DOCSLIB.ORG

“Caro” Williams-Pierce

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
“Caro” Williams-Pierce Caroline “Caro” Williams-Pierce Assistant Professor (she/her/hers) College of Information Studies University of Maryland, College Park Patuxent #2109G College Park, MD 20742 [email protected] FORMAL EDUCATION AND DEGREES Aug. 2016 Ph.D. in Mathematics Education Department of Curriculum & Instruction University of Wisconsin – Madison Advisor: Dr. Amy B. Ellis Committee: Dr. Mitchell Nathan, Dr. David Landy, Dr. Erica Halverson, & Dr. Eric Knuth Dissertation: Multiplying Fractions and LittleBigPlanet 2: Playing to Learn May 2010 M.A., Mathematics and Education (joint degree) University of Wisconsin – Madison Departments of Curriculum & Instruction and Mathematics Advisor: Dr. Amy B. Ellis Committee: Dr. Eric Knuth & Dr. David Griffeath Thesis: Algebra and No Child Left Behind: Standardized tests and algebraic complexity May 2004 Bachelors in Mathematics University of Maine at Fort Kent Advisors: Dr. Marion “Penny” Albert & Dr. John Elliot POSITIONS HELD Aug. 2019 – Assistant Professor Present College of Information Sciences University of Maryland, College Park Aug. 2015 – Assistant Professor Aug. 2019 School of Education, Department of Educational Theory & Practice University at Albany, SUNY Continued affiliation for the academic year 2019-2020. May 2011 – Research Team Member, Mitchell Nathan & Martha Alibali, co-P.I.s May 2017 Tangibility for Teaching, Learning, and Communicating Mathematics (TANG) University of Wisconsin – Madison Caro Williams-Pierce last edited 1/31/20 9:50 PM p. 1 of 36 Sept. 2014 – Project Assistant, Percival Matthews, P.I. Aug. 2015 Mathematics Education Learning & Development (MELD) Lab University of Wisconsin – Madison Sept. 2014 – Project Assistant, Amy B. Ellis, P.I., Elise Lockwood, Erik Tillema, & Kevin Aug. 2015 Moore, Co-P.I.s Generalization Across Multiple Mathematical Areas (GAMMA) University of Wisconsin – Madison June 2013 – Project Assistant, Constance Steinkuehler & Kurt Squire, Co-Directors Aug. 2014 Games+Learning+Society Center Wisconsin Institute for Discovery Sept. 2012 – Teaching Assistant, Ryan Martinez & Kurt Squire, instructors May 2013 Curriculum & Instruction 277: Videogames and Learning University of Wisconsin – Madison Oct. 2010 – Research Team Member, Constance Steinkuehler, P.I. Nov. 2013 PopCosmo Research Lab University of Wisconsin – Madison Sept. 2010 – Project Assistant and Team Member, Amy Ellis, P.I. Feb. 2013 Supporting Students’ Proof Practices through Quantitative Reasoning in Algebra (SPARQ) University of Wisconsin – Madison Aug. 2009 – Project Assistant, Eric Knuth, P.I., Amy Ellis & Charles Kalish, co-P.I.s Sept. 2012 Understanding and Cultivating the Connections between Students’ Natural Ways of Reasoning and Mathematical Ways of Reasoning (IDIOM) University of Wisconsin – Madison Aug. 2008 – Faculty Fellow, Melissa Gresalfi, co-P.I. (Sasha Barab, P.I.) June 2009 The Quest Atlantis Project (QA) Indiana University – Bloomington Sept. 2007 – Project Assistant, Amy Ellis, co-P.I. (Joanne Lobato, P.I.) June 2008 Coordinating Social and Individual Aspects of Generalizing Activity: A Multi- tiered “Focusing Phenomena” Study University of Wisconsin – Madison Aug. 2007 – Project Assistant, Rovy Branon, Executive Director May 2008 University of Wisconsin System, Academic Advanced Distributed Learning Co- Laboratory Aug. 2006 – Project Assistant, Eric Knuth, P.I., Amy Ellis & Charles Kalish, co-P.I.s Caro Williams-Pierce last edited 1/31/20 9:50 PM p. 2 of 36 June 2007 Understanding and Cultivating the Connections between Students’ Natural Ways of Reasoning and Mathematical Ways of Reasoning (IDIOM pilot) University of Wisconsin – Madison INSTRUCTIONAL DESIGN AND CONSULTING Sept. 2016 – Game Designer & Builder Present Rolly’s Adventure Revising game for touchpads about multiplying proper and improper fractions represented as