Proposal questions

Get Started. It's Free
or sign up with your email address
Rocket clouds
Proposal questions by Mind Map: Proposal questions

1. RQ1: How can STEAM-based approach of computational music be used in a museum installation to encourage voluntary participation in computing?

1.1. OBJECTIVE 1: Produce TuneTable for a museum.

1.1.1. MEASURABLE OUTCOME: Documentation and artefacts

1.1.2. Other outcome: Interactive technology and technical methodology

1.2. OBJECTIVE 2: Measure the impact of a STEAM-based approach on voluntary student learning and participation across a range of socio-economic groups, focusing on underrepresented groups in computing

1.2.1. MEASURABLE OUTCOME: Develop observation protocols, content assessment, survey instruments to assess voluntary engagement

1.3. Voluntary participation

1.3.1. "Free-choice"; "the learning people do when they get to control what to learn, when to learn, where to learn, and with whom to learn." Falk and Dierking, Learning From Museums

1.3.2. This ability of learners to enter and exit a non-formal educational site at their choosing shifts some control of the learning experience from the educator to the learner. Taylor, Edward W., and Amanda C. Neill. "Museum education: A nonformal education perspective." Journal of Museum Education 33.1 (2008): 23-32.

1.3.3. Visitor "freedom of movement" gives the visitor choice and increases visitor satisfaction. Black, The Engaging Museum

1.4. STEAM vs STEM

1.4.1. Land, Michelle H. "Full STEAM ahead: The benefits of integrating the arts into STEM." Procedia Computer Science 20 (2013): 547-552. Contains this nugget: "With a hasty youth focused on self-indulgence and leisure, we must make STEM education more appealing"

1.4.2. Principles of STEAM-powered computing education: 1. Choose open-ended, personal, and aesthetic tools and materials 2. Make design thinking central 3. Create authentic combinations of STEM and the arts 4. Facilitate easy-entry, but challenging, designs 5. Purposefully contrast multiple media, tools, and materials Peppler, Kylie. "STEAM-powered computing education: Using e-textiles to integrate the arts and STEM." Computer (2013): 1.

1.5. computational music

2. RQ2: What design affordances are most effective for supporting collaboration, creativity, and computational thinking? (NOTE: The scope is with children of the relevant age range.)

2.1. OBJ1: Assess the degree to which the exhibit supports APE, including creative expression, collaboration, self-directed inquiry around computational thinking concepts (ie manipulating tangible pieces to generate music).

2.1.1. MEASURABLE OUTCOME: Analysis of in the wild observations, video and interaction data, musical pieces created by learners, focus groups, interviews, questionnaires

2.2. OBJ2: Identify the design characteristics of a tangible tabletop exhibit that promote active prolonged engagement. (There are many degrees of freedom within the design space that may lead to significantly different outcomes.)

2.2.1. MEASURABLE OUTCOME: Development of design recommendations for promoting STEAM‑based informal learning on tangible tabletop environments.

2.2.2. APE definition

2.2.3. Map of table's design characteristics Physical: Scale of table Four-sided Corner controls: Not universally accessible Visual: Style: Doesn't look like a computer

2.3. affordances

2.4. effective

2.4.1. How do we measure effectiveness for suppporting collaboration, creativity, and computational thinking? Surveys Observation/video data AB testing

2.5. collaboration

2.5.1. Hewitt, Allan. "Children's creative collaboration during a computer-based music task." International Journal of Educational Research 47.1 (2008): 11-26.

2.5.2. MacDonald, Raymond, Dorothy Miell, and Louise Morgan. "Social processes and creative collaboration in children." European Journal of Psychology of Education 15.4 (2000): 405-415.

2.6. creativity

2.6.1. Resnick, Mitchel. "All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten." Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition. ACM, 2007.

2.7. computational thinking

2.7.1. Selby, Cynthia, and John Woollard. "Computational thinking: the developing definition." (2013). (Metaanalysis of current definitions for CT, particularly useful)

2.7.2. Bers, Marina U. "The TangibleK Robotics program: Applied computational thinking for young children." Early Childhood Research & Practice 12.2 (2010): n2.

2.7.3. Wing, Jeannette M. "Computational thinking and thinking about computing." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 366.1881 (2008): 3717-3725. (Wing is the originator of the term "computational thinking")

3. RQ3: How can museum experiences be extended to other contexts (and vice versa)?

3.1. OBJECTIVE: Allow learners to take computational music artefacts home with them, can be extended in EarSketch or TunePad.

3.1.1. MEASURABLE OUTCOME: Tools that support pathways from building computational and musical artefacts to extending or improving them in other contexts.

3.2. museum experiences

4. RQ4: How can the answers to the above inform the design and development of informal learning experiences for broader audiences and environments, such as community centres or collaborative learning at home?

4.1. Objective 1: Disseminate evidence-‑based knowledge building and lessons learned from the application of STEAM education principles to broader audiences interested in informal STEAM learning within casual contexts.

4.1.1. MEASURABLE OUTCOMES: Iterative design and development of a tablet­-based learning environment based on the tabletop environment. Create open source resources for table software and low cost printing of tangible interaction elements for TuneTable and TunePad.

4.2. Objective 2: Inform community centers and museums about innovative methods, resources, and tools suitable for promoting informal STEAM-based learning experiences and the DIY making culture.

4.2.1. MEASURABLE OUTCOME: Create open-source resources intended to develop knowledge building in informal STEAM-based learning suitable for curators, practitioners, researchers, teachers, and students.

4.3. informal learning

4.4. broader audiences