I am a Ph.D. candidate in the Learning Sciences in the Werklund School of Education at the University of Calgary.
My research focuses on designing computational learning environments with queer and trans experiences at the forefront that support critical conversations on gender and sexuality and understandings of interconnections with systemic issues of marginalization, injustice, and social change. I explore computing at the intersections of critical theory, queer and trans theories, virtual reality, complexity, STEM education, and interactive art. Using this approach, I design immersive learning environments to engage in-service and pre-service teachers and members of the broader public in critical conversations about socio-political-scientific issues. My designs involve interactive and immersive computer simulations that integrate narrative storytelling with coding, computing, and digital art. I study participants’ experiences in these environments across various time scales, including how to support and deepen their engagement over long periods of time (e.g., over a few months). My work has been shown at public art and science exhibits and online installations and facilitated workshops with students, teachers, and community members, in Canada and the US.
Computational Modeling and Simulations
Gender and Sexuality Studies
Selected publications and presentations:
Paré, D. (2022). Extending “othered” bodies into learning environments: Queer reorientations, virtual reality, and learning about marginalization. In J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), International collaboration toward educational innovation for all, 2022 International Society of the Learning Sciences (ISLS) Annual Meeting, (June 6-10, 2022). Hiroshima: International Society of the Learning Sciences (Online).
Paré, D., Windsor, S., & Craig, J. (2022). Technology in the margins: Queer and trans technologies to support reorienting toward LGBTQ2S+ solidarity. Workshop in J. Oshima, T. Mochizuki, & Y. Hayashi (Eds.), International collaboration toward educational innovation for all, 2022 International Society of the Learning Sciences (ISLS) Annual Meeting, (June 6-10, 2022). Hiroshima: International Society of the Learning Sciences (Online).
Shrodes, A. & Paré, D. (in press/2022). Rapid Community Report – Intersectional queer and trans approaches in the Learning Sciences. Center for Integrative Research in Computing and Learning Sciences.
Paré, D., Craig, J., & Windsor, S. (2022, 12-16 March 2022). Feeding the fish: Interaction design to support listening to accounts of marginalization. 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), https://doi.org/10.1109/VRW55335.2022.00343
Paré, D. (2021). “A Critical Review and New Directions for Queering Computing and Computing Education.” In George Noblit (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.1524
Post-print version available at https://www.researchgate.net/publication/350411899_A_Critical_Review_and_New_Directions_for_Queering_Computing_and_Computing_Education
Paré, D., Windsor, S., & Craig, J. (2021). Mementorium: Designing for playful and interactive learning about gender and sexuality-based marginalization. Paper presented at the ACM SIGGRAPH 2021 Immersive Pavilion, Virtual Event, USA. https://doi.org/10.1145/3450615.3464544
Paré, D., Shanahan, M-C. & Sengupta, P. (2020). Queering Complexity Using Multi-Agent Simulations. In M. Gresalfi & L. Horn (Eds.), Interdisciplinarity in the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS), (pp. 1397-1404). International Society of the Learning Sciences. https://www.researchgate.net/publication/340902907_Queering_Complexity_Using_Multi-Agent_Simulations. Nominated for Best Student Paper at the 2020 International Conference of the Learning Sciences.
Paré, D., Sengupta, P., Windsor, S., Craig, J., & Thompson, M. (2019). Queering virtual reality: A prolegomenon. In Sengupta, P., Shanahan, M-C., & Kim, B. (Eds). Critical, transdisciplinary and embodied approaches in STEM education. (pp. 307-328). Springer. https://www.springer.com/us/book/9783030294885 / https://prism.ucalgary.ca/handle/1880/111707