Participatory Scaling of a Mobile Learning Platform

PARTICIPATORY SCALING
of a Mobile Learning Platform
kdsquire@wisc.edu • johnmartin@wisc.edu • chris.l.holden@gmail.com •
djgagnon@wisc.edu • sdikkers@gmail.com
1Monday, April 29, 13
I’m Kurt Squire from UW–Madison, and here with colleagues John Martin (UW–Madison) and Chris Holden (University of New Mexico). David and
Seann were unable to join us today.

How can we go beyond boutique projects
with technology?
Penuel, Fishman, Cheng, and Sabelli, 2011
We’re interested in a few
questions.

How can we create projects that last after
grant funding goes away?

How can we do research that supports projects
becoming part of the fabric of learning ?

ARISMAKE YOUR GAME • GAME YOUR WORLD
ARIS Website
arisgames.org
ARIS Editor
arisgames.org/editor
Author Community
groups.google.com/group/arisgames
ARIS iOS Client
search iTunes app store for ARIS (iphone)
We think that ARIS might be a good model to look at to begin to answer some of these
questions.

A Social Construction ofTechnology
(SCOT) Perspective
Pinch and Bijker, 1984
We’re using Pinch and Bijker’s Social construction of technology SCOT perspective (1984) to frame teachers as key stakeholders and change agents in
the ongoing development and application of mobile learning. We believe innovative uses and adaptations of mobile applications provide insights into the
interests, priorities, and intentions of educators and learners. So, understanding how educators “take up,” adapt, and modify mobile technologies in situ
can be used to inform the next generation of mobile applications and mobile-based learning environments.

Participatory Scaling
•Sustained by use
•Frequent engagement of user-designers
•Users dictate key features
•Collaborative Design
•Open Source
•Community Owned
These are some things we’re seeing in ARIS, that we think might lead to Participatory
Scaling.

OUR HISTORY
Environmental Detectives to ARIS

Seven AR
Design Projects
South Shore Beach: (CSI)
Hip Hop Tycoon: Math
Mad City Mystery: (CSI)
Saving Lake Wingra: Civics
Riverside Game: Land Use
Classroom
Curriculum
AR Games
Squire, K.D., Jan, M., Mathews, J., Wagler, M., Martin, J., Devane, B. & Holden, C. (2007)
Squire, K., Mathews, J., Holden, C., Martin, J. Jan, M., Johnson, C., & Wagler, M. (forthcoming).
Martin, J., Mathews, J., Jan M., Holden, C. (2008)
Jan, M; Mathews, J., Holden, C., Martin, J. (2008)
Played by ~1000 students
Games to teach Environmental Sciences, Social Studies,
Persuasion, Math
26 classrooms (urban, suburban, rural Wisconsin)
Mathews, J,. Holden, C., Jan, M,. Martin, J. (2008)
Squire K.D. & Jan, M. (2007).
We’ve been making outdoor mobile games for learning since ~2005, using MIT’s Outdoor AR (now MITAR) platform.
MCM was about finding chemical pollutants; in SSB they found ecoli in goose poop made kids sick; SLW was about urban design and land use in
Madison; Riverside did that in Milwaukee.
We found that good location-based experiences situate learning; make data and problems meaningful.

Games designed by us have limited scale.
We worked with middle and HS teachers to create place-based games FOR THEM, but we always wanted to get the tools for creating curriculum into
their own hands — and the hands of the students!

Seven AR
Design Projects
Mystery Trip Nature Hill
Greenbush History
Greenbush Story
Tree Tour
State Street
Game Unit
Student-
Designed
AR Projects
So, on the side, we let students go out and research their communities with mobile devices (maps, clipboards, cameras, iphones, GPS units, etc.) and
helped them create their own Place-based experiences.
This was super-powerful, super-situated place-based learning.

Micah’s Greenbush game
You are Samuel Sweet, a child in the
Greenbush neighborhood.You are
Jewish, and it is 1959.While you were
out in the neighborhood a few days ago,
you heard a man telling Mrs. DiSalvo that
their grocery will be torn down to make
room for new buildings. So you made a
petition to get signed by people in the
Greenbush to stop the bulldozing.
Buffo is anxious to see you. "Bulldozers are running over the
building.They're tearing it down!" Together, the two of you have
over 75 signatures, but you're too late! The Italian church is
already being torn down.The Greenbush will be destroyed.

