Oregon State University Free Choice Learning Lab

In this season of giving, we have been exposed to not so generous actions on behalf of a good deal (http://www.youtube.com/watch?v=n_adgG8Ba2Q). Many of us shook our heads in amazement and utter dismay, but we have all taken advantage of the sales. Whether it was on Black Friday or some other day during this season, we have all worked hard at some time or another to give the perfect gift (at a ‘good’ price). What we as a society may have forgotten is that true giving comes in the form of truly loving and accepting someone for who they are. Wait! What does this have to do with learning? Well, a heck of a lot if you think about it.

I was reminded of this when one of my students in my math class was having difficulty doing simple multiplication problems in his head. Throughout the class, I have encouraged him to use his calculator to do these, but have consistently asked him to learn them without that crutch. As the term came to an end, I asked him what was going on in his life during the second and third grade when he would have learned his multiplication tables. It was during this time in his life that he was removed from his home for the first time and put into foster care. And that is just the tip of the iceberg of all that was really happening. For this student, multiplication tables have been imbued with emotional trauma that prevents him from learning or memorizing them like many of us did back at that age. The disruption of feeling loved at that time impeded his cognitive development and today he is still feeling those effects.

David Richo in his book, How to be an Adult in Love, uses a common experience of coming home and showing our work to a parent. Remember, doing an art or science project in class, or maybe it was a spelling quiz. You get home and say, ‘Look what I have done!’ In that situation he argues, we were expressing our desire for the five A’s: attention, acceptance, appreciation, affection, and allowance. In this common anecdote, we were communicating, “Pay attention to me; accept me; appreciate what I have done; show affection; and allow me to go on doing this without interference or interruption.” If we did not receive these important affirmations, then they express themselves in our adulthood whether through our personal relationships, or as in the case of my sweet student, in simple multiplication.

So in this season of giving, I would like to encourage you to give the best thing you can give that no dollar, euro, or peso can buy – the gift of the five A’s. You may never know how deeply it may impact that person. But if you find them learning new things with joy and vigor, then you know you have created a nourishing ground of love and acceptance.

Happy Holidays to all.

Last week I wrote about Bakhtin’s idea that in order to put together a real, full research account, the researcher point of view has to be put in dialogue with the point of view of the participant in research. Neither point of view is complete in and of itself. The question I raised was how do we make sure and include the voices of research subjects in our work such that they are co-researchers with us and help create those fuller research accounts of experience. One of the primary tools for engaging in shared research used in professional development of educators is video. When we video our practice as educators and (re)view it with others, we create the possibility of real dialogue among multiple points of view. My own experience working with classroom teachers and museum educators, floor staff, and volunteer interpreters using video to reflect on experience has convinced me that neither my outsider observations nor their reflective writing have been sufficient to create real dialogic relationships where we become co-researchers. In some cases, overarching cultural and social narratives about teachers and learners inevitably drown out the details of their experiences as they experienced them. In other cases, the details of those experiences defy categorization and reflection.

As one example, in one project to develop a professional learning community among veteran K-10 teachers, observations showed very little evidence of student led inquiry, but teacher narratives about their teaching reported detailed regular use of student-centered science inquiry techniques as part of their normal routines. Having teachers observe each other using a researcher-generated rubric did little to change their assertions about their teaching even though they were directly contradicted by the observational evidence. Similarly, in multiple projects with museum educators, those educators report a basic belief that visitors do not read labels. Putting these educators in the position of researchers observing visitors generated copious examples of visitors reading labels, yet educator narratives about visitors consistently fail to include that reading. The data and observations simply don’t stick and are overwhelmed by other kinds of details or by larger-scale institutional narratives about visitor behavior.

In both instances, we eventually turned to video as a way of creating what we hoped would be shared texts for analysis and reflection. Yet, the existence of video itself as a shared text is also not enough to form the grounds for researchers and participants to become co-researchers. Watching video and talking about it, even using a rubric to analyze it definitely helps educators be more reflective about their experiences and to put them in larger contexts than the overarching narratives we tend to fall back on. But there still seems to be a missing step.

