Metatuning: A pedagogical framework for a generative STEM education in game design-based learning

Cooke, Laquana

doi:10.1109/isecon.2016.7457534

Cited by 11 publications

(3 citation statements)

References 14 publications

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“…Gee and Hayes [15], who have also stated that although there is a current popular desire to allow students to develop without guidance, that this can allow students to get misdirected into answering the wrong questions, where they may find good answers, it is the role of the educator to direct the learning, as it is the role of the game designer to make sure the player finds the end of the game and completes a journey. In recent years many researchers have investigated potential frameworks for implementing gameful learning scenarios [16], [17] with many focusing on the impact these designs have on participant engagement. In game design, MDA [18] is an iterative approach to design and tuning, allowing game designers to anticipate how changes will impact each aspect of development within the framework and the resulting implementations.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilising Game Design to Create Engaging Education

Williams¹

2019

Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

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Section: Literature Reviewmentioning

confidence: 99%

Utilising Game Design to Create Engaging Education

Williams¹

2019

Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

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“…Brouns et al [14] described a collaborative approach and pedagogical framework of Massive Open Online Courses (MOOC) design based on the need to accommodate the specific context of open online education with its heterogeneity of learner needs, while putting the learner center-stage in a social networked learning environment. Cooke [15] described Metatuning -a game design pedagogical framework that aims to use game design to increase internal student motivation for learning thus providing meaningful contexts to learning processes and motivating the selection of profession in real-world. D'Souza and Rodrigues [16] proposed the Extreme Teaching-Learning paradigm (XTLP) (or Extreme Pedagogy) as a student-centered pedagogy, which derives its philosophy from Extreme Programming (XP), an agile software developmental methodology.…”

Section: State-of-the-art In the Development Of Pedagogical Frameworkmentioning

confidence: 99%

Faster pedagogical framework for steam education based on educational robotics

Damaševičius¹,

Maskeliūnas²,

Blažauskas³

2018

IJET

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Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.

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“…Cooke [24] refers to this as "metatuning": an iterative trial and error process that is mobilized by both lower level (tuning) and higher level (metatuning) trial and error processes. For example, when we began, the students had a fairly rigid process in determining their use of the force plate for jumping.…”

Section: Metatuning As a Necessitymentioning

confidence: 99%

Harmonious integration: Tuning STEM education with generative justice

Drazan

Cooke

Eglash

2016

2016 IEEE Integrated STEM Education Conference (ISEC)

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STEM educational practices not only have limited success in engaging students from underrepresented groups, but also often fail to prepare future scientists and engineers with an appreciation for the social and environmental concerns that underpin their work. Rather than approaching these challenges separately, they can both be addressed by "tuning" STEM education practices to be more socially conscious. We believe that one of the issues with STEM recruitment in unrepresented groups is the lack of societal context in which STEM problems are addressed. Rather than relying on an externally imposed moral framework, we utilize the concept of generative justice to serve as a framework to inform STEM practices. Generative justice refers to an understanding of how value is generated and then circulated within a system. A generative solution to a STEM problem allows the value generated to flow from its point of generation, become augmented with STEM practices, and back to its original source. This framework allows STEM practitioners to identify the value generated within a system and then tune their practices so that maximal value is returned to the community within which they operate. This paper provides a case study of this generative STEM approach in our work on sports science within an urban environment. By starting STEM from the authentic interests and values of the community of underrepresented students, we can create a harmonious tuning between the providers of STEM outreach and its recipients, and train a new generation of scientists and engineers who are not tone deaf to the needs for social justice.

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Metatuning: A pedagogical framework for a generative STEM education in game design-based learning

Cited by 11 publications

References 14 publications

Utilising Game Design to Create Engaging Education

Utilising Game Design to Create Engaging Education

Faster pedagogical framework for steam education based on educational robotics

Harmonious integration: Tuning STEM education with generative justice

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