Cathrine Hasse, Aarhus University
Richard Halverson, University of Wisconsin
Konstantin Mitgutsch, MIT, Gamelab
General presentation of Cathrine Hasse
Cathrine Hasse is professor and research program leader of the program Future Technologies, Culture and Learning at IUP, Aarhus University. She has a long expertise in studying learning, technology and culture in organizations with a special focus on workplaces as universities and university colleges, vocational education, schools and hospitals.
Her training as an anthropologist is specialised in cultural anthropology and she has an extensive knowledge of learning theory – especially in cultural psychology, and is versed in postphenomenological philosophy of technology as well as new materialist feminist science studies. Her main study object is material cultural learning in science and technologies studies in organisations and she has written three Danish and one English book on the subject apart from many international peer reviewd articles.
On nested frictions in learning ecologies
In this talk I shall discuss learning in cultural ecologies where learning is taking place in a practiced space teeming with vibrant and frictioned materials. Educational institutions can be perceived as habitats where materials and concept-formation continuously emerge and affect the cultural ecology. In this habitat of mattering matter what is recognized as ‘good learning’ is co-shaped with commitments and thematic orientations. In this amalgamation frictioned forces eject and attract material technologies and concepts in a vibrant dance of shifting positions. The cultural diversity found in the Technucation project is analysed from this distributed perspective.
General presentation of Rich Halverson
Rich Halverson is a Professor in ELPA. He co-founded the Games Learning and Society (GLS) research group at UW-Madison. He is a Fellow at the Wisconsin Institutes for Discovery, and is an affiliate member of the UW-Madison Curriculum & Instruction and Educational Psychology departments, and a founding member of the UW-Madison Learning Sciences program area
Dr. Halverson’s research aims to bring the research methods and practices of the Learning Sciences to the world of educational leadership. His research explores the use of data driven instructional systems in schools, and the development of game and simulation based tools for professional learning. Dr. Halverson's leadership work develops concepts in distributed leadership, particularly in questions of how school communities build and use artifacts to influence teaching and learning. He currently co-directs the Comprehensive Assessment of Leadership for Learning (CALL) study to develop an on-line, 360-degree formative evaluation system for school leadership. Dr. Halverson's work in technology in schools follows from his work with the Games. Learning and Society research group and the Wisconsin Institutes for Discovery. He led teams to develop and research projects on teacher evaluation video analysis tools, handheld tools for teachers, data visualization tools, and video games for learning. He also writes on the future of schooling and technology.
Technological Changes that are Reshaping Teaching and Learning: In and Out of Schools
New media technologies are reshaping how people interact and learn in and out of schools. In this talk, Rich Halverson will discuss how technologies such as social media, digital media production communities, massively open online games and courses, learning management systems and mobile devices are changing teaching and learning, and how such tools and practices might be directed toward creating the kinds of learning environments we want.
General presentation of Konstantin Mitgutsch
Dr. Konstantin Mitgutsch
Affiliate Researcher, MIT Game Lab, Massachusetts Institute of Technology; Founder and Managing Director, Playful Solutions, Vienna; Lecturer University of Fine Arts Vienna
Dr. Konstantin Mitgutsch is founder of Playful Solutions and works as a game design consultant and coach in Vienna, Austria. He lectures at the University of Fine Arts Vienna and is an Affiliate Researcher at the MIT GAME LAB at the Massachusetts Institute of Technology, in Boston.
Konstantin Mitgutsch studied Media Education and Philosophy of Education at the University of Vienna and the Humboldt University Berlin and earned a MA in Education Science, Sociology, Media Studies and Philosophy (2003) and a Ph.D. in 2009. From 2009 until 2013 he was working as a postdoctoral researcher at the MIT Game Lab and the Education Arcade at the Massachusetts Institute of Technology. He is participating as an expert member for the Austrian Federal Office for the Positive Assessment of Computer and Console Games and was on the expert council of the Pan European Game Information (PEGI). Since 2007 he organizes the annual Vienna Games Conference FROG.
Educational games #nofilter. The unfiltered potentials and limitations of educational game design
If we follow the discourse about educational gaming we often find two perspectives: There are those who believe in the purposeful usage of gaming for learning and those who think educational gaming sucks. Most researchers, designers, teachers and users advocate for one of those two sides - you are for it or against it. In this talk I want to highlight the core design elements that enrich learning based on my research at the MIT Game Lab in the last years. But I also want provide an honest and cirtical view on problems we are facing when it comes to using those games in educational settings. I will compare different forms of learning games and explore future developments and challenges. The goal of this talk is to go beyond the common constructive and deconstructive filters applied to educational gaming and explore an unfiltered take on what games can do four our learning (if we let them).