PlaySpace emerged
from a CILT
seed grant designed to elucidate the design and use
of digital play spaces, and help set the direction for
a new generation of multicultural playful digital learning
environments
In PlaySpace we
conducted a literature and product review of electronic-based
playful environments for kids. These included playspaces
on both desk-top computers and hand-held devices. We
examined fantasy exploration environments, role-playing
environments, puzzle & problem-solving environments,
as well as virtual design and exhibit spaces.
At the conclusion
of this project we produced a report that included a
review of relevant literature, lessons learned from
our product review and observations of children using
a variety of multi-cultural, digital playful environments.
Playspace has evolved into a research-oriented
collaborative. The goal of this effort is to conduct
empirical studies that lead to the development of engaging
and effective lifelong learning environments (formal
and non-formal). Our research on knowledge building
activities that occur in digital play and on strategies
to promote knowledge transfer from computer-based play
to other systems will help to prepare users for future
learning of science, mathematics, engineering or technology
(SMET)..
One potential research theme involves
fostering and supporting user reflection as a
key to transforming engaging play into abstracted, transferable
knowledge. Reflection may involve scheduled, structured
time to review and analyze an experience in order to
gain deeper understanding of it.
Unfortunately, the goal of reflection
is somewhat at odds with the usual methods of video
game designers, who strive to keep players engaged and
'in the moment' continuously during a game experience.
Most popular computer games seem to leave no room for
the deliberative reflection that is necessary for worthwhile
learning.
The Playspace Collaborative proposes
to subvert the tools of the video game designer to support
learning. More specifically, we plan to explore how
deeply embedded prompts, social tactics, and role playing
activities may be used as devices for supporting user
reflection.
A proposal has been submitted to NSF-ROLE
elaborating upon the preceeding ideas. It is called
Learning SMET in digital Playscape: Research on reflection,
knowledge acquisition and knowledge transfer in technology-enhanced,
playful learning environments. It can be viewed
in the papers section of this
web site.
Alvaro H. Galvis.
Principal investigator PlaySpace. Senior Scientist at
The
Concord Consortium, Concord. MA. Alvaro is focused
on proposing, developing, administering, evaluating
and disseminating research and development projects
that involve applications of information and communication
technology to pressing educational problems. Co-project
director of The
Seeing Math Telecommunications project, a DOE sponsored
initiative devoted to do research and development on
math teacher professional development using interactive
video case studies. Principal Investigator on PlaySpace:
An examination of Learning in Multicultural Digital
Environments, a Cilt sponsored grant devoted to examine
playful digital spaces as learning environments. Alvaro
is a full professor at University of Los Andes, Bogotá,
Colombia. One of his projects, Ludomática
(playful, collaborative and cooperative learning environments
for kids) was awarded in the Global Bangemann Challenge
(Stockholm, 1999). Areas of interest: On_line / Virtual
Learning environments, Highly interactive playful learning
environments, Teacher Professional Development, Strategic
uses of Informatics in developing countries. email:
alvaro@concord.org
Kallen Tsikalas
is the Director of On-line Learning at Computers
for Youth, a NYC-based non-profit organization that
places computers in the homes of underserved children
and families and provides a variety of services to support
them in using the computer as a learning tool. As Director
of On-line Learning, Kallen conducts applied research
with CFY's children and families; co-leads a community
technology design team in East Harlem; and directs the
development of CFY's Learning Portal. Prior to her position
at CFY, Ms. Tsikalas worked as a researcher at the Center
for Children & Technology, EDC and at the Education
Center for Community Organizing based at Hunter College
School of Social Work. email: ktsikalas@cfy.org
Nathan Bos.
is a research scientist at CREW in the University
of Michigan School of Information. His recent research
has been on trust development in computer-mediated communications
and the use of simulations for social science research.
Nathan became involved with the Playspace group as a
postdoctoral fellow with CILT
and did his dissertation work with Joe Krajcik and the
hi-ce research group at Michigan. Nathan's personal
web page is http://www-personal.si.umich.edu/~serp.
email: serp@umich.edu
Kevin Ruess
is assistant research professor at the George
Mason University, (Fairfax, VA), and project director
of the NSF-funded Museum-Related Multimedia and Virtual
Environments for Teaching and Learning study. His dissertation,
MUVEsim: A cultural role play simulation in a shared
virtual environment specifically explored methods of
increasing empathy for and understanding of people whose
cultural identities are different from one's own. Dr.
