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to identify the commonalities of their work, to develop a list of assets and obstacles pertinent ... more to identify the commonalities of their work, to develop a list of assets and obstacles pertinent to implementation of local culture pedagogy, and generate strategies for sustaining their future local culture projects and programming. Acting as the principal facilitator for the three-day program, folklorist Lisa Rathje guided the group through an interactive series of small group discussions and activities into a statement of goals for future work. Folklorist Selina Morales provided the keynote presentation, introducing her agency, the Philadelphia Folklore Project, and its role in the founding and operation of the Folk Arts-Cultural Treasures Charter School (FACTS) based in Philadelphia's Chinatown. Ebony Flowers from UW-Madison's Image Lab directed participants through drawing exercises, introducing them to new ways of thinking and problem solving. Arts at Large provided artwork and displays to enliven the meeting room, and lastly, participants made site visits to three locally-focused organizations: the Madison Children's Museum, the American Family Insurance Dream Bank, and Badger Rock Middle School, a charter public school in Madison that emphasizes neighborhood involvement, energy independence and gardening as means of increasing student resilience. With funding from the American Folklore Society and Wisconsin Humanities Council, the Wisconsin Teachers of Local Culture (WTLC) leadership team organized and sponsored the event.
As teachers, we typically investigate nearby places with our students, and together design intera... more As teachers, we typically investigate nearby places with our students, and together design interactive stories intended for local audiences. As part of a larger research and outreach project, we built on these classroom experiences to design Up River, a mobile story and an associated two– day workshop - intended especially for teachers and students interested in working as ethnographers and designers to explore and represent their own local places.
Journal of Coastal Conservation, 2015
Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and W... more Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and Wisconsin Sea Grant study, connected aquatic science research with spatially-explicit stories of local resource issues and place-based geo-quests to enhance spatial awareness and stewardship of the estuary. The goal of this paper is to report and reflect on an integrated study that combined environmental humanities and technology with aquatic science in a spatial context. Our study was organized into three objectives around research, outreach, and evaluation. First, we summarized anthropogenic stressors within high resolution watersheds and linked the watershed stress estimates to aquatic habitats within the estuary. Second, we designed tools to deliver place-based environmental science and technology to targeted users to increase awareness, learning, and the potential for long-term stewardship. And third, we evaluated the responses of targeted end users to their interaction with the project's integrated science and innovative delivery methods. Finally, central to all three objectives, we created a dynamic website to facilitate regional to national coastal outreach and education goals. We found significant correlations between the stressor index and the water quality and biotic data, along with variability attributed to landscape elements. Connecting this science with the place-based experiences we collected is expected to expand the scope and reach of state, bi-national and non-governmental outreach programs. The project also has direct applications to classroom science education. Developing this integrated proj e c t c o n t r i b u t e d t o o u r s h a r e d k n o w l e d g e o f
Proceedings of the 9th International Conference of the Learning Sciences Volume 2, 2010
This poster presents a design-based research study aimed at exploring the use of commercial mobil... more This poster presents a design-based research study aimed at exploring the use of commercial mobile devices to support guided, yet open-ended and emergent explorations of place. As part of our study we explore the potential of a design studio model to support students' ability to investigate, analyze and report on contested issues and places in and around their school and guide their design of place-based Augmented Reality simulations and games.
Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural system... more Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural systems that encompass the entire globe and beyond. International education begins at home, in the veiy communities and environments most familiar to students. An opportunity to travel to different countries or cultures enables a student to know what it means to be American and to begin to see and truly understand his enormous freedoms and responsibilities. But a student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. As the enclosed poster shows, "Global Wisconsin" is found all around us, in our sister school partnerships, immigrant communities, and local businesses with worldwide exports. Planning Curriculum in International Education shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wisconsin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cultures are part of the fabric of the guide, and they weave their way through all its chapters. All students, as well as all teachers, bring their respective cultures to the classroom. As teacher Mark Wag ler says in the opening essay, "My best global connections are my own students. When I look at them closely, I see the neighborhoods and the world in which we live illuminated with global highlights." Many Wisconsin, national, and international educators contributed to Planning Curriculum in International Education. They provided excellent ideas to develop standards-led curriculum and instruction and to help teachers choose from an imaginative variety of instructional strategies. I sincerely thank the task force authorsSharon Durtka,
Electronic Journal of Science …, 1997
... data; publishing results in journals or presenting it at conferences; reading scientific jour... more ... data; publishing results in journals or presenting it at conferences; reading scientific journals, attending ... As the quality of student inquiry improved, it seemed logical to support students in ... Heron Institute, where teachers do original science research focused on learning about a ...
