Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

Youth of color authoring a more Rightful Presence in CS and the World
Designing Hip Hop Ecologies for Learning Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?

title: Meeting with Dalia about Minecraft Utopia

Dalia

Logistics

  • Quest, in-game identity, in-game narrative is very compelling

  • Is there a quest-detective way of reframing the parent interview?

    • Fiction is good becuase it gives the authors control over the relationship between the Minecraft world and their other worlds.
    • There’s already an opportunity to author in-game identities for participants; let’s create that opportunity for their parents/loved ones too. “Who will you be in this world?” Imagine me as a character in your world. Avatar me.

  • Feels too fast

    • What if we have one big idea, set by Week 3, and other quests embed openings/opportunities to embrace challenges in how we shape this world.
    • Might we have a second iteration of the course?
    • There has been a lot more disappiontment than joy in previous minecraft classes.

  • So what can we do in weeks 4-7?

    • How can we make Minecraft a micro-world for powerful ideas around utopia?

  • Let’s say you had each individual student build something, but the world was the fact that all the individual things have to fit into the whole. Meeting places. Transitions. The connection between each build has to be seamless. (What matters to you? What matters to me?)

  • What I call true collaboration (not groupwork, executing work), is participating as a whole.

  • Make sure we have a full 75-minute session for just being in the world.

  • motifs. What about the person who identifies deeply with the care of animals? If one person spawned wolves in the world, which everyone cares for, because they know one person cares for the wolves. Showing group care for individuals.

It’s like literary analysis, identifyig where the themes show up.

to say:

  1. role of parents
  2. representation of ideas.

Theory

  • Dalia will email the quotes to me.
  • Put them on signs. Think of STEP activity with Bronwin LaMay.
  • geographies: space and place (Look at how this has been taken up in informatics)
  • for high school, reimagine your own high school.
  • What’s at stake in using it differently?
    • zombies
    • killing
    • light and darkness

Observations

  • Can’t understand some of children’s play
  • Buying a server, mods
  • PvP mini-games
  • Radical dream-space. Talking as if they’re co-dreaming
    • This is what code makes possible
    • Not quite collaborating, but stream-of-consciousness parallel play. Dream quality.
  • It’s incredible to see four little voices doing this at once.
  • One research question: How does co-presence change over time? How can it be extended from dyads to the broader group?

CP Musings

TODO: Move this somewhere where it all belongs

What are the atomic concepts around which my research group is designed?

  • Powerful ideas
  • Projects
  • Publications

Could I design LAI 615 around this?

Unfold Studio dogfooding: Make the client app one-of-many possible implementations of the API.

Identity as interface

What needs to be represented?

  • Identity as the site of

  • Utility

    • Analytic possibilities
      • Interface is where critical decisions are made;
      • it’s also where “acts” (Dewey) are performed.
    • Technologies enact ideologies
      • Technological systems
    • Technological systems as actors in literacy places
      • We can better understand technological systems as
      • Just as we are composed of many voices,
      • Essential for grappling with AI

  • Youth of color authoring a more Rightful Presence in CS and the World

  • Designing Hip Hop Ecologies for Learning

  • Restorying as critical praxis

Generating the contexts of their own knowledge production

  1. We need to cultivate teachers who can support learners’ survival in flawed systems. (Astronaut model) Put on suits to allow them to survive harsh conditions in which they were never meant to survive.
  3. What activities and outcomes are expected of learners? (In CompuGirls, thinking about what is expected afterwards… moving students of color from consumers to producers of technology / maintenance and service roles in technology.)
  • techno-social change agents Constructing and owning a new computer science system. Topic modeling to look at how federal agencies present their findings of women of color, in cs. For those claiming to broaden participation in STEM:

It was so inspiring to hear Dr. Scott argue for learners “generating the contexts of their own knowledge production.” Given the importance of assessment in K12 policy, this would imply learners participating in defining what counts and how it is measured. Do you agree? Have you seen examples of locally-defined assessment in practice?