Developing frameworks, tools, and social practices to support effective instructor use of online social learning networks in blended learning models 2013-current In this work, we use the existing robust ecology of DYN to conduct design research in learning environments that are making use of networked technologies and online spaces. The goal of the work is to design supports for online educator-learner interactions. We are working with six focal educators across school and after school programs using Remix with both middle and high school students, from content ranging from e-fashion to world history. This multi-year study is organized around four primary research questions to better understand sociotechnical systems to support blended learning: (1) What types and patterns of online interactions create opportunities for and evidence of learning across multiple levels of analysis, including teachers, students, and community? (2) How can we design online social learning networks that support generative interactions that lead to learning outcomes? (3) What kinds of analysis and representations of online data can best be used by both practitioners and researchers to inform understanding of interactions within online social learning networks? (4) How can we support practitioners in effectively using the affordances of sociotechnical systems to creating learning ecosystems that develop students’ digital literacies? This work is supported by an NSF Cyberlearning grant.
Suthers, P. Reimann, & A. Dimitracopoulou (Eds. ), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (pp. 25-27). New Brunswick, NJ: International Society of the Learning Sciences (ISLS). Martin, C. and Barron, B. (2009). The pursuit of computational thinking: Gender patterns throughout middle school. In the European Association for Research on Learning and Instruction (EARLI) 2009 Conference Proceedings. Amsterdam, Netherlands: August, 2009. Martin, C. K,, Barron, B., Austin, K. and Pinkard, N. A Culture of Sharing: A Look at Identity Development Through the Creation and Presentation of Digital Media Projects.
K., Roberson, A. Digital narratives to engage girls in computational making. In C. Martin and D. Nacu (Organizers), Intentional and Inclusive Design to Create Social-Technical Learning Systems. Symposium at Digital Media and Learning Conference, Los Angeles, CA, June 11-13, 2015. Roberson, A., Martin, C. Flip the switch: Generating girls’ interest in STEM through e-fashion. Presentation at International Society for Technology in Education, June 28-July 1, 2015.
This work is sponsored by an NSF RAPID PRIME grant. Identifying educator roles that support students in online environments 2010-12 Potential generative outcomes of participation in online learning communities have been documented, alongside inequities in terms of who is participating. We analyzed four months of online participation and interactions of six adult educators and their students in a blended school-day and online ELA unit. The student participants were middle school urban youth from an underserved primarily Latino/a community.
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Presentation at the International Conference on Computer-Supported Education (Lisbon, Portugal) March, 2009. Austin, K. (2008). “Fostering 21st Century Skills: Tool-Based Instructional Change. ” Austin, K. Establishing and Negotiating Teaching and Mentoring in an Informal Setting. International Conferences on Learning Sciences, Amsterdam, Netherlands, June, 2008. Gomez, K, Austin, K, Zywica, J, Hooper, P, Pinkard, N. Instructional Environments Designed to Increase Quality of Access to Technology and Expertise in the New Social Futures. American Education Research Association Annual Conference (New York City, NY) March.
Their mission is clear: …Provide leadership for transforming education through the power of technology. OET develops national educational technology policy and establishes the vision for how technology can be used to support learning. Secondly, OET highlighted Digital Youth Network’s Chicago City of Learning as an excellent model for connecting schools and community institutions. We’re super excited that progress and impact has been so great that OET wanted to tell everyone. Interested in reading about the learning vision: OET Learning NETP 2016 Interested in reading the entire report [PDF]: 2016 Technology Plan Footnote: Others can and should try to duplicate, replicate, and/or reverse engineer the unprecedented success that DYN has had in Chicago over the last two years.
Digital Media and Gender: Women and Girls Engaging with Technology. Symposium at the 4th annual Digital Media and Learning Conference, San Francisco, CA, March 1 – 3, 2012. Nacu, D., Pinkard, N, Schmidt, R., Larson, K. (2012, March) Remixing iRemix: Data Visualizations to Understand Learning and Development in Online Social Learning Networks. Presentation at the Digital Media and Learning Conference, San Francisco, CA, March 1 – 3, 2012. Richards, K. A.
(2013). Safe Space and Shared Interests: YOUmedia Chicago as a Laboratory for Connected Learning. Digital Media + Learning Research Hub. Martin, C. K., Nacu, D., Pinkard, N., & Gray, T. (2013) Educator roles that support students in online environments. In Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, Madison, WI, June 2013. Levinson, A, Stringer, D., Matthews, J., Hutton, M., Rogers, M. (2012).
This work was intended to look at the outcomes and also to highlight the practices that were intentionally designed and emergent that made these sorts of outcomes possible. The work specifically set out to address issues of equitable opportunities and fostering learning across settings. Strategies included team ethnography (observation, documentation, and analysis of school day, after school, and online environments in addition to ongoing educator professional development sessions), collection of quantitative metrics of access, interests, expertise, and experiences over time for one student cohort (sixth through eighth grade) and comparative data from Silicon Valley eighth grade students, constructing technobiographies of 16 focal case students from the cohort, including visualizations of focal learners unfolding learning pathways over time and across settings, and ongoing communication and collaboration with DYN designers, educators, and mentors.
This work was supported by the MacArthur Foundation and NSF LIFE (Learning in Formal and Informal Environments) Center. Martin, C. K., Pinkard, N., Nacu, D., Madison-Boyd, S., Lee, A. (2015). The Chicago City of Learning Initiative: Designing for Youth Engagement Within a Maze of Adult Stakeholders. In Balancing the needs of children and adults in the design of technology for children workshop. Interaction Design and Children Conference, Boston, MA. Acholonu, U., Pinkard, N., & Martin, C. K. Locating Opportunity Gaps by Mapping the Computer Science Landscape in Chicago. Presented at Digital Media and Learning Conference, Los Angeles, CA. Acholonu, U., Martin, C.
& Gomez, K. (2011). Participant understandings of the affordances of RemixWorld. International Journal of Learning and Media 2(2-3), 101-21. Zywica, J., Richards, K. A., & Gomez, K. Affordances of a scaffolded-social learning network. On the Horizon, 19(1), 33-42. Martin, C. & Barron, B. (2009, June). Learning to collaborate through multimedia composing. Part of the Repertoires of Collaborative Practice symposium. O’Malley, D.
Sandherr, J., Martin, C. K., Nacu, D., Pinkard, N. Challenge Your Students: Building Self-Paced Learning Experiences. Presentation at International Society for Technology in Education, June 28-July 1, 2015. Martin, C. & Nacu, D. Intentional and Inclusive Design to Create Social-Technical Learning Systems. Symposium at Digital Media and Learning Conference, Los Angeles, CA, June 11-13, 2015. Nacu, D., Martin, C. K., Pinkard, N., Sandherr, J. Promoting online Latino youth voice through collaborative design.