MSTU 6600 08-09
From Studyplace
Thu 7:20-9 PM, HM 138
Doctoral students in Communication, Computing, and Technology should participate in MSTU6600 as an opportunity to interact, both face-to-face and on-line, about matters pertinent to their doctoral work. To learn more about the students in our program, please visit the CCTE Peer Profiles.
Contents |
Resources
- CCTE interest groups
- Agenda Group is for site members who are seeking to establish their agenda of study and inquiry as doctoral students. What are the key problems you want to address? Who do you want to work with?
- Certification Group is for site members engaged in getting certified as doctoral candidates. Certification entails taking the certification examination and submitting a Literature review and a pilot project useful in developing a dissertation topic area.
- Proposal Group is for site members who are in the process of developing their dissertation proposals. There is considerable overlap between the concerns for this group and those of the certification group.
- Defense Group is for site members who are writing their dissertations, preparing for the final defense, and looking for employment following completion of the degree.
- Job postings
- Funding Opportunities
- Important Dates
- Last date to submit abstract for Graduate Student conference in TC: March 16, 2009
- AERA: April 13–17, 2009
- Last date to apply for Summer Doctoral Certification exam: May 21, 2009
- Summer Doctoral Certification Exam for CCTE: June 19, 2009
Sessions Fall 08
Sep 11
- Presentation by Dr. Sandra Okita
- Social
Sep 25
Student Presentations
- Anthony Coccilo
Title: Participatory Culture, Web 2.0, and Networked Learning: A Design-Based Research Investigation
The purpose of this study is to explore the relationship amongst participatory culture (Jenkins, 2006), Web 2.0 technologies, and networked learning. Specifically, this study will address the following questions: what are the effects of introducing a Web 2.0 technology into a pre-existing learning environment, and how can such technologies aid (or inhibit) the emergence of a participatory culture? To address these questions, a design-based research project was undertaken where a Web 2.0 technology was iteratively designed and developed, rolled-out to a graduate school community of 5,000 members, and its impact studied over a one-year period. The study uses a variety of methods to triangulate the impact of this Web 2.0 technology. In particular, the study employs a longitudinal social network analysis, a latent semantic analysis, a cross-comparison analysis, and an ethnographic analysis. Results indicate the Web 2.0 environment provides a forum for community members to play-out the tension between reaffirming pre-existing socio-cultural norms and a desire to break free from such structures. Specifically, the analysis reveals that the Web 2.0 technology allows for new forms of participation that were not possible with earlier ICTs as well as opportunities for radical interaction networks to form. However, the study also indicates how the initial radicalism the Web 2.0 technology allowed for is tempered over-time to better conform to pre-existing socio-cultural norms. In sum, participatory culture is made possible by the innovations in ICTs; however, sustaining the culture must be the undertaking of the community. Implications are made for organizations that may be interested in deploying Web 2.0 technologies to accomplish a variety of goals.
- Mathu Subramanian
Title: The Role of Technology in the Ethnic Identity Development of South Asian Women
This study uses deep interviews, document analysis, and surveys to explore how South Asian American young women use media and the Internet to develop their ethnic identities and to cope with and resist racism and other barriers to developing a strong ethnic identity. Although the study begins with an investigation of the ways in which South Asian women move through the stages of ethnic identity development through exploration and commitment (a process defined by developmental psychologists like Phinney (1996)), it focuses more heavily on the ways in which South Asian women define their ethnic identities. The study begins with the assumption that ethnic identitiy is dynamic, and that women who have strong ethnic identities move beyond how others define them by exploring how these identities fit into their lives as Americans.
Readings
Mathu's Literature Review: The document is uploaded in classweb under collaborative files. It is a work in progress and part of a bigger document so read it keeping that in mind.
Oct 9
Student Presentations
Title: The Impact of Students' Domain-Specific Motivations on Educational Video Game Play
Abstract: This study cautions educators against the assumption that educational video games elicit universal motivational responses from students. Evidence suggests a number of factors mediate how players respond to games, one of which is their domain-specific motivations.
To explore this issue, a four-week study was conducted with sixth-grade students (/n = 30/) in the domain of math. Students played a new video game and pre-post comparisons of their math and game motivations were collected.
Results reveal that students with different levels of initial math motivation reacted differently to the game. Students with low initial math motivation reported less interest and more pressure. Furthermore, their ability beliefs dropped after playing the game. The presentation concludes with recommendations for educators and game designers.