Ruess taught English as a second language in Sri Lanka
as a Peace Corps volunteer and also in Colombia as well
as teaching high school English in the United States.
In addition, he has over ten years experience developing
traditional and on-line technical documentation and
training materials for corporate and government organizations.
email: kruess@gmu.edu
Carolyn Staudt
is a curriculum designer for technology- and Internet-based
projects, including Models and Data, Mobile Inquiry
Computing, SLiC, VHS, GLOBE, KGS (Kids As Global Scientists),
and NetAdventure at the Concord
Consortium. Carolyn is especially intrigued with
allowing students to collect real-time data with portable
sensors and probes attached to handheld computers and
microcomputer-based lab (MBL) systems. She has designed
professional development that includes implementation
of technology into the classroom curriculum, teacher
and student utilization of existing software, design
of tailored activities, and manipulation of software
up to, and including, scripting. She has 20 years experience
teaching science and math, including physics, chemistry,
geosciences and space science. She holds a Masters of
Education in Curriculum and Instruction in science from
Kent State University. She was a Christa McAuliffe Fellow
in 1990 and the Fairlawn, Ohio, Citizen of the Year
in 1991. email: carolyn@concord.org
Babette Moeller
has been a staff member of the Center
for Children and Technology (CCT) since 1985. Her
work focuses on the development of and research on technology-enhanced
programs that help to insure that children from diverse
backgrounds will be included in and benefit from educational
reform efforts. As project director of several program
design and technology integration projects, Dr. Moeller
has had extensive experience in designing and implementing
technology-supported programs in general and special
education, providing professional development for teachers
and administrators in a variety of settings, and conducting
formative and summative evaluation research. As research
director of the KidCode project, Dr. Moeller is responsible
for designing and conducting the formative research
that is accompanying the development of an innovative
network software prototype for young children. email:
BMoeller@edc.org
Terri Siggins
is a former classroom teacher and Ph.D. candidate at
George
Mason University. Her work focuses on the design
and implementation of technologies that stress the building
of learning communities in K-12 educational settings.
She was part of the Project ScienceSpace research team
that looked at the impact of virtual reality on students'
understanding of complex scientific concepts. She is
currently a research assistant on the NSF funded, Museum-Related
Multimedia and Virtual Environments for Teaching and
Learning study. email: tsiggins@aol.com
Henry F. Olds,
Jr. Senior research associate, Education
Matters. Former senior Software Designer with Riverdeep
Interactive Learning of Cambridge, MA. In this position,
he continued the work he began as Software Development
Specialist for Logal Software, Inc. He has a B.A. degree
in American Literature and American Civilization from
Princeton University and an M.A.T degree (English education)
and Ed.D. degree (children's language development) from
the Harvard Graduate School of Education. Before joining
Logal Software, Inc., he was Division Scientist with
the Learning Systems and Technologies Department of
BBN Technologies at GTE Internetworking in Cambridge,
MA. While at BBN, he was Director of the Full Spectrum
multimedia development program and led a team in the
development of a series of multimedia, problem solving
products for middle schools (Orcas in Our Midst and
The Mystery of the Pipe Wreck), now being published
by Sunburst Communications. He also led another team
in the development of a net-based telementoring product
called Mentor Center™. Before joining BBN in 1991,
he was Vice President for Education at Learningways,
Inc., where he supervised the design and development
of over150 educational products based on a graphics
animation system he helped to create. Several of these
products have won national awards. Before joining Learningways,
he was founder and co-publisher of an innovative disk-based
computer magazine called Window and Editor of Classroom
Computer News (now Technology and Learning). He has
participated in a number of national curriculum development
projects, designed and implemented several innovative
staff development programs, founded two alternative
schools, and has spoken and written extensively both
on educational innovation and on uses of computers in
education. He has taught a course at the Harvard Graduate
School of Education on interactive multimedia and has
served on the Program Development Committee for the
Earthwatch Institute. email: holds@edmatters.com
