Sasha A Barab
Dados Biográficos
| ID | 641175 |
|---|---|
| NOME | Sasha A Barab |
| PRENOMES | Sasha A |
| SOBRENOME | Barab |
| ASSINATURA | BARAB S A |
| AFILIAÇÕES | Indiana University Bloomington |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 211 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1998 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2012 |
| ÍNDICE H | 5 |
Designing for Virtual Communities in the Service of Learning
Learning for a Reason
This article discusses the ways that tasks and classroom cultures can be supported through the design of online immersive games. The authors focus on a mathematics unit in which students become statisticians who must understand the contextual implications of using particular mathematical tools in analyzing different data sets and reflect on what their tool choice reveals about practical situations. Through these designs, the goal is to illuminate…
Pedagogical Dramas and Transformational Play
Although every era is met with the introduction of powerful technologies for entertainment and learning, videogames represent a new contribution binding the two and bearing the potential to create sustained engagement in a curricular drama where the player's knowledgeable actions shape an unfolding fiction within a designed world. Although traditionally, stories involve an author, a performer, and an audience, much of the power of videogames as m…
Transformational Play
Videogames are a powerful medium that curriculum designers can use to create narratively rich worlds for achieving educational goals. In these worlds, youth can become scientists, doctors, writers, and mathematicians who critically engage complex disciplinary content to transform a virtual world. Toward illuminating this potential, the authors advance the theory of transformational play. Such play involves taking on the role of a protagonist who …
Virtual worlds, conceptual understanding, and me
Purpose This paper aims to advance the idea of consequential engagement, positioning it as a necessary complement to the more common practices of supporting procedural or conceptual engagement. More than a theoretical argument, this notion is grounded in examples from the authors' work in enlisting game‐based methodologies and technologies for supporting such engagement. Design/methodology/approach Through the presentation of two example designs,…
What Do Students Gain by Engaging in Socioscientific Inquiry?
Curriculum-Based Ecosystems
The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated…
Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory
In this article we describe the evolving structure of the Inquiry Learning Forum (ILF), a sociotechnical interaction network (STIN) designed to support a Web-based community of in-service and preservice mathematics and science teachers sharing, improving, and creating inquiry-based pedagogical prac-tices. Specifically, we apply activity theory as an analytical lens for characterizing the process of de-signing and supporting the implementation of …
Design-Based Research
The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based …
Critical Design Ethnography
This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world
An Introduction to the Special Issue
(2003). An Introduction to the Special Issue: Designing for Virtual Communities in the Service of Learning. The Information Society: Vol. 19, No. 3, pp. 197-201
Designing System Dualities
In this article we focus on the challenges we have encountered in attempting to support the development of an online community of practice for grade 5-12 mathematics and science teachers. Specifically, this project involves the design and evaluation of an electronic knowledge network, the Inquiry Learning Forum (ILF), a web-based professional development system designed to support a community of practice (CoP) of in-service and preservice mathema…
Using Activity Theory to Understand the Systemic Tensions Characterizing a Technology-Rich Introductory Astronomy Course
In this report of our research on a computer-based three-dimensional (3-D) modeling course for learning astronomy, we use the central tenets of activity theory to analyze participation by undergraduate students and instructors, illuminating the instances of activity that characterized course dynamics. Specifically, we focus on the relations of participant (student) and object (3-D models and astronomy understandings) and how, in our course, objec…
The inquiry learning forum
Searching for Safety Online
A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of a vulnerable online community—a feminist web-based discussion forum—are targeted by a “troller” attempting to disrupt their discussion space. We analyze the strate…
Online Communities
The phrase “online community” is widely and some say indiscriminately used in education and commerce. It seems to imply warmth and personal commitment to spaces and tools that might otherwise be regarded as anonymous and impersonal. There are other recent books on online communities (Smith & Kollock, 1998; Kim, 2000; Preece, 2000; Barab et al., in press). What distinguishes this collection from the others and how useful is it? In general, this bo…
Grounded constructions and how technology can help
Design-Based Research
The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based …
Searching for Safety Online
A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of a vulnerable online community—a feminist web-based discussion forum—are targeted by a “troller” attempting to disrupt their discussion space. We analyze the strate…
Curriculum-Based Ecosystems
The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated…
Critical Design Ethnography
This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world
Transformational Play
Videogames are a powerful medium that curriculum designers can use to create narratively rich worlds for achieving educational goals. In these worlds, youth can become scientists, doctors, writers, and mathematicians who critically engage complex disciplinary content to transform a virtual world. Toward illuminating this potential, the authors advance the theory of transformational play. Such play involves taking on the role of a protagonist who …
Grounded constructions and how technology can help
An Introduction to the Special Issue
(2003). An Introduction to the Special Issue: Designing for Virtual Communities in the Service of Learning. The Information Society: Vol. 19, No. 3, pp. 197-201
Designing System Dualities