quantities, based upon dissertation design and research. Graphics by Filament Games, LLC. April 2015 – Mathematics Education Consultant, Filament Games LLC Aug. 2015 Consulting about math content, representations, and interactions for Take Off!, a mobile puzzle game for young children about addition, subtraction, and place value for the educational game company EkStep. Product shipped. Sept. 2013 – Game Designer & Builder, Dissertation Game March 2015 Rolly’s Adventure, built and published via LittleBigPlanet 2 Designed and built a game about multiplying proper and improper fractions represented as quantities, with a trajectory designed to ground formal notation in perceptual experiences. Product shipped. Jan. 2011 – Game Designer, Scott Wilson, Director Sept. 2012 University of Oklahoma K20 Center – Gear Up grant Working as game designer and mathematics educator on the game Me & E, a multiplayer game about the Oklahoma oil industry centered around mathematical concepts from Algebra I and II. Collaborated closely with industry experts in order to maintain authenticity, designed mathematical tasks and assessments aligned with CCSS-M, and worked with fellow designers and on-site programmers. Product shipped. Aug. 2008 – Game Designer, Sasha Barab, Director, & Melissa Gresalfi, Associate June 2009 Director The Quest Atlantis Project, Indiana University, Bloomington Designed, built, and published various quests centered around learning mathematical concepts including fractions and statistics, as well as River Rumpus, a quest parallel to Cedar CreeK, part of Vanderbilt’s Jasper Woodbury video curriculum. Product shipped. Aug. 2007 – Online Interactive Lesson Design, Rovy Branon, Executive Director May 2008 University of Wisconsin System, Academic Advanced Distributed Learning Co-Laboratory (Co-Lab) Co-designed an online algebra preparation class with Moses Wolfenstein. Topics and tentative details were provided virtually by our client, Florida Caro Williams-Pierce last edited 1/31/20 9:50 PM p. 3 of 36 Virtual School, the largest K12 online school in the country, which we consequently modified and elaborated appropriately for interactive and online content. We worked hand in hand with the programming team, also on-site at the Co-Lab. Product shipped. GRANTS AND AWARDS In submission Co-Principal Investigator with Yla TauscziK Exploring How to Design Data Hackathons to Support Data Science Thinking National Science Foundation, Advancing Informal STEM Learning In submission Principal Investigation Mathematical Play and Embodied Cognition: Across Ages, Context, and Content National Science Foundation, Advancing Informal STEM Learning 2019 – Present Senior Personnel with Dr. Hortensia Soto (PI) Embodied Mathematical Imagination and Cognition: Professional Development for Undergraduate Mathematics Instructors ($49,326) National Science Foundation, Division of Undergraduate Education 6/1/2019-5/30/2021, #1835409 2018 – 2019 Senior Personnel with Dr. Mitchell Nathan (PI) Synthesis and Design Workshop: The Future of Embodied Design for Mathematical Imagination and Cognition ($99,995) National Science Foundation, CyberLearning 9/1/2018 – 8/31/2019, #1825662 2018 –2019 Principal Investigator with Dr. Julie Learned and Dr. Brett Levy (Co-PIs) Toward Inclusive Schools: Expanding Teacher Demographics to Reflect Students ($5,000) School of Education Dean’s Award University at Albany, SUNY This led to the Dean establishing the SoE Diversity Task Force and the Rising Scholars program. 