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Designing Learning with Citizen Science and Games The Emerging Learning Design Journal Volume 4 Issue 1 Article 3 February 2018 Designing Learning with Citizen Science and Games Karen Schrier Marist College Follow this and additional works at: https://digitalcommons.montclair.edu/eldj Part of the Curriculum and Instruction Commons Recommended Citation Schrier, Karen (2018) "Designing Learning with Citizen Science and Games," The Emerging Learning Design Journal: Vol. 4 : Iss. 1 , Article 3. Available at: https://digitalcommons.montclair.edu/eldj/vol4/iss1/3 This Trends is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in The Emerging Learning Design Journal by an authorized editor of Montclair State University Digital Commons. For more information, please contact [email protected]. Volume 4 (2017) pp. 19-26 http://eldj.montclair.edu eld.j ISSN 2474-8218 Emerging Learning Design Journal Trend Designing Learning with Citizen Science and Games Karen Schrier Marist College [email protected] April 29, 2017 ABSTRACT This emerging trends article introduces concepts such as citizen science (the inclusion of non-professionals in scientific knowledge production) and knowledge games (games that enable players to solve real-world problems through crowdsourcing and collective intelligence activities within a game). The article shares the strengths and limitations of using citizen science and knowledge games in the classroom, as well as initial tips and guidelines for bringing these types of experiences to the classroom. Keywords: games, gaming, digital games, learning, education, design, classroom, knowledge games, citizen science, crowdsourcing INTRODUCTION games teach us about morality, science, or history; Over the past decade, educators and practitioners bullying, poverty, space travel, or genetics, but also have been increasingly incorporating games in the solve mysteries related to these topics? Instead of just classroom, workplace, afterschool centers and home to learning about DNA, for example, can games aid help teach kids, adults, and learners of all kinds (Farber, students and experts construct new insights about 2015; Schrier, 2014; Groff, et al., 2016; Millstone, 2012; genetics? Schrier, 2016b). For instance, kids have gained historical CITIZEN SCIENCE IN THE CLASSROOM thinking skills from Mission US, argumentation techniques from Quandary, numeracy abilities from Inviting students and other “amateurs” to help solve DragonBox Numbers, and computational thinking from real-world problems is nothing new. Amateurs have Blockly. Recent research on gaming has supported the been co-creating knowledge with professionals for use of games in education, and has suggested that well- hundreds of years; for instance, citizens have been designed games can be used for learning skills and contributing astronomical data (in the case of the domains of knowledge (e.g., Ke, 2016; Wouters & van American Association of Variable Star Observers Oostendorp, 2017; Wouters et al, 2013; Sitzmann, 2011; (AAVSO) and botanical information (Keeney, 1992). Clark et al., 2016), as well as to change attitudes and We can call this type of collective activity “citizen enhance curiosity (Squire, 2011). Games may also help science,” where “everyday” people are engaged in data us better empathize, express, and connect (Isbister, collection, interpretation and analysis of scientific 2016), think through ethical and moral decisions phenomena, helping scientists to solve real scientific (Schrier, 2015; Schrier, in press) and learn about real- mysteries and open questions (Schrier, 2016a). For world issues and problems (Koo & Seider, 2010; instance, today, people are able to log onto Zooniverse’s Schrier, 2016a; Games for Change). Galaxy Zoo and help to classify galaxies photographed by a telescope, or count birds as part of the Audubon One new possible area for games is beginning to Society’s Christmas Bird Count, which is the longest emerge: that of solving real-world problems and running bird citizen science and began in 1900. Teachers building new knowledge through games. In other words, can also engage their students in citizen science projects. can games help teach skills, concepts, and topics that we SciStarter.org, a database of citizen science projects, has know, but also help society build new knowledge that filters for different age ranges, such as elementary or we do not yet know? In other words, can games help us high school aged students. For instance, SquirrelMapper make new discoveries or research open questions? Can is aimed at students and invites them to spot and count Designing Learning with Citizen Science and Games: Schrier 19 Volume 4 (2017) pp. 19-26 http://eldj.montclair.edu eld.j ISSN 2474-8218 Emerging Learning Design Journal Trend squirrels in their backyards and local parks, and then Table 1. Possible strengths and limitations to using citizen enter their data, which will be shared with other students science projects in the classroom. through a map interface (Squirrelmapper.org). The SharkFinder program is created by JASON Learning Strengths Limitations (National Geographic) enables students to sift through May be self-paced and self- Some students may not be guided ready for so much real sand sent by scientists to search for shark fossil independence and discipline. remains from the Atlantic coast. The World Water May have real-world The impact not always clear Monitoring Day organization invites students and people impact. or quantifiable from around the world to use kits to monitor the water in May have real-time Feedback that students their school or other locale. The project has collected feedback so students can receive may be designed for data from 142 countries and almost a million and a half learn from their mistakes purpose of the project, rather participants (www.worldwatermonitoringday.org/). immediately. than for the purpose of Citizen science is effective, in part, because it uses learning; it may not be the type of feedback a student- crowdsourcing, collective intelligence, and other learner needs. distributed problem solving techniques (Schrier, 2016a). May enable students to May not always enable In other words, instead of having one lab or one scientist connect with each other connection or collaboration do all of the data collection and analyses, researchers can and/or others around the with others. motivate a larger crowd of people to classify galaxies, world. count squirrels, sift through sand, or test water, which in May scaffold content, skill May not appropriately guide turn helps us better collectively understand our world acquisition, and the process learners through the (Dickinson & Bonney, 2012). Enabling students to experience. participate in real-world science problem solving can be May be empowering for Students may become data particularly effective because students can “walk in the students, because they are “workers” but not necessarily shoes” of a real scientist, use authentic scientific tools able to participate in real interpreters. and processes, and understand epistemically what a science, alongside real scientists. scientist does by actually acting like a scientist (Shaffer, Promotes learning of a Most are science-related; 2006). Students have the opportunity practice real-world specific science topic or other disciplines do not have scientific inquiry and problem solving skills, such as content area, or even as many citizen science making hypotheses; collecting, manipulating or mapping science and nature more projects available data; sharing, interpreting, and comparing results, and broadly. drawing conclusions. They may also be particularly Students can practice Not always appropriate for all motivated because they are working on a real-world scientific skills and ages, expertise, and levels. problem and affecting real results. Students may even analysis; can experience the learn more about the specific topic, such as butterflies, scientific method in action. bees or squirrels, or about nature more broadly May enable physical Can be tedious and/or time- (Landgraf, 2013). There are also potential limitations to exploration of world. consuming. student participation in citizen science. Students may be May have built in ways to Errors and accuracy may be required to collect and interpret real-world data before validate and verify data. an issue. they are ready, and may not necessarily get the just-in- Flexible and adaptable to Effectiveness may depend too time feedback they need to help them learn from their different classroom needs. much on the classroom mistakes. They may also not understand the real-world context and teachers’ role. context of the scientific problem they aim to solve, or understand how their contribution could make a difference, particularly if a project is enormous and does CITIZEN SCIENCE AND “KNOWLEDGE not provide instant results or solutions. I have GAMING” summarized some possible limitations and strengths for Moreover, “citizen science” games are now being citizen science in the classroom in Table 1. created to solve real-world scientific problems and create new knowledge. Foldit is a classic example; in this Designing Learning with Citizen Science and Games: Schrier 20 Volume 4 (2017) pp. 19-26 http://eldj.montclair.edu eld.j ISSN 2474-8218 Emerging Learning Design Journal Trend game, made by researchers at the University of scenarios with virtual characters and need to express Washington, players work together and individually
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