1
2-456-78-9
10
11
12 13
14
15
16
17
1
2
3
4
5
6-7 8-9 1110 12
13
14
151617
Samuel
3/27;
Micah's
Greenbush Game
(2005)
Start
In 2005, I worked with a few 5th graders who created an Augmented Reality (historic fiction) interactive experience based on a local neighborhood that
had been razed in a city “urban renewal” project.
This was a one-player, one-role tour.

Micah: “I never really knew how much 25 ﬁfth graders
could accomplish.We did masses of research.
This year, I pushed my achievements to the limit.”

David Gagnon
“Can I build a web-based
AR game engine?”
Then we met this
guy

ARIS 0.5 (2009) 16Monday, April 29, 13
Who had an idea for a class
project

17
that became
bigger

PHP tables
at first, creating an ARIS activity required
PHP

Drag & Drop
ARISgames.org
But now, it’s easy to use, with a browser-based drag-and-drop
editor.

community between developers, between educators
And it has an active decentralized community that chips in for tech
support.

Games 713
Players 536
Authors ~500
Games 2159
Players 4649
Authors 1750
Games 5654
Players 13916
Authors 4284
June 2011 February 2012 April 2013
Which is why, we think, more and more folks have been designing games with it.

PLAYER LOGS
The Sun Never Sets on ARIS
Here’s a snapshot from April 26, 2013. The people are clusters of
players.

5654 Games
13916 users
26 States
10 conﬁrmed countries
5 continents
10 conﬁrmed countries
And these are games

MENTIRA
So, let’s give a few examples, starting with Chris
Holden

So far, I’ve had two major projects at UNM doing place-based mobile game design. The first was Mentira, a game I developed with Julie Sykes, asst.
prof in Spanish and Protuguese.

It’s based on a soap opera-style
narrative

Players begin at home, or wherever they
are

And then have to go to the neighborhood where it’s
situated

There, they meet characters, and the story
unfolds.

And they come back to the classroom for more collaborative
work.

Because it’s a server-based environment, we’ve got player logs that we can look
at

LOCAL GAMES ABQ
Based on that success, I started working with students and other instructors designing local
games.

Digital Graffiti Gallery
Curating ephemeral art

UNM Self-Guided Tour
Collaboration across Campus

Art Beyond Question35Monday, April 29, 13

And games have been created for use in other
courses.

Activities
Mentira Basic Spanish - Game as Text
Example/Demo
Local Games in ABQ Student Design Studio, Create
Tutorial Materials
Visitas de la Colonia Faculty Partnership - Game as
Production Environment
OSET Workshops Visibility, Path to Official
Adoption, Recruit partners
Open Mobile Lab Low bar for entry, get help
Local Games Blog Project ideas, asynchronous
communication
Community Workshops Extend participation beyond
UNM
I’ve spent the last few years making games with the ARIS platform, and making the ARIS platform. This is to explore what is possible in the creation of
certain kinds of hidden worlds using several AR mechanics. Geolocation is the primary one - responding to the importance of place mentioned above -
but facsimile dialog, QR codes, and now image matching are others.
We also borrow heavily from the language of game studies in developing and using ARIS. In particular, it allows us and others to create worlds where
players have agency - roles and goals as they say. This speaks to creating context around tools as mentioned before.

STAR SCHOOLS ARGH PROJECT
~$1.3M
EXPERIENCED DEVELOPERS @ MIT
MENTIRA
~$10K
NO PROGRAMMERS
The cost difference between our earlier projects and later ones is
significant.

DESIGN KITS
NO PROGRAMMING, FREE, SCOT
EXPERIENCE
RAPID PROTOTYPING, PLAY GAMES, GO PLACES
COLLABORATION
CROSS-DISCIPLINARY, -INSTITUTIONAL, MULTI-AGE
COMMUNICATION
AVOID SILOS
And we think we’re on to
something.