2016 – 2019 Principal Investigator A Provocative Object: Designing an Interactive and Playful Mathematical Experience ($10,000) Faculty Research Award Program – category A University at Albany, SUNY March 2017 Individual Development Award for professional development ($1,000) New York State/United University Professions Joint Labor-Management Caro Williams-Pierce last edited 1/31/20 9:50 PM p. 4 of 36 University at Albany, SUNY Spring 2014 Department of Curriculum & Instruction Conference Travel Grant University of Wisconsin – Madison Fall 2013 – James B. and Susan Solie Patterson Graduate Student Award ($7,500) Spring 2014 University of Wisconsin – Madison Fall 2013 Vilas Conference Presentation Travel Grant University of Wisconsin – Madison Spring 2013 Department of Curriculum & Instruction Conference Travel Grant University of Wisconsin – Madison RESEARCH AND PUBLICATIONS Research and Publications in Progress Zandieh, M., Plaxco, D., Williams-Pierce, C., & Amresh, A. (in preparation). Using three fields of education research to frame the development of digital games. To be submitted to For the Learning of Mathematics. Abrahamson, D., Nathan, M.J., Williams-Pierce, C., Walkington, C., Ottmar, E., Soto, H., & Alibali, M.W. (in preparation). The future of embodied design for mathematics teaching and learning. To be submitted to Frontiers in Education (special issue on Future of STEM Education: Multiple Perspectives from Researchers). Walkoe, J., Williams-Pierce, C., & Flood, V. (in preparation). Seeing learning: Teacher noticing and embodied cognition. Peer-Reviewed Journal Articles Williams-Pierce, C., & Thevenow-Harrison, J.T. (in revision). Mathematical play: Failure and learning. Williams-Pierce, C. & Dogan, M.F. (in revision). When generalizing is just playing the game. Dogan, M.F. & Williams-Pierce, C. (under review – round 2). The role of generic examples in teachers’ proving activities. Williams-Pierce, C. (2019). Designing for mathematical play: Failure and feedbacK. Information and Learning Sciences, 120(9/10), 589-610. https://doi.org/10.1108/ILS-03-2019-0027 Caro Williams-Pierce last edited 1/31/20 9:50 PM p. 5 of 36 Dogan, M.F. & Williams-Pierce, C. (2019). Supporting teacher
Load more

Recommended publications
  • Constance Steinkuehler, Curriculum Vitae 1
    Constance Steinkuehler, Curriculum Vitae 1 Constance Steinkuehler Assistant Professor, University of Wisconsin-Madison 225 North Mills Street, Madison WI 53706 telephone: 608.263.4669; email: [email protected] Formal Education Ph.D. Curriculum & Instruction 2005 University of Wisconsin-Madison Advisor: Dr. James Paul Gee Major: Literacy Studies Minor: Cognitive Science Applied to Education Doctoral Thesis: Cognition & Learning in Massively Multiplayer Online Games: A Critical Approach M.S. Educational Psychology 2000 University of Wisconsin – Madison Major: Cognitive Science Applied to Education B.A. Mathematics 1993 B.A. English B.A. Religious Studies University of Missouri–Columbia Positions Held Senior Policy Analyst 2011-present Office of Science and Technology Policy, Executive Office of the President Senior Policy Analyst, Game Design & Development 2011 Morgridge Institute for Research, University of Wisconsin-Madison Assistant Professor, Educational Communication & Technology 2005-present Curriculum and Instruction; Educational Psychology on leave University of Wisconsin-Madison Project Assistant 2002-2005 Videogames & Literacy Project, University of Wisconsin-Madison Associate Lecturer, Human Abilities & Learning 2003, 2004 Educational Psychology, University of Wisconsin-Madison Research Assistant 1998-2002 Secondary Teacher Education Project, University of Wisconsin-Madison Consultant 2001 Asynchronous Learning Network, New Jersey Institute of Technology, Newark NJ Grader, Language & Social Interaction 2001 Sociology, University of Wisconsin-Madison Constance Steinkuehler, Curriculum Vitae 2 Teaching Assistant, Human Abilities & Learning 1998 Educational Psychology, University of Wisconsin-Madison Homebound Instructor & Substitute Teacher 1997-1998 Jefferson City School District, Jefferson City MO Grader, General Chemistry 1996 Chemistry, University of Missouri-Columbia Instructor, Sign Language 1991-1996 Columbia Area Adult Education, Columbia MO Instructor, Sign Language 1993 Medical School, University of Missouri-Columbia Books & Reports 1.
