Hi Jamie, Yes, the animations are being prototyped and iterated with the intended audiences. This is actually the first time WGBH has had an iterative development process with the media (beyond just piloting something). 

After the creation of a CT learning blueprint, WGBH used it to inform the development of the first round of media, which focused on the concept of debugging and included one 7-minute story, in which our four monkey characters debug a too-sour batch of lemonade, and 3 shorter “music video”-style segments. These videos reinforced steps in the debugging process, illustrated how to break down a task into smaller steps, and underscored the importance of persevering at a task until it is completed. EDC then 15 parent/child dyads from low-income preschools in New York and tested the media, along with several hands-on activities. Informed by EDC’s findings and discussions with advisors, WGBH revised the media and hands-on activities focused on debugging, and developed new materials focused on the design process, sequencing, and modularity. These included stories on building a home for a stuffed elephant, sequencing the proper order of events to go on a picnic, and breaking down the problem of making a sculpture, plus music videos and live action videos (designing a costume, sequencing a dance pattern, and breaking down the task of painting a mural); and hands-on activities (including designing a bridge, sequencing the making of a fruit kebob, and breaking down the task of setting the table). EDC then recruited 16 parent-child dyads for this phase of research. We are now in the process of using EDC’s findings to produce 27 animated and live-action videos and 18 parent/child engagement activities, which will become the basis for a six-week, home-based intervention.

Thanks for the question, Marisa

Thanks Marisa. I love reading about this thoughtful, thorough process of development. I would love to see more of this kind of work being presented at conferences like SMASH, e.g. It seems that you all have learned a lot over the years about modularity and transmedia strategies. Are there design principles like there are in exhibit development where there is a sweet spot between too few and too many pathways for engagement?

Hi Jamie,

I'll contact you regarding how we can get this kind of work out to more conferences. In the meantime, regarding your question on design principles, it used to be that we took a very siloed approach to designing our projects: the TV show would come first and then what we called the ancillary components (website, hands-on activities, etc.) would follow. Now, we are creating projects that bring a transmedia approach from the get-go, one in which the storytelling drives the convergence of the platforms into one extensive user experience, with the ultimate goal that each lead to hands-on engagement with the curriculum. We haven't looked to see if there is a sweet spot between too few and too many, but we do know that what is key is that each pathway is designed to be specifically optimized for each delivery mechanism.

Regarding modularity, this is actually the first time WGBH is designing a project that is taking a modular approach. We are excited to explore the opportunities that this will present and to share those with the field.

Thanks for your question. Marisa

Thanks Marisa. I look forward to following up with you about conferences and dissemination. I think it would be fascinating to see a session somewhere one day where a media producer and an exhibit developer on the same panel present on designing for similar learning goals on the same STEM content, e.g.

Thanks for your question, Kalie. I'm working on MONKEYING AROUND with Marisa and Heather and can answer this for you.

As part of this project, WGBH is working with state-based systems of early education and care and public broadcasters in Maryland and Mississippi to bring MONKEYING AROUND resources to families. With the support of the BUILD initiative (an organization that provides state systems with planning support, training, technical assistance, and evaluation services), WGBH will work with project teams in Maryland and Mississippi to create a parent engagement toolkit. This toolkit will include materials designed to familiarize parents with CT and provide guidance in exploring MONKEYING AROUND animated videos and hands-on activities with their children. Accompanying this toolkit will be a comprehensive workshop kit that provides state systems, parent organizations, and other organization that promote CT, resources for implementing the parent engagement kit with families. The workshop kit resources will include agendas, a video explaining preschool CT and strategies for promoting it to children, and MONKEYING AROUND media and hands-on activities.

We also plan to make the MONKEYING AROUND media and hands-on activities publicly available to kids and families, either as a PBS KIDS series, via a new YouTube channel, or a dedicated MONKEYING AROUND website. We are looking forward to sharing the materials with preschoolers and their families!

Hi Preeti,
 
I’m happy to address this question! EDC has been working along WGBH throughout the project’s research and development process.  We’re about a year away from the impact study.  Currently, we’re in the midst of many important activities that play a significant role in the impact study. One such activity is the development of the CT learning tasks which will are intended to serve as a measure of children’s learning after experiencing the intervention. The original design of our impact study assumed that the learning task measures would be primarily quantitative in nature, allowing us to observe children’s behaviors during these tasks and produce some sort of score. However, as we’ve gotten deeper into this project, we realize the value of collecting both quantitative and qualitative information about children’s behaviors and verbalizations in response to the tasks we’ve designed.  
 
Because the field is still collectively striving to understanding what CT means for young children, we have recognized the value in trying to do two things with our study: to measure children’s acquisition of new knowledge and skills and to collect vivid details about what it looks like when children activate this knowledge and skills when presented with complex problems.  With this said, once we have a clearer picture of the final set of CT learning tasks and evaluation procedures as well finish the consideration of any other measures that we hope to collect, we will re-evaluate the design and sampling plan to ensure that it reflects our goals for testing our project’s resources and for contributing valuable knowledge to the field.  Stay tuned as our work unfolds!  
 
Heather

Hi Nicole, thanks for your questions! I just provided some information about our distribution plans in my answer to Kalie’s question, above. As far as curriculum connections, we know of several projects that are addressing CT in the context of STEM learning (and we are actually doing an exploratory research project on the integration of CT and math in preschool classrooms), but this project is looking at CT in a broader context. We are investigating CT as a systematic way of thinking that fosters creativity and problem-solving across a wide range of disciplines, including math, science, engineering, and non-STEM subjects like literacy. We look forward to sharing what we've learned when the project is complete.