Building Content Understanding through Creative Coding
Dec. 2018 – Present
Creative learning is difficult to implement within classrooms where there are curriculum goals as well as time and other logistical constraints. In collaboration with Tokyo University, we conducted design-based research with public school teachers in Nagano prefecture, Japan, to explore a curriculum unit that allows students to engage in creative coding using Scratch while achieving curriculum goals in a social studies class. This project is supported by Google for Education and the Teaching and Learning Innovation Grants program, funded by the Woodrow Wilson National Fellowship Foundation and administered by the MIT Teaching Systems Lab (TSL).
Murai, Y., Ikejiri, R, Yamauchi, Y., Tanaka, A., & Nakano, S. (2020). Designing a creative programming unit within the elementary school core curriculum. Manuscript submitted for publication.
Yamauchi, Y., Murai, Y., Ikejiri, R., Tanaka, A., & Nakano, S. (2020, February). Designing classes that combine creative programming with subject learning in elementary school (Japanese) [Paper session]. Annual Spring Conference of Japan Society for Educational Technology, Nagano, Japan.
Jan. 2018 – Present
Partnering up with Maker Ed as well as with the educators from Corte Madera School, CA, and Community Middle Charter School, VA, we explored the question “what does embedded assessment in maker classrooms look like?” Through a series of design workshops and trials in classrooms and afterschool programs, we designed Beyond Rubrics Toolkit. This work was supported by the National Science Foundation under Grant No. 1723450.
Murai, Y., Kim, Y., & Chang, S. (2020). Principles of embedded assessment in school-based making. Manuscript submitted for publication.
Kim, Y. J., Murai, Y., & Chang, S. (2020, June). Embedded assessment tools for maker classrooms: A design-based research approach [Paper session]. International Conference of the Learning Sciences, Nashville, TN, United States. (Conference canceled)
Murai, Y., Kim, Y. J., Chang, S., Martin, E., Rosenheck, L., & Kirschmann, P. (2020, April). How do you know they are learning?: Perspectives of maker educators on assessment [Paper session]. Annual Meeting of American Educational Research Association, San Francisco, CA, United States. (Conference canceled)
Kim, Y. J., Murai, Y., Kirschmann, P., and Rosenheck, P. (2019, November). Embedding Assessment in Hands-On Learning: What We Learned from Students and Teachers from Boston to Bangalore. Blog post shared on Next Generation Learning Challenges.
Kim, Y. J., Murai, Y., Chang, S., & Reich, J. (2019, October) What maker assessment should look like: A closer look at the design process. Poster presented at Connected Learning Summit 2019, Irvine, CA.
Murai, Y., Kim, Y., Martin, E., Kirschmann, P., Rosenheck, L., & Reich, J. (2019). Embedding assessment in school-based making: Preliminary explorations of principles for embedded assessment in maker learning. In FabLearn ’19: Proceedings of the 8th Annual Conference on Creativity and Fabrication in Education. New York, NY: ACM.
Shinshu Makers Fellow Program
Jan. 2018 – Present
How can Learning Creative Learning be truly accessible to educators across cultural contexts? Shinshu Makers Fellow program started with this question regarding the accessibility of global online learning resources for educators. Teaming up with the Nagano Prefectural Board of Education, FabLab Nagano, and Asobism in Japan, we designed a hybrid professional development program for public elementary and middle school teachers on creative coding, where they make, reflect, design, test, and iterate to explore ways to implement coding to support creative learning.
Murai, Y., Rodeghiero, C., Burd, L., Gabaree, L., Presicce, C., Muthui, M., & Ahmad. (2019, October) Cultivating creative learning communities across contexts: Opportunities and challenges, and potential paths. Symposia organized at Connected Learning Summit 2019, Irvine, CA.
Murai, Y., Muramatsu, H., Gomi, N., & Katsuramoto, K. (2018) Programming education as creative learning: Challenges and opportunities. In proceedings of the annual conference of Japan Society for STEM Education, Cambridge, MA. (Japanese)
Learning Creative Learning
Sep. 2016 – Nov. 2019
Learning Creative Learning is an open online course and community for educators around the world to explore the idea of Creative Learning through working on projects, interacting with peers, and trying out their ideas in real-world environments. We examined a number of design decisions (such as multilingual community support) to provide a creative learning space for educators even when they were physically apart from one another, coming from linguistically and culturally diverse backgrounds.
Murai, Y., Gabaree, L., Presicce, C., Rodeghiero, C., & Ahmad, Y. (2020, April). Participants facilitating an online learning community: Three case studies. Paper will be presented at Annual Meeting of American Educational Research Association, San Francisco, CA.
Murai, Y. & Tirthali, D. (2019, April). Discussion prompts and social interaction: Social network perspective on weekly interaction in a massive open online course. Paper presented at Annual Meeting of American Educational Research Association, Toronto, Canada.
Gabaree, L., Murai, Y., Presicce, C., & Tsur, M. (2018, August) Learning Creative Learning: How we keep tinkering with MOOCs. Spotlight presentation presented at Connected Learning Summit, Cambridge, MA.
Gabaree, L., Presicce, C., Murai, Y., & Tsur, M. (2018, August) Designing for Multiple Pathways in Online Learning Experiences. Brief paper presented at Connected Learning Summit, Cambridge, MA.
Unhangout for Educators
Jun. 2016 – Sep. 2018
Unhangout for Educators was a series of participant-driven online workshops for maker educators on Unhangout, a conference platform designed to encourage agency in participants. The workshops aimed to support community building among educators through participation in activities on selected topics important to the field of maker education. We put together lessons learned from the workshops and compiled them as Unhangout Playbook, to support anyone interested in learner-centered online events. This project was sponsored by the Teaching and Learning Innovation Grants program, funded by the Woodrow Wilson National Fellowship Foundation and administered by the MIT Teaching Systems Lab (TSL). The final report can be found here.
Murai, Y., McConachie, K., Schmidt, P. (2019, October) Towards design patterns for participatory online events. Paper presented at 26th Conference on pattern languages of programs, Ottawa, Canada.
Murai, Y., Patch, N., Choe, E., McConachie, K., & Schmidt, P. (2019, April). Modeling social participation: Design implications from analysis of online teacher professional development workshops. Paper presented at Annual Meeting of American Educational Research Association, Toronto, Canada.
Murai, Y., Choe, E., Patch, N., McConachie, K., & Schmidt, P. (2018) Unhangout for Educators: Best practices for participant-driven online workshops. In proceedings of Connected Learning Summit, Cambridge, MA.