Using hyperlocal and networked strategies to support computer science education for middle grade students in Chicago

使用超本地化和网络化策略支持芝加哥中年级学生的计算机科学教育

• 批准号: 1738830
• 负责人: Nichole Pinkard
• 金额: $ 99.55万
• 依托单位: DePaul University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2018-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738830&HistoricalAwards=false
• 关键词: Using; hyperlocal; networked; strategies; support

For youth to put in the amount of time and energy to develop sustained interest in activities that develop computer science (CS)/computational thinking (CT) literacies, those activities need to be accessible (cost, location, and warm environment), relevant, and viewed as a valuable form of social capital. The project will expand an existing research practice partnership (RPP) focused on increasing computational making (i.e. the integration of design, coding, and making to create interactive artifacts) learning opportunities for middle grade youth living in the Chicago Bronzeville community. By adding a school-day component, the project will focus on curating, developing, and implementing instructional materials that integrate computational making learning activities into middle grade (6-8) classrooms. Grounded in the prior work of the Digital Youth Network (DYN), the project approach will create an ecosystem to support student development of digital media literacies. By creating a learning ecosystem that creates a context where CS/CT literacies are accessible, relevant, and valued, the project will create the motivation for students to seek opportunities to deepen and showcase their developing CS/CT skills within a supportive community of peers, mentors, teachers, and families. The project will address national and local conversations by providing a living example of how to bring together a cohort of schools, informal learning providers, and academics to create and implement an intro to computational making middle school strategy. This strategy will blend together learning activities designed to develop core computational making skills, with content-focused projects (e.g. math, science, social studies, literacy and art), and community showcases designed to support and grow student and family understanding and engagement in the diversity of ways to use computer science and computational thinking to create, develop, and control interactive artifacts that have meaning in everyday life.The Bronzeville Fusion Network RPP team will work to address two shared questions: (1) How can we foster a community learning environment, anchored within schools, that recognizes, supports, and promotes computational literacies as a desirable and accessible form of social capital by educators, youth, and families? (2) How do these community level connections impact youth CS/CT learning opportunities, participation, social networks, knowledge, and understanding? To address these questions the RPP team will leverage existing quality CS/CT resources (e.g. tools, programs, curriculum, especially those that are free and research-based), existing local infrastructure and policies (e.g. online learning platforms, professional development models), and programmable interactive electronics (e.g. sensors, arduinos, makey makey) to create culturally meaningful computational making learning opportunities that connect middle school learners to quality opportunities in ways that work and that are sustainable. To accomplish this goal, the project will systematically engage in hyperlocal work in Bronzeville, a Chicago community on the southside of Chicago, representing approximately 119,000 residents. The project will work with schools, educators and leaders from local community organizations to collaboratively explore, curate, and organize existing national CS/CT learning resources into culturally meaningful blended learning activities and modules intentionally designed to engage Bronzeville youth in exploring and discovering the essential role of CS/CT literacies in making the interactive objects students use daily. We will also use a networked strategy in Bronzeville, capitalizing on a citywide online learning platform that brings together face-to-face and online learning resources to support students, families, and teachers in finding and participating in formal and informal activities designed to increase student engagement in academics and enrichment activities, allowing youth to develop portfolios of work and participation and to see and comment on the interactive artifacts created by peers. While this work will focus within the Bronzeville community, all of the curricular and learning resources developed through this RPP will be deployed at a broader city level through this online platform.

对于年轻人来说，要投入大量的时间和精力来培养对培养计算机科学（CS）/计算思维（CT）素养的活动的持续兴趣，这些活动需要易于访问（成本、地点和温暖的环境）、相关性，并被视为一种有价值的社会资本形式。该项目将扩大现有的研究实践伙伴关系（RPP），重点是增加计算制作（即设计，编码和制作的整合，以创建交互式工件）学习机会，为生活在芝加哥布朗兹维尔社区的中年级青年。通过增加一个学校日的组成部分，该项目将侧重于策划，开发和实施教学材料，将计算制作学习活动整合到中年级（6-8）教室。基于数字青年网络（DYN）的先前工作，该项目方法将创建一个生态系统，以支持学生发展数字媒体素养。通过创建一个学习生态系统，创造一个CS/CT素养可访问，相关和重视的环境，该项目将为学生创造动力，以寻求机会加深和展示他们在同龄人，导师，教师和家庭的支持社区内发展CS/CT技能。该项目将通过提供一个活生生的例子来解决国家和地方的对话，说明如何将一群学校，非正式学习提供者和学者聚集在一起，以创建和实施计算制作中学战略的介绍。该策略将把旨在发展核心计算技能的学习活动与以内容为中心的项目融合在一起（如数学，科学，社会研究，识字和艺术），和社区展示，旨在支持和发展学生和家庭的理解和参与的方式多样性，使用计算机科学和计算思维，创造，发展，并控制在日常生活中有意义的交互式工件。Bronzeville Fusion Network RPP团队将致力于解决两个共同的问题：（1）我们如何在学校内营造一个社区学习环境，承认，支持，并促进计算素养作为一种理想的和可访问的形式的社会资本的教育工作者，青年，和家庭？(2)这些社区层面的联系如何影响青少年CS/CT学习机会、参与、社交网络、知识和理解？为解决这些问题，香港规划署规划小组会利用现有的优质客户服务/客户服务资源（例如工具、方案、课程，特别是那些免费的和基于研究的），现有的地方基础设施和政策（例如在线学习平台、专业发展模型）和可编程互动电子产品（例如传感器，Arduino，makey makey）创造有文化意义的计算学习机会，将中学学习者以有效的方式与高质量的机会联系起来，是可持续的。为了实现这一目标，该项目将系统地在芝加哥南部的芝加哥社区Bronzeville开展超本地化工作，代表约119，000名居民。该项目将与学校，教育工作者和当地社区组织的领导者合作，共同探索，策划和组织现有的国家CS/CT学习资源，使其成为具有文化意义的混合学习活动和模块，旨在让Bronzeville青年探索和发现CS/CT素养在制作学生日常使用的互动物品中的重要作用。我们还将在布朗兹维尔使用网络战略，利用全市范围内的在线学习平台，汇集面对面和在线学习资源，以支持学生，家庭和教师寻找和参与正式和非正式活动，旨在提高学生对学术和丰富活动的参与，让青年人发展工作和参与的档案，并看到和评论同龄人创造的互动文物。虽然这项工作将集中在布朗兹维尔社区内，但通过该RPP开发的所有课程和学习资源将通过这个在线平台在更广泛的城市层面部署。