The Center for Creativity at the Allegheny Intermediate Unit's (AIU)
2016 STEAM Showcase, a regional celebration of STEAM education. The Annual STEAM Showcase illustrates and celebrates the work of STEAM Grantees. Join AIU3 at the Circuit Center and Ballroom on Tuesday, September 27th, 2016 from 11am to 2pm. Join the AIU as the recipients of last year’s STEAM Grants–28 school districts located throughout southwestern Pennsylvania– highlight how they have infused science, technology, engineering, the arts, and mathematics to redefine student learning. This year’s Showcase will feature a record number of grant-funded projects and local exhibitors, with an award ceremony being held between 12-1 pm. We anticipate the event will reach near capacity, so please register all attendees to ensure admission. Free parking is available in the lot across the street from the venue, with overflow spots available for a fee in the parking garage next to the venue. The STEAM Grants are awarded annually by the Center for Creativity at the Allegheny Intermediate Unit and are generously funded by Chevron and the Benedum and Grable Foundations. Now in its ninth consecutive year, nearly 175 grants have been distributed with over $3 million in funding provided to school districts throughout southwestern Pennsylvania. https://www.eventbrite.com/e/2016-steam-showcase-tickets-27010675658 Digital Portfolio Learning Ecosystem Map Assignment Due: 9/20 for in-class review Ecosystem mapping is a visual way to analyze the interactions and interdependencies betweens users and other actors and entities in a system. The primary goal of this activity is to give the newly formed teams time to create a shared, external representation of how you would collectively map the open portfolio design challenge space as you currently envision it.
Below is a starting list of primary and peripheral users, and stakeholder entities your group can draw on to think about mapping key interactions and relationships that would occur and influence an implemented open portfolio system. In thinking about your map you may want to consider how to represent changing contexts of portfolio use and learner roles as they move across settings, or focus on the learning interactions between users that a portfolio platform/device could support. Your team will need to decide how you best want to represent open portfolios as a design space. PART 1 Identify and situate Primary Users :
Add Peripheral Users and interactions :
Consider Stakeholders / Stakeholder Entities with vested interests and influence
How does learning flow through the system? Think about locating opportunities for enhancing learning through portfolio interactions that support … Adult/Peer critique, Inspiration, Design Precedent Seeking, Iteration, Articulation, Reflection, Collaboration, Modeling expert/professional practices, Opportunity Brokering, Identity building, Participation in Communities of Practice Vocation, Expertise seeking. **Create a map in a digital form that graphically represents your group's abstracted view of the actors involve, and portfolio mediated interactions and linkages that would occur in an open portfolio learning ecosystem. Upload the digital file to Box folder > Assignment 5 PART 2 As a group discuss what aspects of your open portfolio learning ecosystem map suggest an interesting design challenge space. Generate a running list of problems you could imagine trying to solve based on what you know about user needs and contexts. You may want to try the now classic "How might we...?" question formulation for some of your problem statements to brainstorm possible directions towards a solution. **In class on Tuesday each team will be asked to informally present their maps, share some of problem statements generated and some early ideas for possible design solutions that came out of your group brainstorming session. So plan to show your map and give a brief (< 5min) conversational summary of your group's exploratory discussions. Supplemental Reading (Optional)
Reflection Reading Assignment (4) | Due Thursday (9/15)
Cooper, A., Reimann, R., Cronin, D., Noessel, C. (2014). Understanding Users : Qualitative Research Chapter 2. In About Face: The Essentials of Interaction Design, 4th Edition. Wiley. Submit your reflection as a comment below, or a concept map of the reading. Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
Reading Reflection 3 | Due Tuesday (9/13)
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. **This paper lends itself well to concept mapping. If you'd prefer to make a concept map of "meaningful learning" instead of posting a written reflection, please upload your map to the Box Folder 3c_Meaningful Learning Concept Map. Deconstruct the concepts of cooperative and inquiry-based learning. Design & Reflection Assignment 3| Due Tuesday (9/13) A. Focused Reading Assignment To collectively capture and document in a structured way design insights from the MakerEd Open Portfolio Research Brief readings, and your notes from Stephanie’s presentation today, we’ve created a shared Design Assignment 3a Google Doc. As you go through the readings, highlight things that you are think are important to note as you consider the design of an open portfolio solution. Then paraphrase or enter direct quotes into the shared google document below using the categories provided, or the ‘Other’ category for important ideas that don’t fit. If a quote or idea has been already entered, use the comment tool to add quick note about why you found this an important point as well.
B. Focused Listening Activity Listen to one webinar from the Educator Innovator series below. Jot down speaker quotes and capture ideas that you think are important for understanding the design space. Share labeled quotes in the Design Assignment 3b Google Doc per the instructions.
What were key issues your team heard or made note of based on Stephanie's presentation?
|
Course BlogPost reading reflections, document, share and comment on design activities and works-in-progress. Archives
November 2016
Categories
All
|
IDeATe Program | ideate.cmu.edu
|
IDeATe Gallery* | gallery.ideate.cmu.edu
|