Presentation by Parsons The New School for Design on the New Youth City Learning Network (early days of Hive NYC)

1. Sunday, January 20, 13

2. Diana
SSRC
Connie Yowell
MacArthur Foundation
Colleen
PETLab, Parsons
Phoenix
Hewlett Foundation, iVillage
Sunday, January 20, 13

3. Snapshot of a Student’s Life
Global Communities
YouTube MySpace
Habbo Hotel
Yu-Gi Oh
Fan Site
Galaxy Zoo
Wikipedia
Home School Day After- Home
School
Harry Potter
Fan Fiction
site
Wizard’s
Public Libray Book Club
Clubhouse
Guitar
lessons
Band
Practice
Roller Skating Rink YMCA
Museum
Zoo
Grandma’s house
Local Communities
Sunday, January 20, 13

4. Global Kids DreamYard Quest 2 Learn
Youth Organizations
MOUSE Boys & Girls Clubs
Wildlife
World Science NY Hall of
Conservation
Festival Science
Society Science Organizations
American Museum of Natural History
Museum for El Museo
CityLore
African Art del Barrio
Cultural Organizations
Cooper Hewitt Design Museum
Bank Street NY Public Library Civic Organizations
Joan Ganz Cooney Center MTV Media Organizations
Sunday, January 20, 13

5. Sunday, January 20, 13

6. MOTIF: Local neighborhood as learning context
CHALLENGE: Urban Ecology, Design,
Sustainability
COMPETENCIES AND LITERACIES:
• Geoliteracies (e.g., define and understand
natural, physical, and social components of a
geography)
• System thinking (e.g, capture and interpret
the complexity, interconnectedness of the
components within a geography)
• Spatial orientation (e.g., relate different
geographic markers)
• Data interpretation and representation
(e.g., demonstrate traditional mapping skills
as well as abilities to create and analyze
multimedia geo-locative data)
• Stewardship (e.g., present and evaluate
solutions to local “eco” problems)
Sunday, January 20, 13

7. Sunday, January 20, 13

8. Eric
Sanderson
THE
MANNAHATTA
PROJECT
WILDLIFE
CONSERVATION
SOCIETY
Text
Text
Text
Sunday, January 20, 13

9. systems thinking
Sunday, January 20, 13

10. Sunday, January 20, 13

11. Sunday, January 20, 13

12. Plant Herbivore Carnivore
Highbrush Blueberry Spotted Salamander Elk
They grow in bogs, on the edges of water- They live in mature, moist leafy areas. They live where grasses, mushrooms,
bodies and areas with lots of trees. willow and oak trees are abundant.
ecological content
Plant Herbivore Carnivore
Wild Comfrey Passenger Pigeon Big Brown Bats
This herb grows at the edges of tree lines. They live in tree rich habitats. They sleep in trees and rocks during the
day. They hibernate in caves during winter.
Sunday, January 20, 13

13. mannahattathegame.org
Congratulations! Think Harder!
Spotted Turtle is food for
Spotted Salamandar
-1
ok ok
Sunday, January 20, 13

14. You have successfully
surfaced a new element
River Otter
ok
Sunday, January 20, 13

15. MOTIF: Local neighborhood as learning context
CHALLENGE: Urban Ecology, Design,
The citizen identity approach models
Sustainability
authentic skill-oriented, project-
COMPETENCIES AND LITERACIES: based, real-world experiences
(practices)
• Geoliteracies (e.g., define and understand
citizen science
natural, physical, and social components of a
geography) citizen journalist
• System thinking (e.g, capture and interpret citizen designer
the complexity, interconnectedness of the
components within a geography)
The creation of these learning
• Spatial orientation (e.g., relate different
opportunities and evaluation of their
geographic markers)
outcomes are supported by D4L team
• Data interpretation and representation
(e.g., demonstrate traditional mapping skills
as well as abilities to create and analyze
multimedia geo-locative data)
• Stewardship (e.g., present and evaluate
solutions to local “eco” problems)
Sunday, January 20, 13

16. Collect, Construct, Change (C3)
C3 is a collaborative effort between The
New York Hall of Science, Bank Street
College of Education, and City Lore to
develop a youth-centered learning
program that engages middle-school-
aged youth as citizen scientists,
journalists and designers. The project
utilizes handheld smart phones,
equipped with science probes and
augmented reality software, in
combination with an inquiry based
multi-disciplinary curriculum to help
kids understand certain environmental
conditions in their neighborhood and
become advocates for change.
Design Precedent
Site Visit by Situated Visualization
Sean Michael White, Columbia University
http://www1.cs.columbia.edu/~swhite/
projects.html
.
Sunday, January 20, 13

17. Urban Biodiversity Network
UBN is a citizen science project that
challenges middle school-aged kids to
investigate, understand, and report on
the natural goings-on in their
neighborhood. Participants will
encounter digital multimedia content
objects in the field via alerts to their
mobile devices and will then be
prompted to make multimedia
observations to contribute to an evolving
city-wide biodiversity database. In a
special session, participants will help to
do a census count of all the natural
herptiles present on the grounds of the
Bronx Zoo. Through successful discovery
and curation of field observations,
participants will work toward acquiring
Biodiversity and Media Literacy badges—
which are being developed by the
learning professionals at Global Kids.
Design Precedents
The WildLab
Networked Organisms and Habitats
.
Sunday, January 20, 13

18. A City of Neighborhoods
ACON is a joint project between The
Cooper-Hewitt National Design Museum,
New York Public Library, and DreamYard
that helps students identify local design
problems, develop design solutions,
create plans and models to work
through their ideas, and participate in a
professional design critique of their
proposed solutions for positive
community change. The key to success
of this program is the design process,
which gives the participants the ability to
self-identify challenges and potential
solutions to design challenges in the
communities they are studying. This
empowers them to become active
citizens in all parts of their lives.
Design Precedent
A City of Neighborhoods Program,
Cooper-Hewitt
http://www.cityofneighborhoods.org/
programs.html
Sunday, January 20, 13 .