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Maria de Mater commented on Peer-to-Peer Ownership Model (O'Neill, 2013)

It is! But is challenging, I work mostly time-constraint, around the teachers' and school schedule.

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Maria de Mater commented on Peer-to-Peer Ownership Model (O'Neill, 2013)

our message got crossed, but yes, both in school setting and outside. Small group and bigger one,but all time constraint.  for the nanogames please check http://rubberbandpr.com/2015/09/08/the-observatory/

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Maria de Mater commented on Peer-to-Peer Ownership Model (O'Neill, 2013)

The model I used it to design participatory activity based on Collaborative Learning and Social Constructivism. 1. Synthesis, timing activity (gamification approaches) so they have to priorities and think fast, they have to deliver quickly a proposal. This also help to do things in stages (micro) and people don't get overwhelm. Proposal have to be presented in "Tweed mode". So is fast and fun. 2. Collaboration, in order to deliver they have to negotiated, also be accountable for what happens to team members, these are communication skills, since they have to synthesized quickly their ideas so they can be considered by team members.  3. Anchorness, is to recognize the context of others (to whom they are doing the activity for, the user, i.e., others students they don't know) and as well the group (humor is important). 4. Last one, in order to work fast (agile and lean) and collaborated within a group, one have to be at ease with public error. So the group, as well team members, can seizes lessons and opportunities. This is a reflective approach.
This 4 skills are explained to the students in each task they are assigned. Synthesis (with gamification) and the visualization to whom they are doing this for enables the other two. This models has help to design the activity that promote the students to be proactive in their acquisition of new knowledge because of their feeling of ownership toward the project (nano games, video stories, internet radio show). I have been able to replicate results in a smaller group and restricted time-frame. This is done with k-8 teachers, who are sometimes team members but not team leaders. I get input from them (unstructured interviews), so I can make adjustments, and also, I used rapid ethnography methods to get a better understating of context.
For example, in a digital storytelling workshop at a public school, the 6 to 8 graders students had difficulty speaking English (recently immigrate to the US), but during the workshop they started to speak to the teacher in English, because they have to direct them (as member of the team) in
order to finish the video production. Also, teacher reflect that with this workshop was the first time they hear their students experience, apprehension and resolution, about their immigration and coming to the school for the first time (through the story characters). More here, "3 Digital Storytelling byKids" onhttps://www.linkedin.com/pulse/digital-storytelling-kids-dr-mar%C3%ADa-de-mater-o-neill