EAGER: Mobile City Science: Youth Mapping Community Learning Opportunities

网络学习和未来学习技术计划资助的努力将有助于设想下一代学习技术，并推进我们对人们如何在技术丰富的环境中学习的了解。绘制地图和了解相关技术正在迅速成为参与社区一级解决问题的一种新的公民素养。该项目将研究两组城市青年如何使用移动的和位置感知技术收集有关其社区的数据并绘制地图，以及这些数据如何支持教育工作者更好地了解学生居住的地方。这些工具的用户可以轻松地映射社区资产以供学习（例如，图书馆，社区中心），学习缺陷（例如，没有安全的上学路线），以及新的学习机会（例如，发展中的社区花园）。教育工作者需要这些数据来创建与他们所教的年轻人相关的课程和其他教育经验;基于社区的数据驱动课程建立在社区内存在的资产，机会和问题上，这些问题在教育环境中非常重要。通过这种方式，这项研究有助于更好地理解如何构建智能和互联的学习社区。如今，随着一系列位置感知和移动的技术的出现，学习者能够比以往任何时候都更容易地获取有关自己社区和社区的信息或数据。GPS轨迹、地理参考视频和照片、文本和人口统计变量只是对学习者社区进行系统科学分析的数据样本。该项目将研究实施一个移动的城市科学课程的学习者参与编程在数字青年网络在芝加哥和在纽约科学馆在科罗纳，皇后区。“城市科学”是一个新兴的跨学科领域，它使用无处不在的计算来产生数据驱动的见解和方法来理解城市空间的复杂性。在这项拟议的研究中，移动的城市科学（MCS）发生“在移动中”，在城市中，以及在教室和博物馆空间。MCS支持年轻人收集，分析，并从空间和数字数据，他们收集在不同的社区使用位置感知和移动的技术进行辩论。这一建议是及时的，因为数字青年网络（DYN）和纽约科学馆（NYSCI）都在着手新的课程设计，使其节目更加兼容和相关的资源，他们已经在各自的社区。在这个时候，这两个方案都需要更新，“内源性”的帐户，从青年（即，地图）显示社区的学习机会（和不足），这些机会对他们的年轻赞助人很重要。扎根理论，空间分析，互动分析，多模态话语分析和其他分析技术将用于定性，参与式行动研究范式，探索设计的社会技术系统及其对技术流畅性，空间推理，设计实践和技术公民参与的影响。

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. Mapping, and understanding related technologies, is quickly becoming a new kind of civic literacy for participating in community-level problem-solving. This project will study how two groups of urban youth collect data about and map their communities using mobile and location aware technologies, and how these data support educators to better understand the places in which students live. Users of these tools can easily map community assets for learning (e.g., library, community center), deficits to learning (e.g., no safe routes to school), and new learning opportunities (e.g., a developing community garden). Educators need these kind of data to create curricula and other educational experiences that are relevant to the young people they teach; community-based, data-driven curricula build upon the assets, opportunities, and problems that exist within communities that are important to address in educational settings. In this way, this research contributes to better understanding how to build smart and connected communities for learning.Today, with a range of location-aware and mobile technologies, empowering learners to capture information, or data, about their own neighborhoods and communities is easier than ever. GPS tracks, geo-referenced video and photos, text, and demographic variables are just a sample of the data accessible for systematic, scientific analysis of a learner's community. This project will study the implementation of a Mobile City Science curriculum for learners participating in programming at both the Digital Youth Network in Chicago and at the New York Hall of Science in Corona, Queens. "City science" is an emerging, interdisciplinary field that uses ubiquitous computing to produce data-driven insights and approaches for understanding the complexity of urban spaces. In this proposed study, Mobile City Science (MCS) occurs "on-the-move," in the city, as well as in classroom and museum spaces. MCS supports young people to collect, analyze, and argue from spatial and digital data they collect within different communities using location-aware and mobile technologies. This proposal is timely in that both the Digital Youth Network (DYN) and the New York Hall of Science (NYSCI) are embarking on new curricular designs to make their programming more compatible and relevant to the resources they already have within their respective communities. At this time, both programs require updated, "endogenous" accounts from youth (i.e., maps) showing the communities' learning opportunities (and deficiencies) that are available and important to their young patrons. Grounded theory, spatial analysis, interaction analysis, multimodal discourse analysis and other analytic techniques will be used in a qualitative, participatory action research paradigm to explore the impacts of the designed sociotechnical system and its affordances for technological fluency, spatial reasoning, design practice, and techno-civic engagement.