Workshop 1 – Outcomes

Our first workshop was very successful in eliciting ideas going forward for our game around education. Based off of some of these findings, we are working to develop different aspects that we would like to have people include in a game, which we would like to have a designing session for sometime next week. Below are some of the results from the different activities that we did in the first workshop. We would like to thank all of our participants that agreed to donate their time and thoughts and agreed to let us post the pictures here. We had a total of seven participants, all in their mid to late twenties.

Activity 1: Identifying what empowerment is

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Caption: Judy taking notes of the group brainstorm about empowerment

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Caption: The notes after the brainstorming about empowerment

In this activity, as a group, we discussed what it means to be empowered as a learning and how/when empowerment occurs. From this discussion, different themes came out. Some were around how a student feels when they are empowered, while other themes are the actions that other actors can take to help a person to feel empowered or that makes them feel empowered and the actions that a student can take that makes them feel empowered. Above, you can see some pictures of the process. Some of the comments can be hard to read, so I have included them below.

What is Empowerment in Learning
– Feeling like you can accomplish things
– Feeling like you understand
– Feeling like you don’t need to ask permission
– Feeling like you are allowed to ask questions
– Feeling like you can make mistakes
– Feeling like you can show vulnerability
– Can apply to my life
– Agency

When Empowerment during Learning
– Practicing
– While & After
– Positive feedback
– Negative feedback (constructive, tactful)
– Can do it on my own
– “I can do things!”
– Share knowledge
– Self-Esteem
– Eureka Moment
– Answer question successfully
– Position of authority
– Proving teacher wrong
– Trusted by someone in position of power
– Do something previously couldn’t do/failed at
– Reviewing that process
– Comfortable with uncertainty
– Confidence that you will figure it out
– Pushing self
– Risk taking
– Making a change
– Less comfortable with comfort

Activity 2: Story telling

For the second activity, the participants divided into dyads and told stories about a time that they felt empowered. They were then asked to identify some of the other actors in their stories in addition to a feeling that led to change in the story along with a power move to reflect that feeling. Something that was interesting, was when sharing these different items with the whole group, partner’s tended to share things about their partner’s story opposed to their own. From this activity, our participants shared great actions and feeling they identified with empowerment for learning that can be used in a game.

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Caption: The participants sharing their stories with their partner.

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Caption: Some power moves showing freedom (left) and begrudging (right)

Statues of Other Feelings from Story
– Thoughtful
– Freedom
– Defiance
– Reluctance
– Begrudging

Action/Gestures from Story
– Stirring
– Inviting
– Revisiting
– Climbing/Overcoming
– Proving Wrong
– Discovering
– Eye Opening

Activity 3: Imaging the learning future for 2030

The last activity had the students again in dyads, but to envision future learning in 2030 for different age groups. The dyads were asked to identify some of the different players that had an impact on the learning, what the learning environment would be like, some of the traits of the ideal learner, and to make an artifact that would be found in that environment. After, each dyad was given a scenario about a struggling student and asked to identify how their world would handle the student. Something that was interesting was that for the different presented scenarios, the participants often did not struggle with fitting the student into their environment.

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Caption: 18+ learners. There would be an open learning environment in the community where the barrier for entry would be lower. People would learn what they would need to to be able to contribute back to the community. There would be a badge to identify them as part of the learning community.

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Caption: 13-18 learners. Classrooms would be open to other classrooms around the world. This would allow learning to have smaller classes in one location and be more specialized. Technology would be used to support this along with local student TAs in each location to help with the class.

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Caption: 6-12 learners. In the future, students would all be autistic. The learning environment would be value sympathy and empathy much more than it currently does. In this sense, students are encouraged to ask questions and are much more on the same level as the teachers. Students, teachers, and parents all use technology to help facilitate the learning that is still primarily done by working together in person.

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