Production Pedagogy Research Papers - Academia.edu (original) (raw)

2025, Proceedings of EdMedia + Innovate Learning

In the five decades since Papert coined the term Computational Thinking (CT), it has become a core framework for thinking about learning, problem-solving, design, and creativity. Although CT is most commonly, and initially, associated with the cognitive orientations involved in coding and learning to code, it also includes situated and critical processes related to computational problem solving. Herein we unpack ways researchers in different fields and points in time have organized CT. We include creative coding as a uniquely generative lens for rethinking CT, outlining its potential as an expressive, constructionist, and culturally situated practice. In doing so, we explore how CT can function as a literacy that supports meaning-making and creative inquiry across domains. By juxtaposing these models in text and diagrams, we offer a visual and theoretical synthesis of how different framings and perspectives on CT shape our understanding and use of the construct across contexts and disciplines-inviting a more expansive view of what becoming computationally literate makes possible, particularly in authentic constructionist learning environments.

2024, Teaching for Active Learning : Proceedings fra konferencen TAL2022

This abstract introduces a production-oriented pedagogical approach used in the context of supervising master's thesis research projects. The author explores the potential of aesthetic production to facilitate students' understanding of their subject matter and the process of shaping it into a thesis. The approach incorporates action orientation, aesthetics, and the performative potential of media and communication. The abstract outlines a three-hour writing workshop that includes visual drawing exercises, non-stop writing exercises, and a fictional radio interview. These activities aim to help students envision, materialize, and shape their projects while fostering creativity and bypassing overly critical-analytical approaches. The exercises have been developed and refined through several years of experience and have been successfully used in various disciplines and educational levels. The abstract concludes by highlighting the transferability of the approach to other teachers, students, and institutions, encouraging the adoption of production pedagogy and the specific exercises in project supervision and teaching.

2024, Proceedings of the 2015 British HCI Conference

With recent UK initiatives on computing education alongside the development of wider digital competencies, we propose that computational thinking skills can be taught to early year students and highlight a method for carers to teach a specific aspect, namely pattern recognition. Although our example might appear specific to the example, we identify how this could readily be extended to a broader class of educational settings, proposing an underlying pedagogical framework. Finally, a proof-of-concept prototype, corresponding to the implementation of the method, is highlighted.

2023, 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC)

Gamification has been widely touted as a useful approach in motivating learners to learn subjects that are perceived as challenging, such as science, technology, engineering, and mathematics (STEM). This paper reports the process of considering various cultural and social factors in the design of educational games using game design thinking approach. Educational games for STEM subjects were designed and developed through an iteration process that considered the contextual significance of learners' diverse cultural backgrounds. Online and traditional games were used as sources of inspiration, and they were redesigned to fit with learner's interests and context. The findings from 42 learners who played the role as the game designers showed significant impact of the empathy stage in the design loop where cultural elements were shared and integrated into the design. The participatory design approach proves to be very useful in encouraging learners to provide their ideas. Some learners who had limited exposure to computer or video games were still able to combine suitable game mechanics and draw ideas from their surroundings to create their own games. The findings also reveal differing viewpoints of urban and rural learners with regards to use of games of learning. The outcomes from this study provided valuable insights in the formulation of a framework for game design that takes into account learners' diversity.

2023

This is a paper about pedagogical connections between games studies and curriculum studies. It is also, a paper written under, and very much in light of, unprecedented conditions of uncertainty. I refer to basic, obvious environmental conditions: ones we in education don't pretend not to see. I hope to make that point salient in what follows. When writing-or doing most any kind of thing-under conditions of urgency and emergency, things do change. Possibilities, and therefore priorities, alter. Experience transforms. Perceptions shift, values twist. This is by no means a paper about 'emergency', something with which it is very hard to know how to deal responsibly. If not 'about' then, but rather just written under conditions of radical uncertainty, it argues for one small way to work with/in such conditions, epistemologically and pedagogically. So this paper's aim is not to integrate new media into conventional approaches to knowledge-building, but to show how games studies, specifically studies of game-based learning, can help to contest commonly-received notions of what counts as 'knowledge,' 'truth,' 'facts' and 'evidence.' More and more, social practices at work, brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Journal of the Canadian Association for Curriculum Studies (JCACS)

2023, Campus-wide Information Systems

This paper explores how a small group of adolescents in an alternative care and treatment program develop digital literacy skills over time while immersed in a rich media setting. It also explores how the students use new media tools and affordances to "perform" their identities and to present themselves within their classroom community. The author shares how these students used inquiry-based learning and multiple modes of expression, facilitated by the multimodal, multimedia nature of digital media, including both screen-based and tangibles as essential components of knowing and communicating.

