Embedded Files
Prototypes
Prototypes
Introduction
Introduction
10 min
The introductory lecture is supported by a slide deck, which we prototyped in Google Slides. This slide deck gives an introduction to the workshop, an overview of available NYU Brooklyn resources, results of our research about the state of community and collaboration at NYU Brooklyn, and learning goals of the workshop.
The information in this presentation is purely descriptive and communicated by direct instruction to the workshop attendees by one of the students leading the workshop (the facilitator). Further, the information in this lecture prepares the attendees for the rest of the workshop, so it serves as an advance organizer in itself. In general, this step of the workshop is based in cognitivism as we present the research and importance of interdisciplinary collaboration and learning. However, situated learning theory is also embedded in the design, as the facilitator is an NYU Brooklyn student, a relatable figure and embodies the role trajectories within the community that learners can aspire to.
The slides are available here.
Card Game
Card Game
35 min
The mechanics of the card game were designed for this prototype. Students will be given a department and a project at the start of the game, and they will later have to collaborate with others from different departments and projects about how to split up resources and skills.
The design of the card game was created through application of social constructivism and situated learning approaches to learning as they relate to gamed-based learning. Students work together within their groups- each group serving as a different community of practice- to determine which resources and skills are important to their particular disciplinary context. Through embodied cognition, reenacting and engaging with roles via apprenticeship, each team member practices delegating these resources and skills, reflecting the process of choosing and implementing resources and skills in the real world. Each team will also be able to witness the problem solving processes of other teams, which can inform each team's own process (social learning theory).
Spreadsheet
Spreadsheet
10 min
The spreadsheet has been prototyped in Notion. Following the introduction of the tool, students will use this template to document relevant information that they learn throughout the rest of the workshop.
This template allows students to construct a personally relevant visual organizer about events, resources, and people that interest them at NYU Brooklyn. Thus, this prototype applies the concept of distributed cognition, reducing the cognitive load on learners of of finding information on resources and the resources that best suit their needs in that moment. Through constructivist, constructionist principles, we provided learners with a scaffolded template in which they could fill as they find new resources that can help them in their process of collaboratively and interdisciplinary working on projects. Reinforcing this extension of the brain's memory, learners can practice their organization and self-regulation through self-directed learning. The introduction of the tool in the workshop also scaffolds the attendees in their use of the spreadsheet during and after the workshop.
The spreadsheet template is available here.
Scavenger Hunt
Scavenger Hunt
30 min
A storyboard for various features related to one pathway of the scavenger hunt has been prototyped. At the workshop, a group of students form a group around their interest in medicine. Then they follow instructions on a phone which guide them around the campus and resources that are relevant to their topic.
The scavenger hunt via a mobile application serves as a way for students to physically, practically find resources in the community as opposed to just discussing it. The embodied cognition, discovery learning, and spatial cognition and learning rooted in the design of the scavenger hunt helps learners to remember their experiences of interactions and scaffolds their outreach to various resources at NYU as they explore them. Through this experience, learners become more familiar with interacting through resources that may seem unfamiliar and intimidating otherwise, allowing them to explore in groups with activities at each of the resource locations. Group members are meant to boost each other's ability to udnerstand and analyze clues and tasks within the activity as distributed cognition is incorporated here- providing for active, interactive, collaborative learning.
A storyboard of the scavenger hunt activity is provided below.
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