For Bakhtin the missing step seems to engaging in co-authorship to create some kind of new text or new representation of or about that experience. When we watch video and reflect on it with each other, educators and researchers both come away with a stronger shared sense of what’s happening, but in the absence of creating some kind of new shared text or representation, we don’t have the opportunity for truly developing as co-researchers. Are there places and projects beyond video that we can do on the museum floor that will help visitors (re)create, write about, or otherwise represent their experiences with us as co-authors?

This quarter I took the COSIA (Communicating Ocean Science to Informal Audiences) course taught by Shawn. He had a role in designing this class with staff from the Lawrence Hall of Science at University of California Berkeley and several other COSIA partners around the country. This course is excellent for grad students in the science and formal education fields to learn about ocean science concepts, gain instructional and facilitation strategies for informal settings, and apply their skills towards effective activity design. I have experience facilitating marine science activities at outdoor schools and at aquariums, but this class gave more insight on HOW people learn in these settings. Reading and discussing learning theory with classmates was beneficial to improving my abilities as a facilitator while focusing on how to support a learner-driven experience.

Our challenge was to design an activity that was “minds-on” and hands-on. Susan and I thought about topics that were abstract and that we could attempt to model them for better visualization. Our plan was to provide views of the concept from different perspectives and allow for the discussion of what people already knew. We started with plankton, a significant component of the marine ecosystem, and decided on an exploration of photosynthesis, the oxygen cycle, and connections to phytoplankton. Our overall activity consisted of four stations: learners could think about the proportion of water to land in terms of surface area, comparisons between the ocean and land with regards to net photosynthesis, a visual mapping of terms related to the oxygen cycle, and a station with a plankton sample to look at under the microscope. We took our activity to the Visitor Center at Hatfield Marine Science Center which allowed us to test and prototype “in the wild.” This was an incredibly helpful exercise as we found out what was confusing or needed to be refined prior to others attempting to replicate it. The public gave us helpful feedback that allowed us to improve our work and participants were excited to help.

The COSIA course culminated with Family Ocean Science Night. It was fun to have a variety of ages engage in all of the activities designed by students in the class. Many of the participants were drawn to the tools like the microscope. There is always an element of mystery as to what you will see when you look through the eyepieces. I was especially inspired by a conversation I heard between two boys, in which one was took the role of facilitator for the activity. He did not want to “tell” the other how to get to the answer, but was ready help if there were any questions. Hooray for our future generation of science lovers and science communicators!

On behalf of the COSIA class we are grateful to the many families that came out to participate in our Ocean Science Night! Thank you for letting us practice our skills and for your constructive feedback!

Deme
A game of strategy and survival
(Version 1.1)

Copyright (C) 2013 Harrison Baker.
Permission is granted to copy, distribute and/or modify this document
under the terms of the GNU Free Documentation License, Version 1.3
or any later version published by the Free Software Foundation;
with the Invariant Section being the Creator’s Note.
A copy of the license is included in the section entitled “GNU
Free Documentation License”.

***

Contents
1. Creator’s Note
2. Before You Start
3. The Basics
4. Combat/Predation
5. Seasons and Reproduction
6. Genetics
7. Ending the Game
8. GNU Free Documentation License

***

1. Creator’s Note

Y’all,

I’d like to take a moment to explain what Deme is and why I made it. More
importantly, I would like to let you know where I would like us—you and me
and everyone else who might be interested—to take it. Please read the
following paragraphs.

What Deme is:
Deme is a tactical board game of ecology and survival. Players control
animal species on a small island as they compete, feed, breed and evolve.
The primary goal of each species is to survive and reproduce, but other
goals present themselves along the way. Competitors can be eliminated. New
traits can evolve. New species can be born.