    [Show full text]
  • The Civic Potential of Video Games
    CERG Civic Engagement Research Group at Mills College www.civicsurvey.org The Civic Potential of Video Games September 7, 2008 Joseph Kahne [email protected] Ellen Middaugh [email protected] Chris Evans [email protected] This is an occasional paper of the John D. and Catherine T. MacArthur Foundation Digital Media and Learning Program. The authors wish to thank the MacArthur Foundation for supporting this research. www.digitallearning.macfound.org Acknowledgments The authors would like to thank Craig Wacker, Connie Yowell and Benjamin Stokes at the MacArthur Foundation; the scholars and researchers who gave us feedback on the survey instrument, the report, and the research arena as a whole: Craig Anderson, Sasha Barab, Linda Burch, Lance Bennett, Brad Bushman, Rana Cho, Seran Chen, David Chen, Connie Flanagan, Jim Gee, Eszter Hargittai, Betty Hayes, Mimi Ito, Henry Jenkins, Barry Josephs, Scott Keeter, Miguel Lopez, Ryan Patton and Smithsonian Summer Camps, Rebecca Randall, Chad Raphael, Katie Salen, Rafi Santos and Global Kids, David W. Shaffer, Constance Steinkuehler, Doug Thomas, and Dmitri Williams. We are especially grateful to Amanda Lenhart, Lee Rainie, Alexandra Rankin Macgill, and Jessica Vitak of the Pew Internet and American Life Project and to Sydney Jones, Pew Internet research intern for collaborating on the Pew Games and Civics Survey. The data analysis and findings presented in that report are central to much of the analysis presented here. The authors are solely responsible for all conclusions. The Civic Potential of
    [Show full text]
  • Terra Nova Toward Terra Firma: Data on Games for Science Learning
    ICLS 2010 • Volume 2 Terra Nova Toward Terra Firma: Data On Games For Science Learning Douglas B. Clark, Mario Martinez-Garza, Vanderbilt University, Nashville, TN Email: [email protected], [email protected] Noel Enyedy, UCLA, Los Angeles, CA, [email protected] Constance Steinkuehler, Kurt Squire, Mingfong Jan, UW-Madison, Madison WI Email: [email protected], [email protected] Daniel T. Hickey, Joshua Danish, Eun Ju Kwon, & Michael K. Filsecker, Indiana University, Bloomington, IN Email: [email protected], [email protected] & [email protected] Brian C. Nelson, Cynthia M. D’Angelo, Kent Slack, Younsu Kim, Cecile Foshee, Arizona State University, Tempe, AZ Email: [email protected], [email protected], [email protected], [email protected], [email protected] Diane Jass Ketelhut, Catherine Schifter, Deepti Mudegowder, David Majerich, Melanie Wills, Angela Shelton, Patrick McCormack, Tera Kane, Zoe Freeman, Temple University, Philadelphia, PA Email: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] Eric Klopfer, Chuan Zhang, Judy Perry, Josh Sheldon; Massachusetts Institute of Technology, Cambridge, MA Email: [email protected], [email protected], [email protected], [email protected] Jody Clarke-Midura & Eugenia Garduno, Harvard University, Cambridge, USA Email: [email protected], [email protected] Abstract. Much enthusiasm but less data has often accompanied games for science learning. This session brings together several researchers who investigate the potential of games for science learning and invites audience members to consider the evidence, raise their own questions and concerns, and form their own conclusions regarding several current projects.