2023, Computers & Education

Background: This exploratory study engaged teams of elementary and middle school students in the collaborative design of digital games. Game design is theoretically examined in this study as a form of knowledge-creating learning that is characterized by collaborative efforts to advance a shared object of activity, i.e., the game being designed. Using mixed methods, we examined how students experienced the game design project and how the project fostered connected learning, that is, integration of students' personal interests and supportive peer relations with their schoolwork, and how their self-assessed digital competences developed. Methods: The digital competences of 98 comprehensive school students across Finland were traced using pre-and post-questionnaires. The post-questionnaire also included validated measures on connected learning. Quantitative methods were used to analyze structured measures, and qualitative methods were used to analyze open-ended measures. Findings: Students experienced game design as an inspiring, challenging activity. Game design engaged student teams in sustained, collaborative efforts to create shared digital artifacts. Their efforts involved a great deal of mutual support and knowledge sharing. Participation also improved students' self-reported technical and artistic digital competences. The game design project fostered informal, interest-driven, sociodigital participation; inspired learning engagement; and improved schoolwork practices. Contribution: The game design project appeared to be a pedagogically meaningful way of engaging students in knowledge-creating learning and of connecting students' formal and informal learning. The project sparked students' motivation to learn, fostered digital competences, and enriched the learning environment.

2023, Int. J. Technology Enhanced Learning, Vol. 12, No. 1,

This study involved designing and implementing constructionist learning in an undergraduate advertising photography course. The design and implementation involved face-to-face learning blended with a course
application that provided access to online tools such as a Facebook group,
Google classroom and Moodle. The first objective involved the creation of a framework to guide the design of constructionist learning in the course. The second objective involved designing learning activities with technology and implementing the learning in the course over a five-week period. The third objective involved measuring students’ achievement and satisfaction. Results related of the design highlighted the centrality of students’ artefact creation and of collaborative learning by doing and making. Implications for practice relate to the value of use of new and emerging technologies to engage students not only in active forms of learning but also in the production of artefacts of their learning

2023, Proceedings of the 2015 British HCI Conference

2023, Journal of Digital Learning in Teacher Education

Figure 1. In the seminal book Mindstorms, Papert shared compelling insights and ideas for active, learner-oriented environments.

2023, International Journal of Mobile and Blended Learning

This article critically reviews the personalization logic embedded in reading recommendation systems developed for 2- to 11-year-old children and its (dis)alignment with Papert's constructionist and socio-constructionist theories of learning. It is argued that the current design fails to incorporate the computer culture that Papert envisioned for children's learning. While the personalization design focuses on child-centered design, it restricts the child's contribution to the database, minimises children's agency in shaping it and reinforces individual models of learning. The paper recommends that reading recommendation systems provide opportunities for what Papert described as self-discovery, experimentation, and development of abstract knowledge. Recommendation algorithms need to work in conjunction with diversification mechanisms to challenge and widen children's thinking and diversification should not be conflated with randomization. Practical examples are p...

2023, MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung

This paper begins with the most obvious, and yet most elusive, of educational media ecologies, the buildings which are ‹home› to pedagogic communication and interaction, and considers how we might understand «building as interface», construed first as a noun, («a structure with roof and walls» – OED) referring to places as physical structures, and then as a verb, («the action or trade of constructing something» – OED), referring to the activities of construction through which we can engage technologies central to theory, research and practice. Our concern is with exploring the larger question of educational sustainability: with what ‹sustainability› means when applied to a specifically educational context, and with the sustainability of the kinds of emerging educational environments in which new information and communications technologies play a significant role. This question of sustainable educational environments is driven by a need to be responsible and accountable for the impac...

2023, Futures

STEM education initiatives currently pervade the global landscape of educational reform. Unfortunately, the rush to adopt STEM reforms in North American schools and develop students for competitive 21 st century knowledge economies has encouraged an uncritical embrace of underlying STEM narratives and purposes, thus foreclosing critical discussion, alternative models, and new perspectives on doing science education differently. Here, we unpack narratives and practices informing STEM education that induct learning actors into 'anticipatory regimes' that advance neoliberal ends and technocapitalist ideologies. We argue first that STEM narratives of progress, competition, and innovation increasingly obscure the urgent ecological, ethical and social justice conditions students confront daily. Ironically, this prepares them for a future rendered unsustainable by scientific and technological orthodoxy. We then draw upon critical sustainability studies (CSS) to articulate new axiological orientations that reposition science and technology learning. Lastly, we describe and illustrate an approach aligned with these critical principlesproduction pedagogywhose theories and practices revision science and technology education. These strategies will situate students in agentive roles now, in this present, using realworld tools in authentic sociotechnical contexts. They can then confront their own capacities and limitations to engage in personally relevant ways, as producers, with techno-scientific knowledge. 1. Introduction Policy and initiatives advancing STEM education are pervasive within the global landscape of educational reform. While STEM policy documents provide rationale for ratifying new curricula that can deepen students' engagement in the sciences, mathematics, engineering, and technology fields, STEM education discourses largely fail to translate innovations in policy into innovations in pedagogy, and neglect, as well, theoretical and epistemological advances in conceptualizing the impacts of science and technology in physical, social, and symbolic worlds (Murphy, Firetto, & Greene, 2017; Rudolph, 2008; Zeidler, 2016). At the same time, the urgency to adopt and implement STEM reforms in North American schools has resulted in an uncritical embrace of underlying STEM aims and purposes, in turn foreclosing dissent, critical discussion, alternative models, and new perspectives on how we might 'do' science, and (STEM) education, differently.

