1. Mobile Civic Participation:
Place, Inquiry and Design

2. Part 1. Example Case
2

3. Part 2. What is Place-based
Education Education?
3

4. Part 3. Up River
4

5. Place-Based Design
Place-
Based
Education
Design-
Based Democratic
Education Education

6. Place, Inquiry and Design
Mobile media as a platform Participants engaged
for inquiry and storytelling - in iterative cycles
i.e, democratic participation of inquiry and design

7. Political Context
“Budget Repair” Bill - Protests

8. Political Context

9. Protests - New Media

10. Student Participation

11. Student Participation

12. Student Participation
“People are having
conversations on Facebook
and I’ll get in on those... If
they post on their [Facebook]
status something about ‘Scott
Walker is the man’ or
something like that, I’ll use
more specific details and facts
to prove my point when they
just have their opinion on the
other side.”

13. Student Participation
“I’ve been down there every
day it’s going on, except like
three when I had to work. I‘ve
stayed the night. I’ve watched
the news. That’s all I listen to
on the radio anymore. I’ll stay
up late to watch every news
segment to see what’s going
on. I’ll look at the articles on-
line. I’ll talk to people around
me. I’ve really gotten into it.”

14. Student Participation
“I never really knew much about the bill and I
honestly didn’t care much about it because it
didn’t affect me personally at all.”

16. Students voted to study this...
* Seize the moment / Historical significance
* Stay informed / Dialog
* “Real-world” / Relevant
* Personal Connection
* Inquiry / Curiosity

17. Historical significance
“Everyone is saying this is something that’s
going to be in the history books. This is going
to be something that is going to be talked about
for years.”
“This is something that will be in history books
for years to come. Our children and grand-
children will be learning about this when they
are in school.”

18. Stay informed / Dialog
“...I prefer staying up-to-date with what’s going
on and letting people know... then everyone
knows what’s going on and everyone knows what
to do in order to protest or not protest.”
“Everybody’s views on this event are different and
partaking in it, gives us something to use in class.”

19. “Real-world” / Relevant
“We can look at the news and stay safe at home
reading blogs, but that is only half of the equation.
It is things like attending the protests that make
things ‘real and relevant’.”

20. Inquiry / Curiosity
“...we need to be asking question like “why
now?” and “how does this affect the future?”
“I feel like I don’t know enough...
“I would like to learn about the true motives
behind the bill...”

21. Verbs - Document

22. Verbs - Interview
“...talking to complete strangers
wasn’t really something I do. I
was surprised because going into
something that deals with
political anything is not my
comfort zone. Being there, it was
just the energy of the people.
They were so passionate about
what they were doing; it made me
feel very comfortable. Having to
do interviews... it was good for
me.”

23. Verbs - Observe
“It wasn’t hostile or anything.
It really gave us all a chance to
really do something together
and see it from a bystander’s
standpoint, somebody who is
not really into either side...”

24. Content / Concepts - In Situ

25. Entry Points - Access
“For me personally, I didn’t
really follow what was going
on, so that kind of opened
my eyes as to what was
actually going on and how it
was actually affecting
people... It was all new to me
because our family is not
really big on politics.”

26. Entry Points - Stories
“Hearing other people’s
stories is a different
outlook from where we
are. Since we’re not
getting affected by it, I
don’t understand it as
much. When I got the
chance to talk with other
people, I got a better
understanding.”

27. Perspective / Lenses
“If you go on your own time, you’re going
for what you believe in. You’re going to
stand up. You’re going to protest. We didn’t
go to protest. We went to document. We
went to ask questions. We went to see in
depth. A lot of people don’t do that. They
go to protest. That is the whole point.”

28. Perspective
“No matter what side of the argument
you are on, being where things are
happening changes your perception
of events. This is important because
seeing things from new angles gives
an individual a certain amount of
leverage.”

29. Perspective
“Something I learned was that the bill
has to do with a lot of different things
then just what people are portraying...
...It definitely changed my views a little
bit and made me want to learn more
about what’s really going on. I’m still not
taking sides on anything though.”