    [Show full text]
  • Williams-Pierce CV 2019
    Caroline “Caro” Williams-Pierce Assistant Professor College of Information Studies University of Maryland, College Park [email protected] FORMAL EDUCATION AND DEGREES Aug. 2016 Ph.D. in Mathematics Education Department of Curriculum & Instruction University of Wisconsin – Madison Advisor: Dr. Amy B. Ellis Committee: Dr. Mitchell Nathan, Dr. David Landy, Dr. Erica Halverson, & Dr. Eric Knuth Dissertation: Multiplying Fractions and LittleBigPlanet 2: Playing to Learn May 2010 M.A., Mathematics and Education (joint degree) University of Wisconsin – Madison Departments of Curriculum & Instruction and Mathematics Advisor: Dr. Amy B. Ellis Committee: Dr. Eric Knuth and Dr. David Griffeath Thesis: Algebra and No Child Left Behind: Standardized tests and algebraic complexity May 2004 Bachelors in Mathematics University of Maine at Fort Kent Advisors: Dr. Marion “Penny” Albert and Dr. John Elliot POSITIONS HELD Aug. 2019 – Assistant Professor Present College of Information Sciences University of Maryland, College Park Aug. 2015 – Assistant Professor Aug. 2019 School of Education, Department of Educational Theory & Practice University at Albany, SUNY Additional voluntary appointment for the academic year 2019-2020. May 2011 – Research Team Member, Mitchell Nathan & Martha Alibali, co-P.I.s May 2017 Tangibility for Teaching, Learning, and Communicating Mathematics (TANG) University of Wisconsin – Madison Sept. 2014 – Project Assistant, Percival Matthews, P.I. Aug. 2015 Mathematics Education Learning & Development (MELD) Lab University of Wisconsin – Madison Caro Williams-Pierce last edited 6/12/19 11:38 AM p. 1 of 34 Sept. 2014 – Project Assistant, Amy B. Ellis, P.I., Elise Lockwood, Erik Tillema, & Kevin Aug. 2015 Moore, Co-P.I.s Generalization Across Multiple Mathematical Areas (GAMMA) University of Wisconsin – Madison June 2013 – Project Assistant, Constance Steinkuehler & Kurt Squire, Co-Directors Aug.
    [Show full text]
  • Girls in Steam Symposium
    ST. MARGARET’S EPISCOPAL SCHOOL GIRLS IN STEAM SYMPOSIUM SATURDAY, MARCH 2, 2019 8:30 AM - 3:00 PM PERFORMINGST. MARGARET’S ARTS EPISCO PACENTERL SCHOOL ROOMS ST. MARGARET ’S EPISCOPAL SCHO OL MIDDLE SCHOOL ROOMS ST. MARGARET ’S EPISCOPPERFORMINGAL SCHO OL ARTS CENTER MIDDLE SCHOOL CLASSROOMS MIDDLE SCHOOL CLASSROOMS 1003 Boys Girls Boys Girls Restroom Restroom ROOM LEGEND Restroom RestroomCostumes 909 910 959 960 961 962 909 910 959 960 961 962 1036 907 908 907 908 1003 - Costume Studio 1037 1007 - Richins 1007 Sta Sta Dance Studio Restroom 1012 - Rice Restroom 1013 - Silverman 1032 906 958 906 1014 - Pacheco Choral 958 1015 - Miller Stairs Stairs MARCUSStairs D. HURLBUT Stairs 1017 - Concessions Elevator Elevator THEATElevatorER Elevator 1029 - Wie 905 905 957 Second Floor 1030 - Carbajal FloorGround 1031957 Girls 1031 - Audio Visual Control Room Dressing 1032 - Miles, Kwan Room MS Conference MS Conference 1036 - Green Room Secretary Room 956 Secretary Room 1037 - Harvey 1030 956 P - Practice Rooms Concert Boys Band Dressing 904 Room 904 955 955 Reception Reception Restrooms 1029 Restrooms 954 954 Asst. Womens Asst. Principal Orchestra Principal Restroom SECOND FLOOR SECOND FLOOR Work Room Principal 953 ROOM TEACHER Work Room Principal 953 ROOM TEACHER Theater 950 Flex Classroom Mens 950 Flex Classroom 951 Windes 951 Windes GROUND FLOOR Restroom GROUND FLOOR 952 Paul 952 Paul 903 ROOM TEACHER 952 953 Assaf 903 ROOM TEACHER 952 953 Assaf Student 901 Otto 954 McMahon 954 McMahon Restrooms 901 Otto 902 Johns-Richardson 1017 955 Hoggan
    [Show full text]