What Deme is not:
Deme is not an ecosystem model. Deme plays with broad concepts such as
random mutation, energy flow, interspecific competition and trophic cascades.
It does not, however, represent these things exactly as they happen in a real
ecosystem.

Deme is meant to raise questions and encourage experimentation. If you
would like a thorough, scientifically accurate ecosystem modeling system
rather than a game, you might want to try one of these:
http://atlss.org/
http://www.ecopath.org/

The rule system is intended as a toolbox, not a cage. Feel free to modify,
add and subtract rules in the future to meet your needs and make Deme as
realistic or fantastic as you like. I trust my players to find and explore
the differences between real-world dynamics and fictional ones, applying
and sharing their own prior knowledge to create fun, meaningful table
sessions.

Thank you and enjoy!

Harrison

***

2. Before You Start

What you will need:
-Multi-colored tokens, beads or figurines to represent each species (as many as you can get)
-Several six-sided dice (a pack of 10 should be good)
-One 20-sided die
-A hex grid board with hexes large enough to accommodate your poker chips
-Some rocks or other obstructions to serve as terrain
-A set of poker chips (at least one)

The role of the Ecosystem Master:
One person (not a player) will serve as Ecosystem Master (EM). This person is responsible for
overseeing the environment, laying out the narrative, arbitrating player disputes and handling
some random and semi-random events.

Think of the EM like the Dungeon Master in a game of Dungeons & Dragons, or the referee in
a sporting event. The EM has a responsibility to be fair and impartial, and to keep things
interesting. The EM is basically a storyteller, so this role can be a lot of fun.

Terrain:
Rocks, sticks, etc., when placed on the board, represent impassable obstructions. The EM lays
these out as he or she sees fit before the game begins.

Token and Plant Placement:
The EM places each player’s tokens around the board as he or she sees fit. Keep in mind what’s
fair, challenging and makes sense in the ecosystem.

Species:
Each player controls a species (set of tokens of a single color). Each species has its own
distinct set of three stats:
-Attack strength (ATT)
-Defense (DEF)
-Speed (SPD)
Each of these stats is determined prior to play for each species by the EM and/or player(s).
To start, you may wish to limit individual SPD values based on board size, and individual ATT and
DEF values to the number of six-sided dice you have on hand.

***

3. The Basics

Each player’s turn looks like this:
1) Move a token (representing an animal or small population, as the scenario dictates) any
number of hexes up to its SPD value. Each token can move in any direction, but cannot move
through rocks. You can forgo movement if you want.

2) Attack or feed using the token you just moved, if you want to. Place the token on its side so
you remember you moved it.

3) Repeat until all tokens have acted. Play then passes to the next player.

Herbivores move first, then their predators, then those predators’ predators, etc. Within each
trophic level, you may roll for initiative or simply pass from right to left around the table. The
EM (ecosystem master) keeps track of the progression of seasons, the narrative, replacing plant
mass, etc. Play is divided into seasons and years. Each year begins with Spring. When all players have
moved, a new season begins. When four seasons have passed (all players have moved four
times), a new year begins. We’ll get to what this means later.

Movement:
Each species has a “SPD” value, which represents speed. You can move any number of hexes
(or none at all) up to this value. You cannot move through rocks or share or pass through a
space with another animal. You can share a space with plants (green chips). If you enter a space
occupied by an animal of a different species, you must stop by default.

Feeding:
Feeding is at the core of Deme. When an herbivore ends its turn on a plant (green poker chip),
it carries the chip around with it. If a carnivore kills an adjacent prey animal, the carnivore
gains a green poker chip. Each animal can only gain one green chip per food item, and can only
carry two green poker chips at maximum.
At the end of Summer and Winter, each animal loses one green poker chip and leaves behind a black chip
in its place (see “Feces” below). Animals with no chips to drop die.

Feces:
Black poker chips serve as “feces” markers. These replace green chips lost by animals at
the end of Summer and Winter. They may also be placed by the EM or by players themselves as
the scenario and species abilities dictate.

