Girls as Experts, Helpers, Organizers, and Leaders: Designing for Equitable Access and Participation in CSCL Environments
Girls as Experts, Helpers, Organizers, and Leaders: Designing for Equitable Access and Participation in CSCL Environments
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DOI：
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发表时间：
2019
影响因子：
15
通讯作者：
Kay E. Ramey;R. Stevens
中科院分区：
文献类型：
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作者：
Kay E. Ramey;R. Stevens
：在CSCL社区内以及在更广泛的计算和计算制作中，公平问题继续没有得到充分的研究和理论性。在这里，我们研究FUSE工作室-一套基于选择的在校学习环境，基于一系列数字和有形的制作挑战-如何支持公平访问和参与制作和计算。根据网络日志数据和视频人种学数据，我们认为FUSE的四个特征支持公平：挑战的设计；活动系统支持的多样化的认识和行为方式；活动系统鼓励的具体互动；以及计划在学校内的安置。在这里，我们将重点放在性别平等上，但也讨论了对公平的其他方面的影响和计划中的研究。
: Within the CSCL community and in computing and computational making more broadly, issues of equity continue to be under-researched and undertheorized. Here, we examine how FUSE Studios – a set of in-school, choice-based, STEAM learning environments, based around a set of digital and tangible making challenges – supports equitable access to and participation in making and computing. Drawing on web-log data and video-ethnographic data, we argue that four characteristics of FUSE support equity: the design of the challenges; the diverse ways of knowing and doing supported by the activity system; the specific interactions encouraged by the activity system; and the program’s placement inside school. We focus, here, on gender equity, but also discuss implications and planned research on other aspects of equity.