  • Toward a Theory of Game-Media Literacy: Playing and Building As Reading and Writing Idit Harel Caperton, Phd President and Founder, World Wide Workshop Foundation1
    Toward a Theory of Game-Media Literacy 1 Running head: TOWARD A THEORY OF GAME-MEDIA LITERACY Toward a Theory of Game-Media Literacy: Playing and Building as Reading and Writing Idit Harel Caperton, PhD President and Founder, World Wide Workshop Foundation1 To be published in the International Journal of Gaming and Computer-Mediated Simulations, 2(1) (January, 2010) Editor: Rick Ferdig; Guest Editors: Jonathon Richter & Lisa Dawley Keywords: 21st‐century Learning, Digital Literacy, Media Literacy, Gaming Literacy, MIT Media Lab, Constructionism, Idit Harel Caperton, James Paul Gee, John Seeley Brown, Seymour Papert, Globaloria, World Wide Workshop Foundation 1 This is a summary of a paper I presented on a panel with Prof. James Paul Gee ([email protected]) at the 2009 Annual Meeting of the American Education Research Association (AERA) in San Diego, Interactive Symposium of the SIG Applied Research in Virtual Environments for Learning. Jim Gee is professor at Arizona State University and a member of the National Academy of Education. His book Sociolinguistics and Literacies was one of the founding documents in the formation of New Literacy Studies, a field devoted to studying language, learning, and literacy. Professor Gee’s most recent work deals with videogames, language, and learning; he shows how they can help us think about “good learning” and the reform of schools. Dr. Idit Harel Caperton ([email protected]) is a Founder and President of World Wide Workshop Foundation in NYC. A learning scientist, an educational technology innovator, and a social entrepreneur, Idit won numerous awards for her work, including the AERA 1992 Outstanding Book Award for Children Designers, the Computerworld-Smithsonian Award (1999), the Internet industry coveted Global Information Infrastructure Award (1999), and the 21st-Century Achievement Award on the MaMaMedia Peace Project from the Computerworld Honors Program (2002).
    [Show full text]
  • From Age of Empires to Zork: Using Games in the Classroom
    Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 7-12-2008 From Age of Empires to Zork: Using Games in the Classroom Todd Bryant Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the Educational Methods Commons, Higher Education Commons, and the Instructional Media Design Commons Recommended Citation Bryant, Todd. "From Age of Empires to Zork: Using Games in the Classroom." Academic Commons (Article published online July 12, 2008). https://web.archive.org/web/20130412175440/ http://www.academiccommons.org/commons/essay/gamesinclassroom This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. From Age of Empires to Zork: Using Games in the Classroom web.archive.org/web/20130412175440/http:/www.academiccommons.org/commons/essay/gamesinclassroom With the remarkable growth in the gaming industry in recent years, educators have begun looking at games as a way of reaching students in this new digital world. While games have certainly been the target of criticism and even vilification in the popular media, many do possess qualities beneficial to education, such as the presentation of scenarios, problem solving, collaboration, and metrics. Among the early researchers of game pedagogy is James Paul Gee, professor of reading at the University of Wisconsin. Gee sees games as models for sound pedagogical practice. To convince consumers to pay for the privilege of learning the often complex rules, scenarios, and interactions within their games, Gee argues, game manufacturers have had to become expert teachers.