Water:
Non-aquatic animals that start a turn adjacent to a water hex gain a +1 bonus to their SPD for
that turn. Animals that end Summer and Winter adjacent to water do not lose a green chip.

***

4. Combat/Predation

Attacking:
After moving a token, the attacker rolls the number of dice shown by the “ATT” value to attack
an animal in an adjacent hex. For example, if the attacking animal has an ATT of 3, roll three
dice. If a die scores 4 or higher, it’s a “hit.” If it scores 3 or lower, it’s a “miss.” The number of
“hits” for the attacker must be higher than the number of “hits” for the defender.
If an attacking animal has used all of its moves before attacking, it is exhausted and suffers a -1
penalty to its “ATT” value.

Defending:
When attacked, the defending player rolls a number of dice shown by the “DEF” value for the
defending animal. If the number of “hits” (i.e., rolls of 4 or more) matches or exceeds the
number of “hits” the attacker rolled, the attack is repelled.
Optionally, red poker chips may be used as health indicators, each absorbing one attack.
If the attack is successful, remove one red poker chip (if there are any) from the defending
animal. If the defending animal has no red poker chips, the animal dies.

Resolving Combat:
The attacking animal may not attack the same animal twice if the attack was repelled. However,
it may attack other adjacent animals. If the attack is successful, the attacker may continue
attacking until the defending animal is defeated, or it may attack other adjacent animals. If the
attacker is a carnivore or omnivore that feeds on the defender, it gains one green chip from the kill.

***

5. Seasons and Reproduction

Seasons:
Each season plays the same except for Winter (each player’s last turn of the year). During
Winter, each player’s SPD score is reduced by 1 unless modified by a mutation (see “Genetics”
on next page).

Every Spring, the EM replaces the plant mass lost during the last year. All green poker chips
are restored to the board, with each animal that died at the end of Winter replaced by a green
poker chip.

Plants are placed adjacent to existing plants, and/or are used to replace any black “feces” chips
dropped by players (or the EM) in the path of herbivores over the course of the last year.

Long Game:
For a more in-depth experience, each season lasts four turns for each player instead of one.

Reproduction:
Before the start of every Spring, every animal with two green poker chips gets to reproduce.
Each animal produces one offspring (unless modified by mutation). For every offspring, roll for
mutation. See “Genetics” on next page.

***

6. Genetics
When a new offspring is generated (prior to the Spring redistribution of green chips), it inherits
its parent’s stats (DEF, SPD and ATT) by default. However, each offspring rolls for random
mutations. These mutations become permanent parts of its genome, and may be inherited by all
of its offspring.

Here’s how it works:

Roll the 20-sided die to determine mutation
1 = Fatal (no offspring)
2-13 = No mutation (same as parent)
14 = +1 SPD
15 = +1 DEF
16 = +1 ATT
17 = -1 SPD
18 = -1 DEF
19 = -1 ATT
20 = WILDCARD

If the offspring rolls a rare WILDCARD mutation, roll a six-sided die to determine if the effect
is positive (4-6) or negative (1-3). You may also flip a coin, if you have one.

Roll the six-sided die again to determine the trait to be modified*
1 = Cold resistance (modify effect of Winter by +-1 SPD)
2 = Fecundity (+-1 offspring)
3 = Flight (animal passes over obstacles)
4 = Empathy (animal can pass food to adjacent conspecifics at the end of movement)
5 = Diet (animal gains or loses herbivory or carnivory—whichever it didn’t start with)**
6 = Resilience (red poker chip)

*If an animal loses a trait it doesn’t have, the mutation has no effect.
**If animal is losing a food item, flip a coin or use a six-sided die to determine which food type it loses.

***

7. Ending the Game

Before play begins, the EM should lay out the scenario and a time frame (in real time or game
years) for the game. In addition, each player has the option of announcing his or her own goals
for the game. These may include the elimination of a competing species at the same trophic
level, bearing a certain number of offspring, selecting for a specific trait, etc.
The game ends when the given scenario ends, not (necessarily) when players achieve their own
goals. Remember that this is your game, so everything is negotiable if players and EM agree to
it at the outset.