Title: Cancel This Cursed Google: Reading, Writing, and Accusations of Illiteracy on Blogs
Relevant Links: http://gumbaby.com/
Oct 23
Books we liked:
- Imagined Communities-Benedict Anderson
- Mythologies-Rolland Barthes
- The Meaning of Change-Michael Fullan
- Diffusion of Innovations-Everett M. Rogers
- Multimedia Learning-Richard Mayers
Frustrations we have experienced:
- Sometimes hard to find our own way/Lack of guidance
- Not enough support for international students who come from different educational backgrounds
- Stronger community sense
Nov 6
Student Presentations
- Frank Egereonu
Title: Business Simulation and a Lecture Method: A Comparison of Teaching Methods
In light of the push to improve high school students’ academic performance, there is growing interest in involving students in active learning situations. One example of an active learning situation is a simulated learning environment. This study investigates the differences in educational outcomes between a simulated learning environment and a more traditional classroom environment.
- Lance Vikaros
Title: Tangible Concepts - A study of visualizing mental models in support of systemic thinking
My research started with the development of teachable agent software combining concept mapping with video game simulations of ecosystems and entrepreneurship. Tangible Concepts began as a more focused investigation of the concept mapping visualizations of students' knowledge. Research has shown concept mapping to be effective both as a learning exercise and as a formative assessment of the propositional relationships connecting declarative knowledge. I am investigating how a new form of conceptual mapping might engage other types of knowledge, specifically those associated with systemic thinking. Come see a demo of the software I have developed in collaboration with Jonathan Vitale and Nadia Tishutina which will be made freely available to anyone interested in using it in their research.
Nov 20
Guest Presentation
George B Schuessler, Director of Academic Computing
Dec 11
CCTE Social
combined social for Core seminar and Doctoral Colloquium
Sessions Spring 09
Jan 29
Discussion about academic writing specifically Certification Exam
Feb 12
Guest Speaker: Professor Steve Feiner, Professor Computer Science and Director of the Computer Graphics and User Interfaces Laboratory at Columbia. He will be talking about and giving demonstrations of his (and his lab's) work, which has applications to a wide range of interests.
His lab's website: http://graphics.cs.columbia.edu/top.html
Feb 26: Games for Learning
1. Guest Speaker: Katherine Isbister, Associate Professor at NYU-Poly.
Title: Computer Games that Move Us: Making the Gaming Experience More Socially and Emotionally Powerful.
About the Speaker: In 1999, Katherine was selected as one of MIT Technology Review's TR100 Young Innovators most likely to shape the future of technology. Katherine's background is in social science, with an emphasis on how people relate to technologies in social ways. She received her Ph.D. from Stanford University's Communication Department, and since then, has been working in research labs and industry on character-based interfaces. As she says, "I research and design social interfaces and interactive characters-- creatures you see in games, website helpers, the voice of your car. I've worked with game companies, social software startups, web stores, and auto manufacturers, among others."
Her current research interests include emotion and gesture in games, supple interactions, design of game characters, and game usability. She presents and publishes her work in Human Computer Interaction (HCI) and Game Studies venues, and has received funding from both governmental and private sources, including the U.S. National Science Foundation and companies such as Electronic Arts. She serves on the advisory board of the International Game Developers Association Games Education Special Interest Group, and is on the Editorial Board of the International Journal of Human Computer Studies. Her recent publications include two books:
- Isbister, K., & Schaffer, N. (2008). Game Usability: Advancing the Player Experience. San Francisco: Morgan Kaufmann Publishers.
- Isbister, K. (2006). Better Game Characters by Design: A Psychological Approach. San Francisco: Morgan Kaufmann Publishers. (Nominated for a Game Developer Magazine Frontline Award.)
2. CCTE Speaker: Jessica Hammer, instructor for introductory and advanced game courses available through CCTE.
About the Speaker: Jess is a Ph.D. candidate in Cognitive Studies in Education. She has an MPS degree from NYU's Interactive Telecommunications Program and an AB degree in Computer Science from Harvard. In addition to teaching for us at TC, she has co-taught game design, game theory and game technology through Columbia's Computer Science Department. She has consulted, done research, been a programmer, and designed for entities such as gameLab, YaYa, TERC and others. She has presented at many professional meetings such as AERA, the Serious Games Summit, GDC, NRC, and other venues both in the US and internationally. She has published articles and chapters in Educational Technology Magazine, e-Learning, and The New Literacies Sampler, where her chapter titled "Agency and Authority in Role-Playing 'Texts'" has been very positively received.
At present, she is developing an educational game that incorporates research-based design principles to teach about systemic bias. Her research in this area has captured the interest of other students in and beyond CCTE, and an active research and game development group has formed around Jess and her work.
Mar 12: Television, Media and Education
Guest Speaker: Scott Cameron, Director of Education and Research for the Electric Company at Sesame Workshop
Title: Reinventing The Electric Company: How a Classic Kids' Show Was Reconceived for 2009.
