabeth)

STEM Education and Our Planet: Making Connections Across Contexts

STEM2014-logo flowers

International STEM Education Conference

STEM Education and Our Planet: Making Connections Across Contexts

UBC Vancouver, July 12-15 – UBC Faculty of Education, in partnership with Queensland University of Technology (Australia) and Beijing Normal University (China), are hosting the third international STEM Education Conference in Vancouver.  This international event brings together educators and researchers from schools, post-secondary institutions, businesses, industries and other agencies to share and discuss innovative practices and research initiatives to enhance STEM Education.

The importance of Science, Technology, Engineering and Mathematics (STEM) in Education has been emphasized in numerous government policies in Canada, USA, Australia, China and across the globe.  The STEM Education Conference, developed by the Dean’s of Education of the partner institutions, provides a venue to promote international scholarly work including networking and research in STEM Education.

Learn more at http://stem2014.ubc.ca

Invitation to Mirela Gutica’s PhD Defense

Designing Educational Games and Advanced Learning Technologies:
An Identification of Emotions for Modeling Pedagogical and Adaptive Emotional Agents

by
Mirela Gutica

Abstract: Emotional, cognitive, and motivational processes are dynamic and influence each other during learning. The goal of this dissertation is to gain a better understanding of emotion interaction in order to design Advanced Learning Technologies (ALTs) and Intelligent Tutoring Systems (ITSs) that adapt to emotional needs. In order for ITSs to recognize and respond to affective states, the system needs to have knowledge of learners’ behaviors and states. Based on emotion frameworks in affective computing and education, this study responds to this need by providing an in-depth analysis of students’ affective states during learning with an educational mathematics game for grade 5-7 (Heroes of Math Island) specifically designed for this research study and based on principles of instructional and game design.

The mixed methodology research design had two components: (1) a quasi-experimental study and (2) affect analysis. The quasi-experimental study included pretest, intervention (gameplay), and posttest, followed by a post-questionnaire and interview. Affect analysis involved the process of identifying what emotions should be observed, and video annotations by trained judges.

The study contributes to related research by: (1) reviewing sets of emotions important for learning derived from literature and pilot studies; (2) analyzing inter-judge agreement both aggregated and over individual students to gain a better understanding of how individual differences in expression affect emotion recognition; (3) examining in detail what and how many emotions actually occur or are expressed in the standard 20-second interval; (4) designing a standard method including a protocol and an instrument for trained judges; and (5) offering an in-depth exploration of the students’ subjective reactions with respect to gameplay and the mathematics content. This study analyzes and proposes an original set of emotions derived from literature and observations during gameplay. The most relevant emotions identified were boredom, confidence, confusion/hesitancy, delight/pleasure, disappointment / displeasure, engaged concentration, and frustration. Further research on this set is recommended for design of ALTs or ITSs that motivate students and respond to their cognitive and emotional needs. The methodological protocol developed to label and analyze emotions should be evaluated and tested in future studies.

Defense:
When: March 17, 2014 @ 9:00 am
Where: Faculty of Graduate and Postdoctoral Studies, UBC

Using Learning Analytics to Understand the Design of an Intelligent Language Tutor

Using Learning Analytics to Understand the Design of an Intelligent Language Tutor– Chatbot Lucy

by
Yifei Wang & Stephen Petrina

Abstract—the goal of this article is to explore how learning analytics can be used to predict and advise the design of an intelligent language tutor, chatbot Lucy. With its focus on using student-produced data to understand the design of Lucy to assist English language learning, this research can be a valuable component for language-learning designers to improve second language acquisition. In this article, we present students’ learning journey and data trails, the chatting log architecture and resultant applications to the design of language learning systems.

STEM 2014 conference Call for Papers #stem #education #yteubc

The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014.  The Call for Papers is posted below and the submission deadline is December 9, 2013.

We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website.  Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.

CALL FOR PAPERS

STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada

STEM Education and Our Planet:
Making Connections Across Contexts

 The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

The conference will create opportunities for sharing:

  • information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
  • effective STEM pedagogical practices and strategies in and across a variety of education settings;
  • the most contemporary STEM research initiatives and their outcomes;
  • professional development approaches for STEM educators in a range of educational contexts;
  • experiences and networking between participants from across the globe.

Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver.  Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca.  Call for Papers closes December 9, 2013.

We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases.  Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:

  • Innovation in STEM Research
  • Innovative Resources for STEM Education
  • Transformation in Educational Practices through STEM
  • Sustainability Education and STEM
  • Interdisciplinary Approaches to Popular Science Education
  • Life-long learning in STEM
  • STEM learning in and across formal and informal contexts
  • Curriculum Theory and Development in STEM
  • Educational Philosophy and Theory about STEM
  • Educational Policy, Leadership and Management for STEM
  • Rural Education and STEM
  • Special Education and STEM
  • Educational Technology in STEM
  • Teacher Education and Professional Development in STEM
  • Design and Technology Education
  • Science Fiction and STEM Education
  • Disasters and STEM Education
  • Other related STEM topics will also be considered

Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.