Papers by Areej Mawasi
This paper examines co-design as a space for collaborative learning with distributed expertise ac... more This paper examines co-design as a space for collaborative learning with distributed expertise across generations and roles. We address a fundamental need in co-design spaces: to develop and surface expertise relevant to the design task across a team. We examine how knowledge building is experienced in a design process that has asymmetric expertise among youth, educators, and researchers. We used co-design to engage educators and youth in collaboration towards designing an Artificial Intelligence unit that centers equity and justice. We structured for joint inquiry to facilitate collective learning. We conducted interviews with participants to understand how they experienced codesign. We found our approach allowed for collaborative learning and interactivity among participants with different kinds of expertise.
Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
This chapter outlines a multidimensional framework for theorizing digital-age literacies—one whic... more This chapter outlines a multidimensional framework for theorizing digital-age literacies—one which considers the content, procedural, and contextual dimensions of literacy practices enacted through and around digital technologies. The authors then provide an overview of three empirical studies that illustrate the application of this framework to understand the integration of digital technologies and literacy pedagogies. The authors offer their experiences as classroom teachers, teacher-educators, learning scientists, and literacy specialists working to understand and support the literacy and language practices of learners in the 21st century. The goal of the chapter is to illustrate the value of shifting conversations about digital technologies away from notions of moral panic and techno-idealism, and instead toward a renewed focus on technology-mediated social practices that shape what it means to be and become literate in contemporary society.
Pedagogies: An International Journal
Journal of Science Education and Technology, 2021
Boasting a wide range of interactive and engaging features, narrative-based learning has become i... more Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings. Narrative-based instructional approaches engage students in a novel set of engaging experiences for educational purposes. Although it is not a new concept, the implications of narrative-based learning for science ethics education are still understudied in the learning sciences. In this paper, we use the concept of educational affordances to describe how educators and learners could utilize narrative-based learning activities for science ethics education. We illustrate our educational framework through the example of Frankenstein200 — a learning experience inspired by Mary Shelley’s 1818 novel Frankenstein. Based on short essays describing students’ perceptions of the Frankenstein200 experience, we propose that narrative-based learning activities afford the development of two distinct mental models: doing responsible science and being a responsible scientist. These mental models can serve as important tools for learners to develop a more concrete and elaborated understanding of science ethics. The framework will help educators create narrative-based learning experiences, activities, and artifacts to support their students’ engagement with science ethics across diverse mediums.
Transmedia storytelling has been shown to provide a wide range of positive learning outcomes, lik... more Transmedia storytelling has been shown to provide a wide range of positive learning outcomes, like increased academic achievement and interest. However, while several studies have investigated the potential learning benefits of transmedia storytelling, it is still not fully understood how it can support learners' identity development. Here, we present findings from a study that investigated the impact of a transmedia storytelling experience, Frankenstein200, on learners' science identity. While we could not identify a statistically significant impact of Frankenstein200 on learners' science identity from the survey data, the qualitative findings showed that many participants could imagine themselves as scientists and identify with scientists after taking part in Frankenstein200.
Research on learning with digital media and educational technology has been central in the Learni... more Research on learning with digital media and educational technology has been central in the Learning Sciences over the past decade. To support learning with these tools, multiple instructional approaches and pedagogies have been implemented, including storytelling and adding narrative elements. The purpose of this paper is to present results of a systematic literature review on the integration of narrative elements in educational technology systems over the past decade, between 2007-2017. We seek to identify and synthesize prior work at the intersection of narrative-based learning and educational technologies. Our findings focus on four categories: theoretical approaches, context, learning goals, and intervention type. We conclude by discussing the potential benefits of narrative-based learning in designing learning environments mediated by educational technology and digital media.
In recent years, a critical turn in the Learning Sciences has begun to consider issues of equity,... more In recent years, a critical turn in the Learning Sciences has begun to consider issues of equity, power, and ideology in the design of educational interventions. While this scholarship has made important contributions to our understanding of learning in relation to these issues, less work has addressed the limitations of design approaches in the context of educational technology. Surveying emerging literature in this area, this paper outlines three key considerations for learning scientists seeking to address issues of equity when studying, designing, and implementing technology-rich environments. These issues, taking new forms across technologies and digital media, we identify as: the Neutrality Facade, the "New" Digital Divide, and the Openness Paradox. Finally, the paper offers three directions for addressing power issues in learning environments mediated by educational technology and digital media: critical design methods, critical digital pedagogy, and critical design literacies.
HCI's interdisciplinary nature is one of the major challenges that traditional education systems ... more HCI's interdisciplinary nature is one of the major challenges that traditional education systems have. In the Arab World, we identify related challenges, as will as, opportunities that may help in introducing HCI concepts and principles to researchers in Academia and Industry in the Arab World. Creating an ecosystem in which private sector, philanthropy and public sector, may contribute to research in Academia generally, and HCI related projects specifically. We emphasize here the role of academic researchers as individuals in building bridges with the Arab World through identifying the potential in the region.
Journal Articles by Areej Mawasi
Curator: The Museum Journal, 2022
Responsible research and innovation (RRI) is a framework for thinking about the implications of s... more Responsible research and innovation (RRI) is a framework for thinking about the implications of science, technology, engineering, and math (STEM) discoveries and innovations and shaping them in a way that is responsible to people, future generations, and the natural environment. In this paper, we present a project that engages museum visitors in learning about RRI through hands-on activities inspired by Mary Shelley's Frankenstein story, characters, and themes. We developed a learning framework describing strategies and outcomes for RRI in informal educational settings, then created a set of seven activities that embodied the framework and studied their implementation at 13 museums. Evidence from observations and interviews are consistent with the RRI learning framework and suggest a number of practical implications for its use in museums.
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Papers by Areej Mawasi
Journal Articles by Areej Mawasi