The Design and Use of Simulation Computer Games in Education, 2007
Games are among the oldest forms of experiential learning. Game-based learning scenarios are a st... more Games are among the oldest forms of experiential learning. Game-based learning scenarios are a staple in the military; games have been used to represent, communicate and explore the dynamics of complex situations with multiple interacting variables. Today's videogames allow new kinds of interactions, including real-time 3D and physics simulation. Learners can participate in complex systems over distance and time, and express themselves through game tools (Casti, 1997; Squire, 2004). In recent years, the military has embraced gaming (Prensky, 2001). However, the lack of clear purpose, rationale, and theoretical framework for educational games has hindered their uptake in other environments. (Gredler, 1996). Games may create "greater engagement," but they have, with few exceptions, have rarely demonstrated long term learning gains. 1 Positivist research paradigms have failed to detect changes because they have overlooked the interdependences between gaming and other instructional strategies, the importance of social interactions in the gaming experience, or unanticipated learning outcomes (Squire, 2004). Better developed pedagogical models that can be refined and tested through iterative research and design and more open and flexible assessment models might push the field forward (Barab & Squire, 2004). With the rise of computer and video games research, there is renewed effort to simultaneously build theories of learning through game play, while designing learning interventions (
Western Folklore, 2011
INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution ... more INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution to create an annual celebration to commemorate an old inner-city neighborhood severely damaged by urban renewal. High school students present evidence to a City Administrator in an attempt to enhance the livability of the city's downtown. A team of folklorists creates a "game" for mobile devices to help Madison visitors re-create and understand the massive public protests of early 2011. In each case, students and adults actively participate in the interpretation of place, demonstrating its centrality for learning and the empowerment that comes from civic engagement. And in all these cases, participants used mobile technologies that helped them document, describe, and present scenarios to effectively influence their authences and help them understand community in interactive and flexible ways.As educators, we have worked over the past decade with elementary, high school, and...
Western Folklore, 2011
INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution ... more INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution to create an annual celebration to commemorate an old inner-city neighborhood severely damaged by urban renewal. High school students present evidence to a City Administrator in an attempt to enhance the livability of the city's downtown. A team of folklorists creates a "game" for mobile devices to help Madison visitors re-create and understand the massive public protests of early 2011. In each case, students and adults actively participate in the interpretation of place, demonstrating its centrality for learning and the empowerment that comes from civic engagement. And in all these cases, participants used mobile technologies that helped them document, describe, and present scenarios to effectively influence their authences and help them understand community in interactive and flexible ways.As educators, we have worked over the past decade with elementary, high school, and...
to identify the commonalities of their work, to develop a list of assets and obstacles pertinent ... more to identify the commonalities of their work, to develop a list of assets and obstacles pertinent to implementation of local culture pedagogy, and generate strategies for sustaining their future local culture projects and programming. Acting as the principal facilitator for the three-day program, folklorist Lisa Rathje guided the group through an interactive series of small group discussions and activities into a statement of goals for future work. Folklorist Selina Morales provided the keynote presentation, introducing her agency, the Philadelphia Folklore Project, and its role in the founding and operation of the Folk Arts-Cultural Treasures Charter School (FACTS) based in Philadelphia's Chinatown. Ebony Flowers from UW-Madison's Image Lab directed participants through drawing exercises, introducing them to new ways of thinking and problem solving. Arts at Large provided artwork and displays to enliven the meeting room, and lastly, participants made site visits to three locally-focused organizations: the Madison Children's Museum, the American Family Insurance Dream Bank, and Badger Rock Middle School, a charter public school in Madison that emphasizes neighborhood involvement, energy independence and gardening as means of increasing student resilience. With funding from the American Folklore Society and Wisconsin Humanities Council, the Wisconsin Teachers of Local Culture (WTLC) leadership team organized and sponsored the event.
As teachers, we typically investigate nearby places with our students, and together design intera... more As teachers, we typically investigate nearby places with our students, and together design interactive stories intended for local audiences. As part of a larger research and outreach project, we built on these classroom experiences to design Up River, a mobile story and an associated two– day workshop - intended especially for teachers and students interested in working as ethnographers and designers to explore and represent their own local places.
Journal of Coastal Conservation, 2015
Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and W... more Stressor gradients and spatial narratives of the St. Louis River Estuary, a joint Minnesota and Wisconsin Sea Grant study, connected aquatic science research with spatially-explicit stories of local resource issues and place-based geo-quests to enhance spatial awareness and stewardship of the estuary. The goal of this paper is to report and reflect on an integrated study that combined environmental humanities and technology with aquatic science in a spatial context. Our study was organized into three objectives around research, outreach, and evaluation. First, we summarized anthropogenic stressors within high resolution watersheds and linked the watershed stress estimates to aquatic habitats within the estuary. Second, we designed tools to deliver place-based environmental science and technology to targeted users to increase awareness, learning, and the potential for long-term stewardship. And third, we evaluated the responses of targeted end users to their interaction with the project's integrated science and innovative delivery methods. Finally, central to all three objectives, we created a dynamic website to facilitate regional to national coastal outreach and education goals. We found significant correlations between the stressor index and the water quality and biotic data, along with variability attributed to landscape elements. Connecting this science with the place-based experiences we collected is expected to expand the scope and reach of state, bi-national and non-governmental outreach programs. The project also has direct applications to classroom science education. Developing this integrated proj e c t c o n t r i b u t e d t o o u r s h a r e d k n o w l e d g e o f
Proceedings of the 9th International Conference of the Learning Sciences Volume 2, 2010
This poster presents a design-based research study aimed at exploring the use of commercial mobil... more This poster presents a design-based research study aimed at exploring the use of commercial mobile devices to support guided, yet open-ended and emergent explorations of place. As part of our study we explore the potential of a design studio model to support students' ability to investigate, analyze and report on contested issues and places in and around their school and guide their design of place-based Augmented Reality simulations and games.
Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural system... more Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural systems that encompass the entire globe and beyond. International education begins at home, in the veiy communities and environments most familiar to students. An opportunity to travel to different countries or cultures enables a student to know what it means to be American and to begin to see and truly understand his enormous freedoms and responsibilities. But a student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. As the enclosed poster shows, "Global Wisconsin" is found all around us, in our sister school partnerships, immigrant communities, and local businesses with worldwide exports. Planning Curriculum in International Education shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wisconsin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cultures are part of the fabric of the guide, and they weave their way through all its chapters. All students, as well as all teachers, bring their respective cultures to the classroom. As teacher Mark Wag ler says in the opening essay, "My best global connections are my own students. When I look at them closely, I see the neighborhoods and the world in which we live illuminated with global highlights." Many Wisconsin, national, and international educators contributed to Planning Curriculum in International Education. They provided excellent ideas to develop standards-led curriculum and instruction and to help teachers choose from an imaginative variety of instructional strategies. I sincerely thank the task force authorsSharon Durtka,
Electronic Journal of Science …, 1997
... data; publishing results in journals or presenting it at conferences; reading scientific jour... more ... data; publishing results in journals or presenting it at conferences; reading scientific journals, attending ... As the quality of student inquiry improved, it seemed logical to support students in ... Heron Institute, where teachers do original science research focused on learning about a ...
The Design and Use of Simulation Computer Games in Education, 2007
Games are among the oldest forms of experiential learning. Game-based learning scenarios are a st... more Games are among the oldest forms of experiential learning. Game-based learning scenarios are a staple in the military; games have been used to represent, communicate and explore the dynamics of complex situations with multiple interacting variables. Today's videogames allow new kinds of interactions, including real-time 3D and physics simulation. Learners can participate in complex systems over distance and time, and express themselves through game tools (Casti, 1997; Squire, 2004). In recent years, the military has embraced gaming (Prensky, 2001). However, the lack of clear purpose, rationale, and theoretical framework for educational games has hindered their uptake in other environments. (Gredler, 1996). Games may create "greater engagement," but they have, with few exceptions, have rarely demonstrated long term learning gains. 1 Positivist research paradigms have failed to detect changes because they have overlooked the interdependences between gaming and other instructional strategies, the importance of social interactions in the gaming experience, or unanticipated learning outcomes (Squire, 2004). Better developed pedagogical models that can be refined and tested through iterative research and design and more open and flexible assessment models might push the field forward (Barab & Squire, 2004). With the rise of computer and video games research, there is renewed effort to simultaneously build theories of learning through game play, while designing learning interventions (
Western Folklore, 2011
INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution ... more INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution to create an annual celebration to commemorate an old inner-city neighborhood severely damaged by urban renewal. High school students present evidence to a City Administrator in an attempt to enhance the livability of the city's downtown. A team of folklorists creates a "game" for mobile devices to help Madison visitors re-create and understand the massive public protests of early 2011. In each case, students and adults actively participate in the interpretation of place, demonstrating its centrality for learning and the empowerment that comes from civic engagement. And in all these cases, participants used mobile technologies that helped them document, describe, and present scenarios to effectively influence their authences and help them understand community in interactive and flexible ways.As educators, we have worked over the past decade with elementary, high school, and...
Western Folklore, 2011
INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution ... more INTRODUCTIONA fifth grade class testifies to the Madison City Council in support of a resolution to create an annual celebration to commemorate an old inner-city neighborhood severely damaged by urban renewal. High school students present evidence to a City Administrator in an attempt to enhance the livability of the city's downtown. A team of folklorists creates a "game" for mobile devices to help Madison visitors re-create and understand the massive public protests of early 2011. In each case, students and adults actively participate in the interpretation of place, demonstrating its centrality for learning and the empowerment that comes from civic engagement. And in all these cases, participants used mobile technologies that helped them document, describe, and present scenarios to effectively influence their authences and help them understand community in interactive and flexible ways.As educators, we have worked over the past decade with elementary, high school, and...