    [Show full text]
  • Affinity Spaces for Informal Science Learning: Developing a Research Agenda
    Affinity Spaces for Informal Science Learning: Developing a Research Agenda Report of Workshop held July 6 & 7 at Games+Learning+Society 2015 Project Personnel Principal Investigators Richard C. Hudson, TPT Twin Cities Public Television Sean Duncan, Indiana University Carlton Reeve, University of Bradford Steering Committee June Ahn, University of Maryland, College Park Ben DeVane, University of Iowa College of Education Deborah Fields, University of Utah Yasmin Kafai, University of Pennsylvania Jayne Lammers, University of Rochester Sonia Livingstone, London School of Economics and Political Science Jackie Marsh, University of Sheffield Cliff Lampe, University of Michigan Cover image courtesy of Ethority, ethority.net Support The Affinity Spaces for Informal Science Learning workshop was made possible by the National Science Foundation under Grant No. 1451321, as part of the Science Learning+ initiative, a collaboration between the NSF and the Wellcome Trust. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Copyright @ 2016 TPT Twin Cities Public Television 2 Table of Contents Introduction 4 What is an Affinity Space? 5 Why Does Affinity Space Research Matter Today? 7 Summary of Literature Review 8 Current Trends in Informal Science Education Research 9 Workshop Presentations on Related Themes and Research 11 Social Media 11 Participatory Culture and Connected Learning 12 Identity 14 Children Online 15 Workshop Discussion and Recommendations for Research 16 Theme 1. Equity and Diversity 16 Theme 2. Interest 17 Theme 3. Identity 17 Theme 4. Literacy 18 Theme 5. Methodology 19 Recommendations 20 Funding Opportunities 21 Appendices 22 Workshop Agenda 23 Participant Directory 24 Literature Review 32 References 42 3 Introduction With support from the National Science Foundation’s Science Learning+ initiative, Twin Cities Public Television (TPT), in St.
    [Show full text]
  • Abbreviated Curriculum Vitae Kyrie Eleison H. Caldwell
    Abbreviated Curriculum Vitae Kyrie Eleison H. Caldwell [email protected] 715-690-7977 Education Massachusetts Institute of Technology, Cambridge, Massachusetts 2014-2016 Master of Science (S.M.) in Comparative Media Studies, September 2016. • Thesis: “Fake the Dawn: Digital Game Mechanics and the Construction of Gender in Fictional Worlds,” July 2016. University of Wisconsin-Madison, Madison, Wisconsin 2009-2013 Bachelor of Arts (B.A.) with Distinction in Art History and Religious Studies, May 2013. • Senior Honors Thesis: “Digital ‘Fayth’ and Ritual ‘Play’: A Study in Religious Participation and Audiovisual Affect in Contemporary Video Games,” May 2013. Publications Schmieder, Christian, Kyrie E. H. Caldwell, and Ellen Bechtol. “Readying Extension for the Systematic Analysis of Large Qualitative Data Sets.” Journal of Extension, 56, no. 6 (October 2018). https://joe.org/joe/2018october/pdf/JOE_v56_6a2.pdf. Caldwell, Kyrie Eleison H., Scot Osterweil, Carole Urbano, Philip Tan, and Richard Eberhardt. “‘I Just Don’t Know Where to Begin’--Designing to Facilitate the Educational Use of Commercial, Off-the-Shelf Videogames.” In Serious Games and Edutainment Applications, edited by Minhua Ma, Andreas Oikonomou, and Lakhmi C. Jain, 2nd edition. London: Springer- Verlag, 2017. https://www.springer.com/us/book/9783319516431. Caldwell, Kyrie Eleison H., Sean Seyler, Amanda Ochsner, and Constance Steinkuehler, eds. Games + Learning + Society Conference 11 Proceedings. Pittsburg, PA: ETC Press, 2015. http://press.etc.cmu.edu/content/gls-11-conference-proceedings. Caldwell, Kyrie Eleison H. “Acting in the Light and on Fayth: Ritualized Play in Journey and Final Fantasy X.” Edited by Sean Duncan and Caroline C. Williams. Well Played: A Journal on Video Games, Values, and Meaning 4, no.
