Exploring Learning Ecologies among People Experiencing Homelessness
Exploring Learning Ecologies among People Experiencing Homelessness
复制标题
探索无家可归者的学习生态
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Madeline Balaam
中科院分区：
文献类型：
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作者：
Angelika Strohmayer;R. Comber;Madeline Balaam
即使生活在极端贫困中，非无家可归的青少年在学校的表现也优于无家可归的同龄人。这一劣势可能会对更广泛社会的参与和引导产生长期影响。在本文中，我们研究了如何通过重新构想数字教育生态来解决校外的成绩差异。通过采访、设计研讨会以及在罗马尼亚布加勒斯特一个社会稳定性低下人群中心进行的为期三周的访问中，我们对总共 20 名无家可归的年轻人进行了街头访问，研究了涉及街头的青少年或成年人对教育的看法。我们确定这些人的核心价值观、愿望、教育机会和障碍，包括生存、友谊、学习网络和好奇心。这些发现对设计产生了五个影响：学习“发生”、学习“有效”、为远程学习设计、为学习的社会政治设计以及设计日常学习的制品。这些都说明了人机交互领域教育改革的重要性和必要性。
Non-homeless youths outperform their homeless peers in school even if they live in extreme poverty. This disadvantage can have long-term consequences for engagement with and navigation of wider society. In this paper we examine how differences in achievement could be tackled outside of school through the re-envisioning of ecologies of digital education. Through interviews, design workshops, and a street visit with a total of 20 homeless young adults during a three-week engagement with a centre for people of low social stability in Bucharest, Romania, we examine the perceptions of education among street involved youth or adults. We identify the core values, aspirations, opportunities and barriers for education among these people, including survival, friendship, learning networks, and curiosity. These findings resulted in five implications for design: learning "happens", learning "works", designing for distanced learning, designing for the social politics of learning, and designing artefacts of everyday learning. These show the importance and necessity of educational reform in the field of HCI.
建立联系：使用视觉方法帮助参与研究的理论与实践
DOI：
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发表时间：
2013
期刊：
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影响因子：
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作者：
Clark, J.
通讯作者：
Clark, J.