The University of Pittsburgh Center for Learning in Out-of-School Environments (UPCLOSE) is an academic home for informal learning. We explore what it means to learn in informal settings. We tinker with innovative designs to support informal learning. We document how museums and community organizations learn and change. And we bring research and practice together through collaboration and field-building initiatives.
parent-child museums creativity robots community web design professional development informal science education family islands of expertise blitz studies prototyping technology research partnerships discourse analysis museum learning youth programs signage learning on the web dinosaurs science observation art sustainability strategic planning conversations early childhood interests technological fluency new media literacy
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DiSalvo, C., Coupland, J., Steiner M., & Louw, M. (Accepted). Local issues, local uses: Tools for robotics and sensing in community contexts. Paper to be presented at the ACM Creativity & Cognition Conference, Berkeley, CA.
Knutson, K. & Crowley. K. (In Press). Connecting with art: How families talk about art in a museum setting. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines. New York: Springer.
Eberbach, C. & Crowley, K. (2009). From everyday to scientific: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39-68.
DiSalvo, C., Nourbakhsh, I., Holstius, D., Akin, A. , & Louw, M. (2008, October). The Neighborhood Nets Project: A case study of critical engagement and creative expression through participatory design. Paper presented at the Participatory Design Conference, Bloomington, IN.
Knutson, K. (2008, July). Expertise and experience: Museums, a place for talk. Paper presented at the National Academies: Future of Libraries and Museums in the 21st Century, Washington, D.C.
Bernstein, D. & Crowley, K. (2008). Searching for signs of intelligent life: An investigation of young children's beliefs about robot intelligence. Journal of the Learning Sciences, 17 (2), 225-247.
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