30. Iterative inquiry and design

31. Whose story?
Hard questions like
“should I really have a
political bias?” or “What
would I do in Walker’s
place?” We need to step
into the shoes of people
we oppose in order to pass
accurate and just
judgement.

32. First run at it... started simple
Personal stories New platform

33. Emergent Design Themes
“Fair and balanced” <--> Persuasive
Linear <--> Choice / Consequences
Generative <--> Static
Playful <--> Serious

34. Experience Design
In five years, not a lot of the
kids are going to remember
what happened or what it
was, but we will. We can put
something together that
shows those kids what
happened. They can walk
down around the capital and
experience what we
experienced. We can be a part
of history.

35. Gained and Lost?
Designing an AR experience anchored
the inquiry...
What did we gain from this?
What did we lose or miss as a result?

38. Location-based
and/or
Place-based

39. What should the content
focus on?
(Values about what)

40. What methods should be used?
What should the actions and
interactions look like?
(Values about how)

41. Why is place important?
What are the goals?
(Values about why)

42. Why “care about” and
“care for” the local?

43. Who gets to answer
these questions?
(Values about power)

44. “If I’m here and
you’re here,
doesn’t that make
it our time?
- Jeff Spicolli, Fast Times at Ridgemont High

45. Values about what
Values about how
Values about why
Values about who

46. What is the focus of the content?
(Values about what?)

47. ‘‘Place-­‐based’’
education
is
learning
that
is
rooted
in
what
is
local—the
unique
history,
environment,
culture,
economy,
literature,
and
art
of
a
particular
place.
The
community
provides
the
context
for
learning,
student
work
focuses
on
community
needs
and
interests,
and
community
members
serve
as
resources
and
partners
in
teaching
and
learning.
(Rural
School
and
Community
Trust,
2003)

48. Local Cultural Systems

49. Local Cultural Systems

50. Local Cultural Systems

51. Local Cultural Systems

52. Continuity and Change

54. Local Ecological Systems

55. Systems are interdependent

56. Systems are interdependent

57. Systems are interdependent

58. History Park Endangered Species
Development Fishing Research
58

59. What are the verbs?
What methods are used?
(Values about how)

60. Involves a fieldwork component
• Inquiry
• Data Collection
• Design
• Community Action

61. Students engaged in applying their
knowledge to solve “real problems”
and answer authentic inquiry
questions (i.e., action oriented)

62. Students collaborate with local
citizens, organizations, agencies,
businesses, and government to help
make plans that shape the future of
their cultural and ecological
systems

63. Students play an active role in
defining and shaping projects
(i.e., student voice)

64. * Multi-disciplinary
* Learning as production of new knowledge
vs.consumption of knowledge
* Learning goals and instruction situated
within an authentic context
* Emergent skills, concepts, and
interactions

65. Why is place important?
What are the goals?
(Values about why)

66. New Localism
[Eco-localism] is the perspective embodied in
local currency systems, food co-ops, micro-
enterprise, farmers’ markets, permaculture,
community supported agriculture (CSA) farms,
car sharing schemes, barter systems, co-housing
and eco-villages, mutual aid, home-based
production, community corporations and banks,
and localist business alliances
Curtis, 2003, p.83

67. New Localism
Just as new localism can be understood as
diverse acts of resistance against the ravages of
globalization and rootlessness, place-based
education can be understood as a community-
based effort to reconnect the process of
education, enculturation, and human
development to the well-being of community life.
Gruenewald & Smith, 2008, p. xvi

68. Critical Pedagogy of Place
Decolonization involves “…learning to
recognize disruption and injury and to
address their cause.”
Re-inhabitation involves “…learning to
live well socially and ecologically in places
that have been disrupted and injured.”
Gruenewald, 2003, p.9

69. Critical Pedagogy of Place
What needs to be conserved in this place?
What needs to be transformed in this place?
What needs to be restored in this place?
What needs to be created in this place?

70. Place-Based Design
Place-
Based
Learning
Design-
Democratic
Based
Participation
Learning

71. Tours Citizen Ethnography
Games Citizen Journalism
Stories Citizen Science
Actions Data Collection
Events Folklore
Happenings Local History

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84. 84

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