INDP: Collaborative Research: Coding for All: Interest-Driven Trajectories to Computational Fluency

这个网络学习集成和部署（INDP）项目汇集了来自麻省理工学院媒体实验室，加州欧文大学数字媒体和学习中心以及哈佛大学伯克曼互联网与社会中心的跨学科研究团队，以探索开发和使用新型在线工具，活动和聚会，以吸引更多的年轻人发展计算流畅性，特别是来自目前在计算机领域代表性不足的群体的青年。该项目建立在NSF资助的Scratch编程语言和在线社区（http：//www.example.com）的成功基础上，超过150万年轻人根据他们的兴趣创建了互动故事，游戏，动画和模拟。scratch.mit.edu Coding for All项目旨在为目前不易参与技术和科学讨论和活动的青年提供进入Scratch的新途径。PI正在设计和改进各种基于兴趣的微世界--针对这些人群中年轻人的特殊兴趣定制的入门编程环境--为开始编码提供更容易和更吸引人的切入点，他们的目标是制定设计微世界的指导方针，这些微世界足够简单，不会压倒一切，足够吸引年轻人，内容丰富，允许创造性的表达，并根据新参与者的兴趣和先前知识进行调整，以培养好奇心和学习能力。此外，该团队正在探索如何利用图书馆和低收入青年聚集的其他空间的人员，以支持对这些微世界的初步介绍和参与，并开发和完善工具，以支持基于兴趣的在线聚会和非会议，通过这些微世界参与的年轻人可以与同龄人和导师分享想法，形成合作，提高他们的编程和表达能力。PI正在收集有关青少年的参与和参与，他们的技能和理解力的发展以及他们的兴趣发展的大量数据，他们的分析将有助于更深入地了解所需的支持，途径，该项目解决了吸引和促进那些目前教育实践没有得到很好服务的人群的学习的需要，国家在劳动力发展、公平和对技术熟练的公众的需求方面的重要优先事项。该项目的工具和活动将提供编码的替代途径，增加非主流社区的年轻人发展计算流畅性的机会。对公共图书馆的关注探讨了如何利用公共教育机构，最大限度地满足非主导社区的技术需求和各种利益，利用新的在线学习机会。这项研究的结果将为关注STEM相关学习，在线教育资源，教育公平和网络法的研究人员和从业人员提供信息。

This Cyberlearning Integration and Deployment (INDP) project brings together an interdisciplinary research team from the MIT Media Lab, the Digital Media and Learning Hub at University of California Irvine, and Harvard University's Berkman Center for Internet and Society to explore development and use of new types of online tools, activities, and gatherings to engage more young people in developing computational fluency, particularly youth from groups currently underrepresented in computing. The project builds on the success of the NSF-funded Scratch programming language and online community (http://scratch.mit.edu), where more than 1.5 million young people have created interactive stories, games, animations, and simulations based on their interests. The Coding for All project aims to provide new pathways into Scratch for youth from populations that are not currently drawn in easily to technological and scientific discourse and activities. The PIs are designing and refining a variety of interest-based microworlds -- introductory programming environments that are customized to particular interests of youngsters in those populations -- to provide easier and more inviting entry points for getting started with coding, and they aim to develop guidelines for designing microworlds that are simple enough not to be overwhelming, engaging enough to draw youngsters in, rich enough to allow creative expression, and tuned well enough to the interests and prior knowledge of new participants to foster curiosity and learning. In addition, the team is exploring how to use personnel in libraries and other spaces where low-income youth congregate to support initial introduction to and engagement with these microworlds and developing and refining tools to support interest-based on-line hangouts and unconferences, where young people who become engaged through these microworlds can meet peers and mentors to share ideas, form collaborations, and increase their programming and expressive capabilities. The PIs are collecting much data about the engagement and participation of youngsters, the development of their skills and understanding, and the development of their interests, and their analysis will contribute to deeper understanding of needed supports, pathways, and outcomes related to computational fluency.This project addresses the need to draw in and promote learning among those in populations not served well by current educational practices and important national priorities in workforce development, equity, and the need for a technologically fluent public. The project's tools and activities will provide alternative pathways into coding, increasing opportunities for young people in non-dominant communities to develop computational fluency. The focus on public libraries explores how to use public educational institutions most geared towards serving the technology needs and diverse interests of non-dominant communities in taking advantage of new online learning opportunities. The findings from this research will inform researchers and practitioners concerned with STEM-related learning, online educational resources, equity in education, and cyberlaw.