He plans on touching on the following topics, among others:
- the assumptions made as the project was developed;
- the curriculum seminar with literacy advisors and its influence on production;
- the development of the curriculum within the framework of other Corp for Public Broadcasting shows;
- formative research for the TV show and website;
- how the TV show, website, and outreach materials work as a "360-degree" experience.
About the Speaker: Scott oversees the educational integrity of all Electric Company materials, including the TV show, Broadband games, comic books and outreach activities. A former English teacher, Scott has worked in children's educational media as a curriculum specialist, researcher and writer. In the mid-1990s, he was part of the team that developed the Israeli-Palestinian Sesame Street co-production. He also worked on the Mexican, Canadian, Polish and Japanese versions of Sesame Street and was the Director of Content for the series Sesame English, which combined classic Sesame Street segments with new narrative material to teach English to non-native speakers.
He has written and edited over 20 educational books, including: nonfiction readers for Time for Kids; early readers for Rigby/CTW's City Stories series; and Hemispheres, an English-learning series for McGraw-Hill. As a television writer, Scott wrote for educational programs such as Noggin's "Oobi" and Sprout's "Special Good Night". He has served as an educational consultant for Leapfrog, Disney Publishing and other multi-media educational companies.
Scott holds a Master's degree in international education from Teachers College, Columbia University and a Bachelor of Arts degree in film and television from Boston University.
Apr 2: Technology Policy and Practice in NY Schools
Guest Speaker: Regent Harry Phillips, III
In this colloquium we will hear and think about the implementation of technology in schools, and how State education policy is instrumental in facilitating the appropriate use of technology in schools.
If we are serious about infusing technology in schools, then State departments of education must facilitate this through their policies and signals to school boards, principals and teachers. How is this done? What barriers must be overcome and what strategies should policymakers address to ensure that our nation's teachers and children have the maximum benefits from available technologies now and in the future? To date, State policies have not focused to a large extent on technology use and integration into schools and schools subjects, but this is changing and changing quickly. Thus, while the colloquium will focus on New York, there are lessons for school technology use more broadly.
Our speaker, Regent Phillips, will discuss the recent development of a Technology Mission, Vision and Plan for New York state. The Board of Regents just approved draft versions of these documents in their March 17th meeting. Regent Phillips will describe the evolution of these exciting developments for New York, in the context of the governance of education in New York State.
Regent Phillips has been instrumental in promoting technology as priority for the New York Board of Regents. He is one of three Regents who formed a Task Force on Technology and has been a member of the University of the State of New York's Council for Technology Policy and Practice for the last four years. He is instrumental in shaping technology policy in New York. After graduating from Harvard with honors, he received a Masters degree in Financial Services from The American College and was appointed by the state legislature to the New York State Board of Regents in 2001. He comes to the Board of Regents with a corporate background as a founder of several successful businesses. Regent Phillips is presently Managing Director of Winged Keel Group, Inc., a financial security management firm in New York City.
Apr 16
No Session - AERA Conference Week
Apr 30 Emotions and Technology
Guest lecture followed by end of semester social
Guest Speaker: Robin Stern
Topic: "Human Emotions and Digital Technology – why study these disciplines together?"
Robin will talk about the rationale for studying human emotions in combination with digital technology. She will give a brief overview of emotional intelligence – with particular focus on emotional awareness, and then make the link to our digital world. You may know that Robin occasionally teaches a course on this topic within CCTE, and her presentation will also give a sense of how that course is structured. She has said that her presentation will be interactive and fun!
About the Speaker:
Robin Stern, Ph.D. is an educator, licensed psychoanalyst and author, who has developed and implemented programs to promote personal and professional growth for the last 25 years. Robin holds a masters degree in Personality and Social Development, a doctorate in Applied Psychology and Research Design, as well as a post-doctoral certificate in Psychoanalytic Group Psychotherapy. Additionally, she is a Diplomate of the American Psychotherapy Association. She is an adjunct associate professor at Teachers College, Columbia University, where she teaches courses on emotional intelligence in various applications. Robin is a researcher and supervisor at Hunter College Leadership Center, and a research affiliate at Yale University’s Health, Emotion and Behavior Lab. She is the co-author of two books on emotional intelligence for educators: Understanding Emotions in the Classroom and Emotionally Intelligent School Counseling. An additional book, on psychological manipulation, entitled THE GASLIGHT EFFECT: how to spot and survive the hidden manipulation others use to control your life, was published in 2007.
Other Events Relevant to Doctoral Students in TC
Doctoral Student Dinner Discussion Series
End of Year Celebration
Date: Thursday, April 30, 2009
Time: 4pm - 6pm
Location: Private Dining Room
Come join us for a night of meeting and final greeting for Spring 2009 and let us and your colleagues know what you have in mind for the summer! Free dinner. There is no RSVP.
Except where