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I would love to further contextualize this into developing countries in the Philippines

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THIS IS WHAT I WANT TO DEEP DIVE INTO

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Though I have many qualms with what qualifies as structure this is an interesting mental exercise to have learned how to navigate in T550

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this my entire professional life

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Networking 101

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I would have loved to have an assignment for this where we had to turn in a game design!

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Though "Slow Looking" is an interesting framework, I'd love to also learn about how to create transformative museum-like experiences in public spaces.

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I loved learning the most about guidelines on what can be included in the design for learning spaces -- there are a lot of standards! I would love to someday explore this field and partner with my two architect best friends!

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I would love to learn how to apply these in practical pedagogic design

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I don't know why I never considered questioning my familiarity with the Design Thinking framework! This is a good exercise in inducing critical thinking.

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I love this framework

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Perspectives from Games about Engagement and Learning 

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Perspectives from Games about Engagement and Learning 

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Beauty, curiosity, and fantasy

Play and silliness

Challenge, control, and accomplishment

Collaboration and social relationships

Immersion and flow

Progressive empowerment

Identity and social recognition

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Engagement

Flow

Self-regulation and executive function

Self-efficacy and growth mindset

Tenacity

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Seven Principles for Cultivating Communities of Practice 

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Seven Principles for Cultivating Communities of Practice 

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Design for evolution

Open dialogue between inside and outside perspectives

Invite different levels of participation

Develop both public and private community spaces

Focus on value

Combine familiarity and excitement

Create a rhythm for the community

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Learn to know

Learn to do

To learn modern life

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Self-concept

Learning from experience

Readiness to learn

Immediate applications

Internally motivated

Need to know

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(10)  Immersive Learning in Emerging Environments

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(10)  Immersive Learning in Emerging Environments

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Helpful

Human

Connected

Clear

Findable

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Behaviorism: observable behaviors, not mental processes

Constructivism: knowledge cannot be simply transmitted to a learner

Cognitivism: Internal mental processes can be understood scientifically

Connectivism: knowledge is actuated through a learning community

Adragogy: adult education

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Total learner freedom vs Total control by others 

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Total learner freedom vs Total control by others 

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Re-playability

Seamlessly combine animated and interactive elements

Create broadcast-quality animation in-game

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Native American media representations

Inclusive production model

Alaska native advisory group

Alaska native values

Alaska native language advisors

Casting workshops

Writer’s mentorship program

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Children’s Media & Education Priorities 

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Children’s Media & Education Priorities 

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Expand impact

Focus on multi-platform educational media for home and school

Infuse greater creativity and innovation

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Policies

Outcomes

Power

Relationships

Solutions

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Individual beliefs and actions that serve to perpetuate oppression

Interpersonal interactions between people

Institutional policies and practices at the organization level

Structural effects that interact and accumulate across institutions

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Complexity of parts and interactions

Complexity of perspective

Complexity of engagement

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Under-emphasized in general education

Shared human value where conflict is complexity

Categorization and the “ecological niche”

Open inventories and harmonious jumbles

Scale & Scope

Juxtaposition

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Scientific observations

Literary description

Beyond first impressions

Digital is fast-paced

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Educational goals

Pedagogic aims

Desired experiences

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Initial models

Experiments

Community engagement

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Key spaces and features

How elements fit together

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Architectural goals

Design qualities

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Stakeholders: parent, toddler, staff

Experience

Increase independence and competence

Scale things for children

Support teacher and staff effectiveness

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Teachers are practitioners, learners are apprentices

The manner of learning is as important as the matter

Cognitive processing mode is constructive thinking

Learning arises from real-world problem-solving

Invention and discovery come before theory

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Age graded classrooms

Egg crate structure

Siloed subjects

Leveling and tracking

Teaching as transmission

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Inciting incident

Intrinsic motivation

Curiosity

Willingness to take risks

Supportive community

Repeated practice

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Little attention to power and systems

What about other stakeholders

No phase for external research

No specific attention to equity

App thinking vs. systems thinking

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Emphasis on human-centered design

Empathy is powerful

Generating many solutions then narrowing down

Prototyping: forced learning by doing

Bias towards action: focuses the intellect on solutions

Helps anchor good dispositions

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Imaginal: intuition & imagery

Conceptual: discrimination & reflection

Affective: emotions & feelings

Practical: Intention & Action

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(1) Dispositions of Design and Purposes of Education

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(1) Dispositions of Design and Purposes of Education

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(5) Designing for Diversity, Inclusion, Equity, and Belonging

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(5) Designing for Diversity, Inclusion, Equity, and Belonging

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(9) Communities of Practice and Adult Learning

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(9) Communities of Practice and Adult Learning