Interdisciplinary Projects in the Academic Studio

Autor/inn/en	Gestwicki, Paul; McNely, Brian
Titel	Interdisciplinary Projects in the Academic Studio
Quelle	In: ACM Transactions on Computing Education, 16 (2016) 2, Artikel 8 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2732157
Schlagwörter	Interdisciplinary Approach; Student Projects; Undergraduate Students; Teaching Methods; Models; Computer Science Education; Computer Software; School Business Relationship; Educational Games; Video Games; Active Learning; Authentic Learning; Planning; Meetings + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Computer science lessons; Informatikunterricht; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Aktives Lernen; Ablaufplanung; Planungsprozess; Meeting; Tagung
Abstract	We define and describe the academic studio model for interdisciplinary, undergraduate, project-oriented education. This model brings faculty, students, and community partners together to investigate an openended academic question, and their collaboration yields an original product that represents their inquiry. The academic studio integrates agile software development practice, project-oriented pedagogy, and sociocultural cognition theories. Scrum provides the framework in which self-organizing, cross-functional teams define their methodology, and Scrum practices facilitate assessment of student learning outcomes. This model emerged from design-based research across six studio instances, each of which investigated the relationship of fun, games, and learning through the development of educational video games. Formal and informal analysis of these instances gives rise to several themes, including the importance of a formalized process to encourage learning and productivity, the critical role of an expert faculty mentor, the need to combine academic and industrial practice to manage the inherent challenges of collaborative software development, and the unique characteristics of learning outcomes arising from this model. We conclude that the academic studio model is beneficial to student learning and faculty development, and we encourage the adoption, adaptation, and evaluation of the model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01