Once the scenario ends, players can save the stats of their “best” tokens to serve as starter
species for future games. In this way, they can develop their species through “natural” and
artificial selection, much as they might build characters in role-playing games. In this way, a
table (EM + players) can create longer “campaigns” with the same species to see how the
ecosystem changes over time.

Food for thought:

What happens to predators and their prey over time as they evolve to overcome each other’s
weapons and defenses?

What happens to mutualistic relationships (a relationship between two organisms that
benefits both) over time? Why?

Can two organisms at the same trophic level co-exist? How?

***

8. GNU Free Documentation License

GNU Free Documentation License
Version 1.3, 3 November 2008
Copyright (C) 2000, 2001, 2002, 2007, 2008 Free Software Foundation, Inc.
<http://fsf.org/>
Everyone is permitted to copy and distribute verbatim copies
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Today I passed my finals. I now have my M.S. in Free-Choice Learning Science Education.

I want to thank everyone who made this possible—my friends, my colleagues, my family, my research participants and you. Yes, you! Frankly, I’m still processing this. I have much to do yet.

First off, I’m releasing Deme v. 1.1, as of today under the GNU Free Documentation License. You can share, modify and expand the rule system freely, as long as you retain my Creator’s Note regarding its intent. It’s not done—it may never be “done” in the traditional sense. I want you to take it, break it, fix it, shrink it, expand it, apply it, learn with it, teach with it and—most importantly—share what you do with others.

This is, I like to think, the start of the story. Let’s write it together. To get started, I’ll provide the current iteration of the rule system here as a new post in a few minutes.

Have fun.

I’ve been thinking and writing today about research participants as authors of their own experiences — or more accurately as potential co-authors with us of the representations we make of their experiences as learners. The problem in a nutshell is this: we are each the only people who can make meaning out of the flow of impressions, actions, activities, and encounters that make up our lived experiences. But when we attempt to reflect on that lived experience we always do so from an incomplete point of view – we have difficulty stepping out of the lived experience itself in order to reflect on or represent it. Even when we manage, our point of view is limited. We can take the point of view of the “I” who experienced, but in order to create a fuller, more complete account of that experience, we also need to be able to take the point of view of others towards ourselves. We need to see ourselves as both subjects of our experience and objects of our (and others’) reflections.
The problem, of course, for researchers is just the opposite. The researcher has access to their own points of view on our actions, and potentially to multiple points of view on our actions, but unless they also engage us in dialogue about our points of view on those actions, their representations are also incomplete at best and simply caricatures at worst.
In either case, we end up with incomplete representations of human experiences: either the outsider (researcher) view is privileged, or the insider (subjects) view is privileged. As Mikhail Bakhtin pointed out in his work from the 1920’s on the relationship of the author and hero and in his work from the 1970’s on human sciences, both of these perspectives tend toward monologue. They tend to be presented as authoritative statements about our experiences that don’t allow much room for interpretation or negotiation of meaning. The end results it is that I am either represented as a unique subject whose experiences are not generalizable, or represented as an object of research whose experiences are so generalizable as to be personally irrelevant.
Bakhtin’s solution to this problem is to base the “human sciences” on dialogue. Specifically, he calls for dialogue among points of view represented by the voices of active subjects of lived experience and active observers who address and respond to each other. But what would that actually look like in a research setting like the Cyberlab at HMSC? How do we maintain both the generalizable aspects of visitors’ experiences while giving room for visitors’ own personal, unique experiences to shape our research, our findings, and our representations of those findings? That’s a question I’ll be returning to in upcoming weeks and one I hope will spark a dialogue here.

The Free-Choice Learning Laboratory at HMSC

Informal science education research

Love and Learning

Promoting Participants as Co-researchers

Reflections on COSIA and Family Science Night

Deme v. 1.1

Big Day

Dialogic research

Contact Info