In this article we focus on the challenges we have encountered in attempting to support the development of an online community of practice for grade 5-12 mathematics and science teachers. Specifically, this project involves the design and evaluation of an electronic knowledge network, the Inquiry Learning Forum (ILF), a web-based professional development system designed to support a community of practice (CoP) of in-service and preservice mathema…
Learning for a Reason
This article discusses the ways that tasks and classroom cultures can be supported through the design of online immersive games. The authors focus on a mathematics unit in which students become statisticians who must understand the contextual implications of using particular mathematical tools in analyzing different data sets and reflect on what their tool choice reveals about practical situations. Through these designs, the goal is to illuminate…
Virtual worlds, conceptual understanding, and me
Purpose This paper aims to advance the idea of consequential engagement, positioning it as a necessary complement to the more common practices of supporting procedural or conceptual engagement. More than a theoretical argument, this notion is grounded in examples from the authors' work in enlisting game‐based methodologies and technologies for supporting such engagement. Design/methodology/approach Through the presentation of two example designs,…
Grounded constructions and how technology can help
Using Activity Theory to Understand the Systemic Tensions Characterizing a Technology-Rich Introductory Astronomy Course
In this report of our research on a computer-based three-dimensional (3-D) modeling course for learning astronomy, we use the central tenets of activity theory to analyze participation by undergraduate students and instructors, illuminating the instances of activity that characterized course dynamics. Specifically, we focus on the relations of participant (student) and object (3-D models and astronomy understandings) and how, in our course, objec…
The inquiry learning forum
Searching for Safety Online
A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of a vulnerable online community—a feminist web-based discussion forum—are targeted by a “troller” attempting to disrupt their discussion space. We analyze the strate…
Online Communities
The phrase “online community” is widely and some say indiscriminately used in education and commerce. It seems to imply warmth and personal commitment to spaces and tools that might otherwise be regarded as anonymous and impersonal. There are other recent books on online communities (Smith & Kollock, 1998; Kim, 2000; Preece, 2000; Barab et al., in press). What distinguishes this collection from the others and how useful is it? In general, this bo…
An Introduction to the Special Issue
(2003). An Introduction to the Special Issue: Designing for Virtual Communities in the Service of Learning. The Information Society: Vol. 19, No. 3, pp. 197-201
Designing System Dualities
In this article we focus on the challenges we have encountered in attempting to support the development of an online community of practice for grade 5-12 mathematics and science teachers. Specifically, this project involves the design and evaluation of an electronic knowledge network, the Inquiry Learning Forum (ILF), a web-based professional development system designed to support a community of practice (CoP) of in-service and preservice mathema…
Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory
In this article we describe the evolving structure of the Inquiry Learning Forum (ILF), a sociotechnical interaction network (STIN) designed to support a Web-based community of in-service and preservice mathematics and science teachers sharing, improving, and creating inquiry-based pedagogical prac-tices. Specifically, we apply activity theory as an analytical lens for characterizing the process of de-signing and supporting the implementation of …
Design-Based Research
The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based …
Critical Design Ethnography
This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world
Curriculum-Based Ecosystems
The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated…
What Do Students Gain by Engaging in Socioscientific Inquiry?
Virtual worlds, conceptual understanding, and me
Purpose This paper aims to advance the idea of consequential engagement, positioning it as a necessary complement to the more common practices of supporting procedural or conceptual engagement. More than a theoretical argument, this notion is grounded in examples from the authors' work in enlisting game‐based methodologies and technologies for supporting such engagement. Design/methodology/approach Through the presentation of two example designs,…
Pedagogical Dramas and Transformational Play
Although every era is met with the introduction of powerful technologies for entertainment and learning, videogames represent a new contribution binding the two and bearing the potential to create sustained engagement in a curricular drama where the player's knowledgeable actions shape an unfolding fiction within a designed world. Although traditionally, stories involve an author, a performer, and an audience, much of the power of videogames as m…
Transformational Play
Videogames are a powerful medium that curriculum designers can use to create narratively rich worlds for achieving educational goals. In these worlds, youth can become scientists, doctors, writers, and mathematicians who critically engage complex disciplinary content to transform a virtual world. Toward illuminating this potential, the authors advance the theory of transformational play. Such play involves taking on the role of a protagonist who …
Learning for a Reason
This article discusses the ways that tasks and classroom cultures can be supported through the design of online immersive games. The authors focus on a mathematics unit in which students become statisticians who must understand the contextual implications of using particular mathematical tools in analyzing different data sets and reflect on what their tool choice reveals about practical situations. Through these designs, the goal is to illuminate…
Designing for Virtual Communities in the Service of Learning
Computer Science (15 obras) · Sociology (13 obras) · Pedagogy (10 obras) · Innovative Teaching and Learning Methods (9 obras) · Psychology (8 obras) · World Wide Web (6 obras) · Engineering (5 obras) · Engineering ethics (5 obras) · Innovative Education and Learning Practices (5 obras) · Online and Blended Learning (5 obras)