More Like this

1. Implementing Transmedia Using a Narrative Framework for an Introductory Engineering Course

   Pina, Jeremiah; Ellis, Glenn W.; Mazur, Rebecca (January 2023, ASEE Annual Conference proceedings)

   This paper details the process of developing and adapting a narrative framework for teaching an introductory geotechnical engineering course (EGR 340) through a systematic iterative procedure that embeds conceptual learning into a story format and, over time, elaborates elements and interactions within the story using methods of transmedia storytelling. Although the tools are presented within the context of geotechnical engineering, the approach can be applied throughout engineering education. The elaborative transmedia storytelling process we describe is based on the Imaginative Education (IE) teaching approach. Well-grounded in the learning sciences--but novel in engineering education--IE facilitates student engagement through the use of cognitive tools (such as extremes of reality, heroism, and the exploration of binaries). These tools are connected to types of understanding and serve to enhance a sense of mystery and wonder for topics that might not otherwise register as being immediately relevant to students. A significant benefit of this approach is that that it lends itself to modification and personalization through the inclusion of new features and methods of interaction at the level of the whole story and at the level of story elements. Four types of understanding and their associated cognitive tools were used in EGR 340 and their application is described in this paper. They include: • Mythic understanding using a fantasy narrative that played on the idea that geotechnical engineers refer to their field as the “dark arts of engineering.” • Romantic understanding using heroic narratives that helped students put themselves in the place of Terzaghi and Casagrande as they developed the field. Extremes of reality was another Romantic tool used throughout the course. For example, students learned about soil stress by first solving the mystery of how quicksand works. • Theoretic understanding using concept maps and narrative was used at both the course and unit level to organize concepts. • Ironic understanding using discussion of the inadequacies of theoretic understanding to recognize the reference to “dark arts.” Transmedia storytelling through extensive use of short video clips and other means was used to enhance the application of these tools. For example, students traveled virtually to Venice where they joined a noisy gondola tour to examine building foundations and learn about how poor water policies impacted the sinking of the city. Course evaluation and lesson assessment data were collected in 2018, 2020, and 2022, with each year being associated with a different version of the course. Using these data, we present a mixed-methods analysis of learning outcomes that provides evidence for the effectiveness of this approach at different steps along the way. Non-parametric comparisons of student assessment data demonstrated that student conceptual learning was relatively stable across measures and versions, but that students in the fully transmedia iteration generally performed more strongly on assessments of project-based learning (Borrow/Fill; Atterberg; Dam). Thematic analysis of student responses to open-ended course evaluation prompts demonstrates that engagement was high across all versions of the course, and that students in the 2022 version discussed engineering topics in a manner that included personal connections and reflections. 

   more » « less
2. Developing Transmedia Engineering Curricula using Cognitive Tools to Impact Learning and the Development of STEM Identity (RTP)

   Ellis, Glenn W; Piña, Jeremiah; Mazur, Rebecca; Rudnitsky, Al; McGinnis-Cavanaugh, Beth; Huff, Isabel; Ellis, Sonia; Ford, Crystal M; Lytton, Kate; Cormier, Kaia Claire (January 2020, American Society for Engineering Education Virtual Conference: At Home with Engineering Education)

   This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies— are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons. An overview of the curriculum developed to date and a more detailed description of the engineering design unit is presented in this paper. The curriculum is currently being implemented in treatment and non-treatment classrooms in middle schools throughout the Springfield, MA public school system (SPS). In tandem with pilot-year implementation of the curriculum, we have developed an assessment instrument to measure student learning outcomes associated with a transfer variant known as preparation for future learning (PFL). An analysis of the results from the PFL assessment support the position that a curriculum employing IE cognitive tools can facilitate both transfer-in thinking and the capacity of students to “think with” and thereby interpret important engineering concepts. 

   more » « less
3. Developing Transmedia Engineering Curricula using Cognitive Tools to Impact Learning and the Development of STEM Identity (RTP)

   Ellis, Glenn W; Piña, Jeremiah; Mazur, Rebecca; Rudnitsky, Al; McGinnis-Cavanaugh, Beth; Huff, Isabel; Ellis, Sonia; Ford, Crystal M; Lytton, Kate; Cormier, Kaia Claire (January 2020, American Society for Engineering Education Virtual Conference: At Home with Engineering Education)

