Mobile City Science: Technology-Supported Collaborative Learning at Community Scale
Mobile City Science: Technology-Supported Collaborative Learning at Community Scale
复制标题
移动城市科学：技术支持的社区规模协作学习
DOI：
10.22318/cscl2017.53
复制
发表时间：
2017
影响因子：
3.2
通讯作者：
D. Silvis
中科院分区：
文献类型：
--
作者：
K. Taylor;D. Silvis
在数字媒体和民主的新时代，人们普遍担心技术使我们无法跨社区和观点进行学习和教学。虽然这个概念在某些情况下可能是正确的，但本文描述了一项名为“移动城市科学”的研究，该研究设计了一种新颖的学习体验，其中教育工作者和年轻人使用移动和基于地点的技术来记录和分析生活在快速变化的城市地区的社区成员的不同观点。这项工作的目的是向年轻人传授与“城市科学”相关的数字素养，这是一个新兴的跨学科领域，为复杂的社区问题创建了数据驱动的方法。参与者使用可穿戴摄像头、GPS 设备、心率监测器和 GIS 软件收集和分析特定社区的信息时被录像。早期研究结果表明，移动城市科学利用技术让持不同观点的人们参与解决社区规模问题。解决的主要问题 技术改变了政治参与的性质。对于每一个提高政府透明度和青年动员的“成功”故事，都有一个政治割据和分裂的例子（例如，Manjoo，2016）。在这个数字媒体和技术的新时代，许多人认为，我们无处不在的技术互动使我们无法跨不同社区和观点进行学习和教学。罗斯-斯托克韦尔在一篇题为“我们如何破坏民主”的文章中写道，“如果我们不能建立媒体工具来鼓励同理心和共识，我们将进一步陷入今天定义我们的有毒分歧”（2016）。这项名为“移动城市科学”的研究代表了一种利用技术和数字媒体作为鼓励同理心并围绕“现实”社区问题建立共识的手段的尝试。重要的是（与 Facebook 和 Twitter 不同），移动城市科学中的技术让社区中的年轻人和青年教育工作者参与面对面的互动，以生成新的信息和不同观点的表达。在最近一次总统选举之前，社会科学正在推广这样一种理念：由我们的多种设备和技术产生的“大数据”将使城市及其公民“更加智能”，或者更好地协同工作。 2016 年 11 月 8 日选举结果公布后，人们开始就大数据的前景提出几个基本问题。这些数据实际上代表了谁的生活？谁从这些数据中了解到什么？数据的来源是什么？谁有合法性对其进行解释和论证？在“数据”的支持下，社区是如何变得如此割裂和分裂的？虽然这些问题仍然是整个政治参与的问题，但它们也为代表性不足的年轻人提供了新的教学和学习机会，让他们能够在可能对社区问题持不同观点的利益相关者之间创建和参与大量数据。创建解决社区问题的见解和数据驱动的方法，或“城市科学”，是一个与普适计算一起新兴的跨学科领域（麻省理工学院媒体实验室，n.d.）。地理空间应用程序和移动设备特别有利于这种数据驱动的查询过程；这些工具支持和促进社区内的活动以及与店主、居民和游客的互动。地理空间应用程序和工具的绘图功能支持通过时空方式记录、解释和论证从附近收集的数据。这些技术可供性已被证明能够以不同的方式让人们参与基于社区的问题，以利用身体移动性的方式，无论是在某个地理区域内步行、乘坐公共汽车还是骑自行车（例如，Nold，2009 年；Taylor，2013 年）。这项工作的潜在意义 总的来说，这项研究认真对待了在 Jane Jacobs (1961) 的挑衅中使用技术的代表性不足的年轻人所扮演的角色，“……城市有能力为每个人提供一些东西，只是因为并且只有当它们是由每个人创建的时候”（第 238 页）。移动城市科学 (MCS) 为学习科学和其他领域做出了四项关键贡献，这些领域涉及通过技术让代表性不足的青年参与社区层面问题和对话的新方法。首先，MCS 通过分析具体学习的方式和内容，为具体的学习理论提供信息并做出贡献（例如，Alibali & Nathan, 2012；Farnell, 1999；Glenberg, Gutierrez, Levin, CSCL 2017 Proceedings 391 © ISLS Japuntich, & Kaschak, 2004；Goldin-Meadow, Cook, & Mitchell, 2009）年轻人以及教育他们的人通过移动和位置感知技术在他们的社区中移动，了解复杂的社区问题。其次，MCS 正式确立了向生活在城市服务欠缺地区的年轻人教授社区参与的创新方法； MCS 是一套移动教学和学习体验，支持年轻人根据空间和其他形式的数据（例如 GPS 轨迹、地理参考视频文件、密度图、地点访谈）收集、分析和争论。同样，这些数据代表了该地理区域内生活经历的多样性。第三，MCS 为青年服务组织、社区开发商、城市规划者和/或社会科学教育者提供方便、技术增强的方式，让年轻人参与城市规模的公民进程和对话。最后，MCS 将有助于形成一种新的社会变革理论，其中技术可能使社区发展过程中的学习和参与民主化（而不是割裂化）（例如 Bilkstein，2013；Papert，1991；Resnick 等，2000；Wilensky & Papert，2010），将年轻人的数据驱动观点纳入规划和政策实施。
In a new era of digital media and democracy, there is widespread concern that technologies have incapacitated us from learning and teaching across diverse communities and perspectives. While this notion may ring true in certain contexts, this paper describes a study, “Mobile City Science,” that designed a novel learning experience in which educators and young people used mobile and place-based technologies to document and analyze the diverse perspectives of community members living in rapidly changing urban areas. The objective of this work was to teach young people digital literacies associated with “city science,” an emerging interdisciplinary field that creates data-driven approaches to complicated community issues. Participants were videotaped as they collected and analyzed information about a specific neighborhood using wearable cameras, GPS devices, heart rate monitors, and a GIS software. Early findings show that Mobile City Science uses technology to engage people with diverse perspectives around a community scale problem. Major issues addressed Technology has changed the nature of political engagement. For every “success” story of increased government transparency and youth mobilization, there is an instance of political balkanization and divisiveness (e.g., Manjoo, 2016). In this new era of digital media and technology, many have argued that the sheer ubiquity of our technological interactions have incapacitated us from learning and teaching across diverse communities and perspectives. In an article titled, “How We Broke Democracy,” Rose-Stockwell wrote, “If we cannot build the tools of our media to encourage empathy and consensus, we will retract further into toxic divisions that have come to define us today” (2016). This study, “Mobile City Science,” represents one such attempt to use technology and digital media as a means of encouraging empathy and building consensus around a “live” community problem. Importantly (and in contrast to Facebook and Twitter), technologies in Mobile City Science engage young people and youth educators in neighborhoods, in face-to-face interactions, to generate new information and representations of diverse perspectives. Before the most recent presidential election, social science was promoting the idea that “big data,” produced by our multiple devices and technologies, would make cities and their citizens “smarter,” or work better together. After the results of the election came through on November 8, 2016, several fundamental questions are now being asked about the promise of big data. Whose lives do these data actually represent? Who learns what from these data? What is the origin of data, and who has legitimacy to make interpretations and arguments from it? How did communities become so balkanized and bifurcated, bolstered by “data?” While these questions remain problematic issues for political engagement at large, they also open-up novel teaching and learning opportunities for underrepresented young people to create and engage with vast amounts of data across stakeholders that may have divergent perspectives on community issues. Creating insights and data-driven approaches to community issues, or “city science,” is an interdisciplinary field that is emerging alongside ubiquitous computing (MIT Media Lab, n.d.). Geospatial applications and mobile devices are especially conducive to this kind of data-driven inquiry process; these tools support and promote moving around the community and interfacing with shopkeepers, residents, and visitors in place. The mapping capabilities of geospatial apps and tools support a spatio-temporal way of recording, interpreting, arguing from the data collected around the neighborhood. These technological affordances have been shown to differently engage people in community-based issues, in ways that leverage physical mobility, be it walking, bussing, or bicycling around a geographic area (e.g., Nold, 2009; Taylor, 2013). Potential significance of the work As a whole, this research takes seriously the role of underrepresented young people using technology in Jane Jacobs’ (1961) provocation that “...cities have the capability of providing something for everybody, only because, and only when, they are created by everybody” (p. 238). Mobile City Science (MCS) provides four key contributions to the learning sciences and other fields concerned with new ways of engaging underrepresented youth in community-level issues and dialogue through technology. First, MCS informs and contributes to theories of embodied learning (e.g., Alibali & Nathan, 2012; Farnell, 1999; Glenberg, Gutierrez, Levin, CSCL 2017 Proceedings 391 © ISLS Japuntich, & Kaschak, 2004; Goldin-Meadow, Cook, & Mitchell, 2009) by analyzing how and what young people, and the people that educate them, learn about complex community issues from being on-the-move through their neighborhoods with mobile and location aware technologies. Second, MCS formalizes innovative ways of teaching community engagement to young people living in underserved areas of the city; MCS is a set of on-the-move teaching and learning experiences that support young people in collecting, analyzing, and arguing from spatial and other forms of data (e.g., GPS tracks, geo-referenced video files, density plots, placeelicited interviews). Again, these data represent the diversity of lived experiences within the geographic area. Third, MCS provides accessible, technologically enhanced ways for youth-serving organizations, community developers, urban planners, and/or social science educators to engage young people in civic processes and conversations happening at the scale of the city. Finally, MCS will contribute to a new theory of social change where technologies potentially democratize (rather than balkanize) learning and participation (e.g., Bilkstein, 2013; Papert, 1991; Resnick, et al., 2000; Wilensky & Papert, 2010) in processes of community development to include young people’s data-driven perspectives in planning and policy implementation.
沿着线索学习：阅读和书写城市的方位素养
影响因子：
3.8
作者：
Taylor, Katie Headrick
通讯作者：
Taylor, Katie Headrick