Show simple item record

dc.contributor.advisorEric Klopfer.en_US
dc.contributor.authorHaas, Jason(Jason Michael)en_US
dc.contributor.otherProgram in Media Arts and Sciences (Massachusetts Institute of Technology)en_US
dc.date.accessioned2020-03-23T18:11:23Z
dc.date.available2020-03-23T18:11:23Z
dc.date.copyright2019en_US
dc.date.issued2019en_US
dc.identifier.urihttps://hdl.handle.net/1721.1/124198
dc.descriptionThesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2019en_US
dc.descriptionCataloged from PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (pages 95-101).en_US
dc.description.abstractCommittee of N is a collaborative card game where players deepen their learning about educational policy and the history of education in the U.S. by creating new kinds of schools based on design constraints implemented through random card draws. In the core game play, players are randomly assigned educational values (e.g. belief in multiple intelligences or achievement on high-stakes tests) from a deck along with a specific school element (bell schedule, graduation requirements, etc.), and they then creatively design the element to reflect their assigned values. By using cards as context for discussion, research, and design, undergraduate education students become animated about the possibilities of designing and imagining the school they would most like to teach in, grounded in theory and practice. By examining student work created in the normal course of class, by interviewing students and teaching staff, and by examining student artifacts, I make the case that students are learning and reflecting as educational professionals. I argue that both game affordances and construction kit affordances help students create a constructive lens, marking a professional capacity to decompose existing learning environments as well as to modify and design their own.en_US
dc.description.statementofresponsibilityby Jason Haas.en_US
dc.format.extent101 pagesen_US
dc.language.isoengen_US
dc.publisherMassachusetts Institute of Technologyen_US
dc.rightsMIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.en_US
dc.rights.urihttp://dspace.mit.edu/handle/1721.1/7582en_US
dc.subjectProgram in Media Arts and Sciencesen_US
dc.titleCommittee of N : playful design in teacher educationen_US
dc.typeThesisen_US
dc.description.degreePh. D.en_US
dc.contributor.departmentProgram in Media Arts and Sciences (Massachusetts Institute of Technology)en_US
dc.identifier.oclc1145278970en_US
dc.description.collectionPh.D. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciencesen_US
dspace.imported2020-03-23T18:11:23Zen_US
mit.thesis.degreeDoctoralen_US
mit.thesis.departmentMediaen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record