2023, Educational Philosophy and Theory

Building upon a recent call to renew actor-network theory (ANT) for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting, and traces the novel positions of creative capacity and participation that emerging media may enable. Whereas traditional theories of educational technology tend to focus on the harmonization of new technologies with extant curricular goals and educational practices, an educational theory of technology looks to novel forms of technologically-mediated learning experience-from production pedagogies to role play in the virtual-to make visible the surprising relations, techniques, and opportunities that emerging media, and their attendant social contexts, may offer educational research.

2022, Journal of Digital Learning in Teacher Education

Figure 1. In the seminal book Mindstorms, Papert shared compelling insights and ideas for active, learner-oriented environments.

2022, Educational Philosophy and Theory

2022, Journal of Digital Learning in Teacher Education

Figure 1. In the seminal book Mindstorms, Papert shared compelling insights and ideas for active, learner-oriented environments.

2022, British Journal of Educational Technology

This paper argues for a re-examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is a push for rethinking the form of contemporary computing education with an eye toward more diverse, equitable and meaningful endpoints. With a focus on the role that constructionist-focused pedagogies and designs can play in supporting these endpoints, we examine four distinct cases and the endpoints they support. This paper is not intended to encompass all the possible alternate endpoints for computer science education; rather, this work seeks to start a conversation around the nature of and need for alternate endpoints, as a means to re-evaluate the current tools and curricula to prepare learners for a future of active and empowered computing-literate citizens.

2022

The development of an effective mobile game-based application specially for children with speech delay is highly dependent upon its design and the speech or language development of the users. Various design principles used for adult interfaces cannot be applied to children’s products because the abilities, needs, skills and expectations of the user are different than the adults. Although there are numerous studies have been conducted on designing games for children, studies on specific design guidelines for children with speech delay has yet to be comprehensively studied. Therefore, this study focuses on the set of design guidelines for the development of mobile game-based applications for children with speech delay in Malaysia. Using a case-control design, data on 10 pre-school children with speech delay and 20 pre-school children without speech delay were collected using a rubric questionnaire which was developed based on the existing design guidelines mainly for young children. C...

2022, The International Journal of Information and Learning Technology

Purpose The purpose of this paper is to explore how a small group of adolescents in an alternative care and treatment program develop digital literacy skills over time while immersed in a rich media setting. It also explores how the students use new media tools and affordances to “perform” their identities and to present themselves within their classroom community. Design/methodology/approach This ethnographic case study research involved seven students from a Canadian alternative school that provides educational programming for students from government approved care, treatment, custody and correctional facilities. Through an integrated arts-based curriculum, with a thematic focus on community and identity, the students used a variety to digital tools and media to create an “All About Me” book. Findings The students used inquiry-based learning and multiple modes of expression, facilitated by the multimodal, multimedia nature of digital media, including both screen-based and tangible...

2022, British Journal of Educational Technology

The aim of the project was to motivate school students to learn about the national literature of their own and others' countries. Engagement was fostered via the creation of digital artefacts (or "eartefacts") such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert's constructionism and Bloom's revised taxonomy formulated by Krathwohl (2002) expanded by Churches (2008). Participatory action research (PAR) (Reason & Bradbury, 2011) put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e-artefacts in their classroom practice was gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e-artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self-efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating eartefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e-artefacts in the curriculum, whilst maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff.

2018, ECGBL 2018 12th European Conference on Game-Based Learning

While recent educational research has focused on what/how people learn through playing digital games, there is less work focusing on what and how young people learn through game design and critical digital making. Drawing upon our own research and pedagogical interventions, this conceptual paper describes how digital gamemaking enacted through “production pedagogy” can leverage dynamic learning opportunities, enriching game-based learning research and offering critical alternatives to aridly disengaging forms of digital literacies instruction in schools. Production pedagogies are premised on the view that people learn best, and most deeply, through designing “networked” cultural artefacts that have use value, and that matter to their makers. Leveraging sociotechnical resources outside of schools, this approach to game design supports the acquisition of meaningful computational and critical literacies – from coding literacies and procedural logic to narrative and artistic competences, inviting students to open the “black box” of algorithmic culture and critically explore how these systems and mechanics can work towards a designer’s own purposes. Learners thus move beyond consumer-level technological proficiency to experience and enact creative producer-like dispositions. This approach to digital making involve learners in self-directed, interdisciplinary modes of situated inquiry, where actors collaboratively research, deconstruct models, and co-construct new knowledge and art as they create, “do things” with, and share digital games - interactive visual novels and critical empathy games, roleplaying simulations and non-linear multimodal narrative adventures. Here, we identify limitations in constructionist game making research and advance production pedagogy as a critical alternative to increasingly instrumentalized forms of 21st century “skills” learning. Addressing the pressing crisis of student disengagement today, we argue that production pedagogy can enable learners to reengage with and drive their own learning, both within and beyond formal educational spaces.

2017

Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of... more