    [Show full text]
  • Downloading the Photos They Took the Week Before Onto the Computer
    Discovering Familiar Places The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Citation Coulter, Bob et al. “Discovering Familiar Places.” Games, Learning, and Society. Ed. Constance Steinkuehler, Kurt Squire, and Sasha Barab. Cambridge: Cambridge University Press, 2012. 327–354. As Published https://doi.org/10.1017/CBO9781139031127.025 Publisher Cambridge University Press Version Author's final manuscript Citable link http://hdl.handle.net/1721.1/109781 Terms of Use Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. Detailed Terms http://creativecommons.org/licenses/by-nc-sa/4.0/ Chapter Title: Discovering Familiar Places: Learning through Mobile Place-Based Games Authors: Bob Coulter, Missouri Botanical Garden Eric Klopfer, Josh Sheldon, and Judy Perry, Massachusetts Institute of Technology February 12, 2100: Walking down by the river’s shore it is hard to believe that as recently as a hundred years ago this bank of the river was dry land. Today all of this land is frequently under water as a result of increasingly wild weather events. Looking across the river you see the steady red light on the tower indicating that yet again, rain is in the forecast and people need to be ready to move to higher ground. Traveling back a hundred years as a TimeLab researcher, you are surprised to learn that the risk of flooding was rather low in the past. Concerned for your family and friends, you think it would be great if the river didn’t have to rise – if this land could still be as dry as it was back then.
    [Show full text]
  • The Gaming Generation (Ninety Million People) Is Yourself Yourself up As a “Strategy Guide” That They Can Turn to When They Need Help with a Project Or a Problem
    Chapter 2 The Gaming Generation The Impact of Games & Gamers seventy-seven million boomers had on society to realize that a group that is ten million stronger will surely be hen we examine traditionally underserved pop- a similarly significant force. The far end of the age spec- ulations in libraries, near, if not at, the top of trum of gamers has now been in the workforce for a few Wthe list are teenage males. It’s not that librar- years, and as Beck and Wade note in Got Game, they are ians don’t try, but we do not connect with them, or seem already having an impact. For the most part, they share to be able to consistently provide services they value, in specific characteristics that define them as a generation ways we do with other groups (parents, seniors, business and also mark them as very different from other demo- owners, or others). Through story-time programs, collec- graphic groups. tion development, arts and crafts, lap-sit programs, and In order to determine these characteristics and un- homework support, we do a good job of serving the needs derstand how they might affect the business world as of younger children, and we do a good job of serving ninety-million people enter it in waves, Beck and Wade patrons when they reach parenthood (again with story- commissioned a survey of 2,500 men and women in the time programs, collection development, lap-sit programs, United States in order to determine “whether the experi- homework support, and lifelong-learning programmatic ence of gaming and growing up surrounded by games, elements).
    [Show full text]
  • The Mismeasure of Boys: Reading and Online Videogames
    WCER Working Paper No. 2011-3 July 2011 The Mismeasure of Boys: Reading and Online Videogames Constance Steinkuehler Department of Curriculum & Instruction/ Wisconsin Center for Education Research University of Wisconsin–Madison [email protected] Wisconsin Center for Education Research School of Education • University of Wisconsin–Madison • http://www.wcer.wisc.edu/ Copyright © 2011 by Constance Steinkuehler All rights reserved. Readers may make verbatim copies of this document for noncommercial purposes by any means, provided that the above copyright notice appears on all copies. WCER working papers are available on the Internet at http://www.wcer.wisc.edu/publications/ workingPapers/index.php. Recommended citation: Steinkuehler, C. (2011). The mismeasure of boys: Reading and online videogames (WCER Working Paper No. 2011-3). Retrieved from University of Wisconsin–Madison, Wisconsin Center for Education Research website: http://www.wcer.wisc.edu/publications/workingPapers/papers.php The research reported in this paper was supported by the MacArthur Foundation and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin– Madison. Any opinions, findings, or conclusions expressed in this paper are those of the author and do not necessarily reflect the views of the funding agencies, WCER, or cooperating institutions. The Mismeasure of Boys: Reading and Online Videogames Constance Steinkuehler The dramatic shift in college enrollment demographics—taking men from the majority to the minority on university campuses (71% in 1947 compared to 42.9% in 2009, Snyder & Dillow, 2011)—has certainly made the headlines, but it is the underlying problem of teenage boys and school that is particularly grim. Only 65% of boys graduate from high school as compared with 72% of girls (Greene & Winters, 2006).
    [Show full text]