The following presentations are but a sample of the presentations I have developed and delivered over the past six years. I have chosen to feature these presentations, as they are recent and represent multiple aspects of my research agenda. They are also diverse in topic and audience. Visit my COMPLETE LIST of presentations for more examples.
Cognitive Considerations for Online, Interactive Media Rich Environments
Bigenho, C. (2008, March). Cognitive considerations for online, interactive media rich environments. Presentation at the annual meeting of Texas Distance Learning Association 2008, Galveston, TX, (Peer reviewed).
Reflection: When I entered the CECS program at the University of North Texas (UNT), I had just finished a full year of cognitive science studies at the University of Texas at Dallas. My interest in cognition and how it factors into technology rich learning environments was an outgrowth of my experience at Pepperdine and this introduction to cognitive science. During a course at UNT, I had the opportunity to further explore cognition and learning technologies leading to a paper that explored cognition in interactive media rich learning environments. This work later evolved into an interactive presentation that was presented at the 2008 annual meeting of the Texas Distance Learning Association in Galveston, TX. Reflecting on the participants reactions and experiences during the presentation moved me to collaborate with Dr. Lin on submitting an IRB to further study this topic. We have now completed the first round of studies and have submitted them to AERA for consideration. Our hope is to refine this further for publication and continue with additional research in this arena.
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Learning through Alternate Reality Gaming
Bigenho, C. (2009, February). Learning through alternate reality gaming. Presentation at the 2009 annual conference for the National Association of Independent Schools, Chicago, IL.
Reflection: During the summer of 2008, I had the opportunity to teach an online undergraduate computer applications course at the University of North Texas (UNT). This particular course was part of a redesign incorporating principles from the Scholarship of Teaching and Learning (SOTL) and took the format of an alternate reality game (ARG) developed by Dr. Warren at UNT. The experience of teaching the course was transformational and greatly influenced my interest in narrative and game devices in learning environments.
In 2008 I was hired by the National Association of Independent Schools to develop the Classroom of the Future (CoF) which became a major aspect of their Annual Conference. 2009 saw a second year of development on the CoF which featured technology and pedagogy that looked toward the horizon. As part of this feature, I developed an alternate reality game called Shafted Enlightenment that taught about learning through alternate reality games. This game was played as a 1-hour interactive workshop where participants learn about ARG’s as learning environments through game play. This presentation has been repeated several times at state and national conferences and continues to be in high demand.
Recently I had the opportunity to deliver this presentation to a distributed audience through Classroom 2.0 Live. You can view the Classroom 2.0 Live presentation
including video, audio and shared links. I also created a Learning Adventure
for the game that allows others to play the game independently or as part of their own professional development program.
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Examining Four Games for Learning: Research-based Lessons Learned from Five Years of Learning Game Design and Development
Warren, S., Dondlinger, M., Bigenho, C. (2009, October). Examining four games for learning: Research-based lessons learned from five years of learning game design and development. Presentation at AECT annual convention, Louisville, KY, (Peer reviewed).
Reflection: Over the past year, I have had the opportunity to teach two different versions of an alternate reality game (ARG) version of a computer applications course at the University of North Texas (UNT). Dr. Scott Warren from UNT developed both of these courses. My first experience with teaching through ARG’s was the summer of 2008 when I taught The Door. This version of the course was well developed and served as my introduction to teaching through narrative based ARG’s. Then in the spring of 2009, I had the opportunity to be the first to teach a new iteration of this course called Broken Window. Like The Door, this new version of the course was influenced by two projects by Dr. Warren and Mary Jo Dondlinger as well as play, teaching and learning experiences from The Door. We are now in the process of developing a new format for students in these courses where they will have a chance to learn about three different versions of the same course. Based on the information they cover and a pre-test, they will select one of three options which includes: (a) CBI with a single PBL experience, (b) CBI with three PBL experiences, and (c) Broken Window, a full PBL ARG learning experience. It is our hope that this process will make it easier to align students with a course that will provide a challenge yet match their readiness for learning through more abstract means.
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Telling Stories through Digital Threads
Bigenho, C. (2009, July). Telling stories with digital threads. Online presentation for Classroom 2.0 Live.
Reflection: Early in the summer of 2009, the world watched as the results of the Iranian elections were announced and the people of Iran reacted. At first, this was like most other news stories. However, the situation rapidly changed as mainstream media was closed out and the only news out of Iran was through social media. During this time, I was following my usual tweets on Twitter when I noticed a distinct change. Individuals were changing their avatars to reflect solidarity with the Iranian people and new hash-tags appeared reflecting events in Iran. Using Tweet Deck, I followed and collected tweets and links supplied through the Tweeting community.
It was not long before I realized I had collected over two weeks of a human-interest story that had unfolded before the world through social media. These stories were told by the Iranian people as well as the world at large as they reflected on and reacted to events as told through various forms of the read/write web. I decided to categorize the information I had and used an open-source mind mapping tool to weave the collection of tweets, blogs, videos and images together essentially capturing the first two weeks following the elections to just past the touchstone event of Nada’s death.
I first told this story at NECC Unplugged where I assembled my collection of artifacts into a threaded story at the request of a colleague. Since then, I have presented the story to a distributed audience through Classroom 2.0 Live and as part of a presentation at the 2009 Texas Blackboard Users Group annual meeting. This story and the way it was collected reflects my interest in emerging technologies and how they can be used effectively in education. The online version of Telling Stories through Digital Threads is archived at Classroom 2.0 Live and the collection of slides are available through Slideshare.
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