   This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies— are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons. An overview of the curriculum developed to date and a more detailed description of the engineering design unit is presented in this paper. The curriculum is currently being implemented in treatment and non-treatment classrooms in middle schools throughout the Springfield, MA public school system (SPS). In tandem with pilot-year implementation of the curriculum, we have developed an assessment instrument to measure student learning outcomes associated with a transfer variant known as preparation for future learning (PFL). An analysis of the results from the PFL assessment support the position that a curriculum employing IE cognitive tools can facilitate both transfer-in thinking and the capacity of students to “think with” and thereby interpret important engineering concepts. 

   more » « less
4. Foundational Tools for Coaching Data Storytelling

   https://doi.org/10.1145/3626253.3633432  

   Chen, Lujie Karen; Gong, Jiaqi; Yarnall, Louise (March 2024, ACM)

   Data storytelling is the skill to communicate data effectively and efficiently. Effective data storytelling goes beyond data visualization and focuses on explanation with clear rhetorical functions. It starts with a set of data insights collected from the data science workflow and involves iterative and interactive processes of filtering those insights into story slices, from which data stories can be created through ordering, organizing and narration. Data storytelling is an integral component of a well-rounded data science education, which complements foundational skills like quantitative reasoning and programming. Despite its significance, solid understanding of the theory and practice of developing data storytelling competency is lacking. Data storytelling is often perceived as a mythical process where quantitative information magically transforms into compelling narratives. Designing scalable coaching tools for data storytelling requires leveraging multidisciplinary expertise from learning science, computer science, data science, communication science, and human-centered design. In this workshop, we will share some initial findings and reflections from our interdisciplinary team searching for effective coaching methods and tools to support coaching data storytelling at scale. We will present results from literature reviews and expert interviews which will be packaged into a set of foundational tools such as mental model, cognitive processes and schema for story construction, assessment strategy, as well as preliminary ideas of tools to support data storytelling coaching. We hope to use this workshop to build a community of researchers and practitioners in coaching data storytelling in postsecondary formal and informal learning context. 

   more » « less
5. Creative Geotechnical Engineering Education Module Based on an Educational Game Using Multiphysics Enriched Mixed Reality

   https://doi.org/10.1109/FIE58773.2023.10343396  

   Cui, LuoBin; Cai, Weiling; Hare, Ryan; Huang, ChenChen; Tang, Ying; Zhu, Cheng (October 2023, IEEE)

   This work-in-progress paper discusses the development of an educational game to provide integrated geotechnical engineering education modules that connect theoretical concepts, laboratory testing, field investigation, and engineering design. The game, Earth Trek, is developed based on the design of geothermal piles, which are an innovative and sustainable geotechnical engineering approach to combat climate change. Virtual reality is applied to visualize the field environments, laboratory conditions, and design components for structural simulation. The game uses a combination of storytelling and tasks to engage students with geotechnical concepts in an enjoyable way. With the newly developed game, geotechnical engineering instructors can provide students with exposure to laboratory testing and field environments, improving the quality of geotechnical engineering education. The use of multiphysics enriched mixed reality gaming allows for a visual representation of the connections between theoretical concepts, laboratory testing, field investigation, and engineering design. Additionally, this study discusses the challenges that geotechnical students face when dealing with worldwide concerns such as energy demand, environmental protection, infrastructure sustainability, and hazard reduction. Earth Trek allows students to apply geotechnical engineering knowledge to explore the underground space and the associated geothermal energy to tackle the engineering problems using only their smartphones. Through exploring the virtual environment and completing game tasks, students can obtain different testing tools used for geotechnical experiments, including thermal conductivity measurement and direct shear test. They are also trained to conduct parametric study to explore the influence of boundary conditions on thermal transfer efficiency of the geothermal pile. The key contribution of this work is to illustrate an educational paradigm based on mixed reality, moving towards creative engineering education in geotechnical engineering. The newly developed educational game and Earth Trek are expected to enhance geotechnical engineering education and provide students with an interdisciplinary knowledge to tackle worldwide concerns. 

   more » « less