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Interdisciplinary Projects in the Academic Studio

Interdisciplinary Projects in the Academic Studio Interdisciplinary Projects in the Academic Studio PAUL GESTWICKI, Ball State University BRIAN MCNELY, University of Kentucky 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, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Interdisciplinary Projects in the Academic Studio

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2016 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2732157
Publisher site
See Article on Publisher Site

Abstract

Interdisciplinary Projects in the Academic Studio PAUL GESTWICKI, Ball State University BRIAN MCNELY, University of Kentucky 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,

Journal

ACM Transactions on Computing Education (TOCE)Association for Computing Machinery

Published: Mar 8, 2016

References