David Williamson Shaffer

David Williamson Shaffer
Born	May 10, 1964 (1964-05-10) (age 47) New York, New York
Residence	USA
Nationality	American
Fields	Learning Sciences Education Educational Psychology
Institutions	University of Wisconsin-Madison
Alma mater	Harvard University MIT
Doctoral advisor	Seymour Papert
Known for	Epistemic Frame Theory Epistemic Frame Games Epistemic Network Analysis

David Williamson Shaffer (born May 10, 1964 in New York City, NY) is a professor at the University of Wisconsin-Madison in the departments of Educational Psychology and Curriculum and Instruction, a Game Scientist at the Wisconsin Center for Education Research, and Principal of EFGames, LLC.

Education and Career

Shaffer received an A.B. in History and East Asian Studies from Harvard University and his M.S. and Ph.D. in Media Arts and Sciences from MIT. At MIT, David worked with Seymour Papert, a student of Jean Piaget.^[1]

Before coming to the University of Wisconsin, Dr. Shaffer taught grades 4-12 in the United States and abroad, including two years working with the Asian Development Bank and US Peace Corps in Nepal. He also spent time teaching in the Technology and Education Program at the Harvard Graduate School of Education. Shaffer became an Assistant Professor in Curriculum and Instruction and Education Psychology at the University of Wisconsin-Madison, as well as a Principal Investigator for the Wisconsin Center for Education Research in 2001, and became a full Professor in 2008.^[1]

Shaffer had a Marie Curie Fellowship at the Danish Pedagogical University, Urecht University and the Open University of the Netherlands from 2008-2009.^[1]

Research and Theories

Shaffer’s work involves the game sciences, and he is known for his work in epistemic frames, epistemic games, and epistemic network analysis.

The theory of epistemic frames suggests that professional thinking is best understood not in terms of knowledge and skills in a professional domain, but rather as an epistemic frame composed of knowledge, skills, values, and identity linked by a particular professional epistemology—a way of making decisions and justifying actions.^[2] This theory has been tested in a range of professions, including engineering. Goals are to develop computer games to promote the development of an epistemic frame, an epistemic game or professional practice simulation.

Epistemic games are computer games in which players engage in simulations of training in STEM (Science, Technology, Engineering and Mathematics) professions such as engineering and urban planning to develop epistemic frames of STEM thinking.

Epistemic Network Analysis (ENA) is a new method of STEM analysis that focuses on whether and how students link the skills, knowledge, identity, values, and epistemology of a STEM practice into a coherent way of thinking about complex STEM problems.

Epistemic Games

Shaffer has been involved in the creation and study of several epistemic games.^[1]

Pandora Project

Players become high-powered negotiators, deciding the fate of a real medical controversy: the ethics of transplanting organs from animals into humans. Along the way, they learn about biology, international relations, and mediation.^[1][2]

Escher's World

Players become graphic artists and create an exhibit of mathematical art in the style of M.C. Escher. Based on an architectural design studio, the game helps players learn to think like designers about geometry and graphic art.^[1][2]

Journalism.net

Players become reporters working for an online newsmagazine. Working with professional journalists and interviewing community leaders, these young reporters learn about how journalists think about news and its important relationship to the community.^[1][2]

Digital Zoo

Players become biomechanical engineers. Using Sodaconstructor, a sophisticated physics simulation, they design wire-frame character prototypes for an upcoming animated film. Players meet with clients and engineering experts, and present their work, developing real-world skills while learning concepts in science and engineering.^[1][2]

Urban Science

Players engage in the professional practices of urban planning and learn how to become ecological thinkers in the process. They work together to tackle the urban issues that face their city, using iPlan, a Geographic Information System (GIS) tool that helps them develop a comprehensive plan for their community.^[1][2]

Land Science

Land Science extends the game Urban Science. In Land Science, players become interns at the office of a fictitious urban and regional planning firm, Land Management Associates. Players weigh the trade-offs of land use decisions in ecologically-sensitive areas, interact with virtual stakeholders and use iPlan, a custom-designed Geographic Information System, to develop land use plans for local and national sites.^[1]

Nephrotex

Players are welcomed as early career hires into the fictitious company Nephrotex, whose core technology is the ultrafiltration unit, or dialyzer, of a hemodialysis machine. The players’ assigned task is to design a next-generation dialyzer that incorporates carbon nanotubes and chemical surfactants into the hollow fibers of the dialyzer unit. Since design is a foundational discipline for engineers, we focus on bringing engineering design to first-year engineering students.^[1]

References

1. ^ ^{a b c d e f g h i j k} Epistemicgames.org, EFGames, LLC.
2. ^ ^{a b c d e f} Shaffer, D.W. (2006) How Computer Games Help Children Learn. New York: Palgrave.

Selected Works

Shaffer, D. W. (2007). How Computer Games Help Children Learn. New York: Palgrave

Gee, J. P., & Shaffer, D. W. (September/October 2010). Looking Where the Light is Bad: Video Games and the Future of Assessment. Phi Delta Kappa International EDge, 6(1).

Shaffer, D. W. (2009). Computers and the End of Progressive Education. In David Gibson (Ed.) Digital Simulations for Improving Education:Learning Through Artificial Teaching Environments (pp. 68–85).Hershey, PA: IGI Global.

Shaffer, D. W. (2009). Wag the Kennel: Games, Frames, and the Problem of Assessment. In R. Fertig (Ed.), Handbook of Research on Effective Electronic Gaming in Education. (pp. 577–592). Hershey, PA: IGI Global.

Shaffer, D. W., Hatfield, D., Svarovsky, G. N., Nash, P., Nulty, A., Bagley, E., Franke, K., Rupp, A. A., Mislevy, R. (2009). Epistemic Network Analysis: A prototype for 21st Century assessment of learning. The International Journal of Learning and Media. 1(2), 33-53.

External links

• Epistemic Games Group
• WCER Staff Page
• Ed Psych Staff Page
• UW Experts Page
• Nelson Institute Profile

Persondata
Name	Shaffer, David Williamson
Alternative names
Short description
Date of birth	May 10, 1964
Place of birth	New York, New York
Date of death
Place of death