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After-School Program Design Using Participatory Methods
- 1. Robin Berk Seitz Erin Reilly World Bank Massachusetts Institute of Technology rseitz@verizon.net ebreilly@mit.edu Birds of a Feather Technology in Afterschool Programs
- 2. Characteristics of an After-School Program Shifts the focus from individual expression to one of community involvement
- 3. Digital Youth Network http://iremix.org
- 4. Global Kids http://globalkids.org
- 5. Zoey’s Room Zoey’s Room’s Member Side of Website http://www.zoeysroom.com
- 9. 4 C’s of Participatory Design
- 10. 4 C’s of Participatory Design How do we facilitate CONNECTIONS when designing after-school programs?
- 11. 4 C’s of Participatory Design How do we facilitate CONNECTIONS when designing after-school programs? How do we provide mechanisms for CREATING?
- 12. 4 C’s of Participatory Design How do we facilitate CONNECTIONS when designing after-school programs? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge?
- 13. 4 C’s of Participatory Design How do we facilitate CONNECTIONS when designing after-school programs? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE within our program and beyond?
- 15. how can we USE ADAPT REMIX MASH-UP RECONTEXTUALIZE ALTER EMPLOY APPLY this stuff in developing after-school programs?
Notas del editor
- This is the 10-minute presentation I made at NECC’s Birds of a Feather roundtable discussion on Technology in Afterschool Programs.
- Though this special interest group is called Technology in Afterschool programs -- I think we all know that the focus is on the practice more than the application... and no one says it better than Henry Jenkins and how he outlines the characteristics of participatory culture.
- There are some great programs that currently exist that integrate technology effectively into their afterschool program. The Digital Youth Network (DYN) is a hybrid digital literacy program that creates opportunities for youth to engage in learning environments that span both school and outof- school context and explicitly combines the affordances of the different contexts where youth spend their time into one learning environment that not only develops youth's new media literacies but also creates meaningful opportunities for youth to use their new media literacies.
- The Global Kids Media Masters program, or m(2), will foster the acquisition of digital media production and analytic skills through youth engagement in participatory media or "Web 2.0" tools. Students had an opportunity to use web tools to map, remix, blog, create multimedia presentations and slideshows, do graphic design, create data visualizations and more. They will gain critical social skills and cultural competencies that will be vital to their participation in the 21st Century workforce, civic life and cultural discourse.
- Zoey’s Room is also a hybrid learning community for women and girls to creatively engage in science, technology, engineering and math.
- Going on our 5th year, there are many stories that I could share with you to explain the impact of this program… but I’ll choose one. This is a girl whose screename is Lil Island as she lives on a remote island off the coast of Maine. I’ll tell you a little bit about Lil Island’s journey through Zoey’s Room. Crissy became a member of Zoey’s Room three years ago at the age of 11 first on her own and then through the after-school Zoey’s Room program launched by the Island Institute in Maine.
- Going on our 5th year, there are many stories that I could share with you to explain the impact of this program… but I’ll choose one. This is a girl whose screename is Lil Island as she lives on a remote island off the coast of Maine. I’ll tell you a little bit about Lil Island’s journey through Zoey’s Room. Crissy became a member of Zoey’s Room three years ago at the age of 11 first on her own and then through the after-school Zoey’s Room program launched by the Island Institute in Maine.
- Going on our 5th year, there are many stories that I could share with you to explain the impact of this program… but I’ll choose one. This is a girl whose screename is Lil Island as she lives on a remote island off the coast of Maine. I’ll tell you a little bit about Lil Island’s journey through Zoey’s Room. Crissy became a member of Zoey’s Room three years ago at the age of 11 first on her own and then through the after-school Zoey’s Room program launched by the Island Institute in Maine.
- Going on our 5th year, there are many stories that I could share with you to explain the impact of this program… but I’ll choose one. This is a girl whose screename is Lil Island as she lives on a remote island off the coast of Maine. I’ll tell you a little bit about Lil Island’s journey through Zoey’s Room. Crissy became a member of Zoey’s Room three years ago at the age of 11 first on her own and then through the after-school Zoey’s Room program launched by the Island Institute in Maine.
- Began with identifying our theory within the white paper For design of a participatory model -- we zeroed on the Four Forms of Participatory Culture * ExplainAffiliations -- what Jim Gee calls affinity spaces Expressions Circulations Collaborative Problem-solving These posed us to start with asking ourselves the 4 C’s of Participatory Design, questions that we continued to return to as we laid out the framework and design of the learning library. How do we facilitate CONNECTIONS in a design model? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE?
- Began with identifying our theory within the white paper For design of a participatory model -- we zeroed on the Four Forms of Participatory Culture * ExplainAffiliations -- what Jim Gee calls affinity spaces Expressions Circulations Collaborative Problem-solving These posed us to start with asking ourselves the 4 C’s of Participatory Design, questions that we continued to return to as we laid out the framework and design of the learning library. How do we facilitate CONNECTIONS in a design model? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE?
- Began with identifying our theory within the white paper For design of a participatory model -- we zeroed on the Four Forms of Participatory Culture * ExplainAffiliations -- what Jim Gee calls affinity spaces Expressions Circulations Collaborative Problem-solving These posed us to start with asking ourselves the 4 C’s of Participatory Design, questions that we continued to return to as we laid out the framework and design of the learning library. How do we facilitate CONNECTIONS in a design model? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE?
- Began with identifying our theory within the white paper For design of a participatory model -- we zeroed on the Four Forms of Participatory Culture * ExplainAffiliations -- what Jim Gee calls affinity spaces Expressions Circulations Collaborative Problem-solving These posed us to start with asking ourselves the 4 C’s of Participatory Design, questions that we continued to return to as we laid out the framework and design of the learning library. How do we facilitate CONNECTIONS in a design model? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE?
- Began with identifying our theory within the white paper For design of a participatory model -- we zeroed on the Four Forms of Participatory Culture * ExplainAffiliations -- what Jim Gee calls affinity spaces Expressions Circulations Collaborative Problem-solving These posed us to start with asking ourselves the 4 C’s of Participatory Design, questions that we continued to return to as we laid out the framework and design of the learning library. How do we facilitate CONNECTIONS in a design model? How do we provide mechanisms for CREATING? Are there ways for communities to COLLABORATE and build upon each others’ knowledge? Have we created transparency for media to CIRCULATE?
- As we develop an interdisciplinary network, it gives you the opportunity to take the Learning Library and use and adapt the content for your context. We encourage you to use the LL at www.newmedialiteracies.org/library
- Through our pilot research, we have identified five ways in which educators and students use the Learning Library. We hope that these can serve as a springboard for other educators to think about how they can adopt the Learning Library.