UW–MADISON
SITUATED LEARNING
John can talk some about what’s happening at UW–Madison, where the Department of Academic Technology and the Engage Program are working
with instructors in a Situate Learning Award.

FOLKLORE 100 41Monday, April 29, 13
In Folklore, an activity was designed where students self-organized into groups of five and were given one iPad (with an unlimited data plan) per group. In the first two weeks,
they had an overview of course themes, and were tasked with identifying those themes depicted on campus in a place, a piece of folk art, and two stories (interviews) of a
significant campus event for a student. They were given two-and-a-half weeks to use an ARIS activity on the iPad to document and geotag these things, and to tag them with 1)
the folklore theme they address. 2) their class rank (freshman, sophomore, etc.), and 3) their username. They also were asked to comment on two others’ notes, and to visit the
location of at least one peer’s note.

It was a Quest-driven assignment (very easy to create) that use the Notebook to let users add geo-mapped images, text, video, and audio — and tag
them. Then go back to the classroom to reflect with others via this Data Visualization tool.

To encourage community-building and collaboration, the assignment had students comment on each others’ notes, and “like” them (if they wanted).
This helped with assessment as well. We discuss this more in the paper.

SUSTAINABILITY
The second case at UW–Madison was in a class on Sustainability, where two graduate students built an elaborate three-role collaborative interactive tour of six buildings on
campus where six issues in sustainability that the course covered throughout the semester: electricity, carbon, LEED, waste, water, and health. The buildings represented a
range of challenges for these, from age of building (oldest and newest on campus) to primary usage (from offices to science labs). Students self-grouped into threes, each taking
on one of three roles that had an associated “superpower” — the Engineer could “see through” walls and floors to understand hidden infrastructure, the Naturalist had “Nature’s
language” and could communicate and understand natural systems, and the Historian had “time travel” and could talk to the ghosts of characters that once inhabited the
buildings and campus.
Each group was tasked with following a linear tour of buildings with game-like activities and individual and group challenges at each (e.g. “Use a utility meter and this Jan 1
reading to calculate the electricity used in this building since then”). They were given a short survey after each building, and a longer one at the end of the activity. The 2-3 hour
activity was revisited in class discussion throughout the semester as course themes were covered (e.g. “Remember when you were in the mechanical room of [oldest campus
building], and saw defunct wood fired boilers next to the current steam pipes...?”). As this paper is being written, the course is still underway, so only preliminary results from
surveys are available for analysis. Initial evaluation is bolstered by author observations over six implementation sessions.

FIBERS CLASS
Map out where on the prairie the fibers for their projects come from
In Fall 2012, Hark and her project assistant, Art Department MFA student Angela Richardson, wrote a proposal to explore using digital media to do field research with students in Hark’s
Sustainable Forms class. Hark and Richardson worked with the ENGAGE team to design learning activities through which students would address the issue of sustainable practice by
developing a deep understanding of a particular, local place.

STUDENT-CREATED GAMES
Instructors found that many of the students want to create such an activity to showcase course concepts as a final project. There have been >120
students doing this since 2011, more than half (60+) in Spring 2013.

LIBRARY 47Monday, April 29, 13
And departments outside of courses are getting into it as well. Here’s one created by Ian Benton in the Library to teach literature research on the Web
of Science.

THEN, NOW,WOW
Much of the funding that supports this mobile-enhanced learning that we’re using in the university, comes from partners outside of the university, who
fund tools that can get folded back into platform. It’s an awesome model for an open-source tool.

Participatory Scaling
•Sustained by use
•Frequent engagement of user-designers
•Users dictate key features
•Collaborative Design
•Open Source
•Community Owned
So, that’s what we’ve got. There’s more in the paper, of course, which we’re happy to
share.

Come talk to us more in person about this and other video games for learning at
GLS.

Oh, and while you’re in San Francisco, check out some of the local games that we found here (we had no idea and involvement in them, so we can’t
vouch for what you’ll find)

Golden Gate Park Quest —
BlackGirlsCode

This one we knew about — California Dreamin, by Juan Rubio, Barry Joseph (Global
Kids)

Participatory Scaling of a Mobile Learning Platform

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