Broadening Participation in Computer Science Through Programming and the Arts Across Learning Spaces

通过跨学习空间的编程和艺术扩大对计算机科学的参与

• 批准号: 1837661
• 负责人: Michael Horn
• 金额: $ 99.99万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1837661&HistoricalAwards=false
• 关键词: Broadening; Participation; Computer; Science; Through

This proposal builds on an existing researcher-practitioner partnership between Northwestern University and Evanston/Skokie School District 65 in Illinois to develop a shared platform and professional development framework that supports computational learning across a network of schools, community centers, libraries, and homes. The current proposal seeks to develop ways to curate and structure learning activities in and outside of schools in ways that engage youth in long-term projects, demonstrate both the personal and professional value of computer programming, and exemplify computation as a means to achieve creative and personally fulfilling goals. The project explores a model for broadening participation in computer science and related fields through a three-pronged approach involving programming, music, and dance. First, the researchers will provide learners with tools that engage them in computational projects that are personally, socially, and culturally meaningful. Second, the project will develop a continuum of music-themed computer science learning opportunities designed to work between and across school and out-of-school spaces. Finally, the project will create and study innovative ways for learners to document their emerging understandings of both computer programming and music by adopting the computational notebook paradigm that is increasingly popular in data science and computational science communities (e.g., Jupyter, Wolfram Notebooks).One premise of the research is that music is a dominant cultural form of literacy with many direct parallels to computer science concepts. Emerging genres in the digital arts have the potential to provide a motivational context for youth from groups chronically underrepresented in computing fields. The researchers will introduce students to computational thinking through two programming environments developed at Georgia Institute of Technology. A set of activities and programs across a network of learning spaces will also be designed to immerse students in computer programming. The researchers will use a variety of methods, including interviews, surveys, and artifact analysis, to document student learning across contexts and over time. By engaging with multiple partners in the researcher-practitioner partnerships, the researchers will develop a rich understanding of youth engagement and the ways that learning can be supported and reinforced across contexts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该提案建立在西北大学和伊利诺伊州埃文斯顿/斯科基65学区之间现有的研究-实践伙伴关系的基础上，旨在开发一个共享平台和专业发展框架，支持跨学校、社区中心、图书馆和家庭网络的计算学习。目前的提案旨在制定方法，以策划和组织学校内外的学习活动，使青年参与长期项目，展示计算机编程的个人和专业价值，并举例说明计算是实现创造性和个人实现目标的一种手段。该项目探索了一种模式，通过涉及编程、音乐和舞蹈的三管齐下的方法，扩大计算机科学和相关领域的参与。首先，研究人员将为学习者提供工具，使他们参与对个人、社会和文化有意义的计算项目。其次，该项目将开发一个以音乐为主题的计算机科学学习机会的连续体，旨在在学校和校外空间之间工作。最后，该项目将通过采用在数据科学和计算科学社区日益流行的计算笔记本范式（例如Jupyter， Wolfram笔记本），为学习者创造和研究创新的方法，以记录他们对计算机编程和音乐的新理解。这项研究的一个前提是，音乐是一种占主导地位的文化形式，与计算机科学概念有许多直接的相似之处。数字艺术中的新兴流派有可能为那些在计算机领域长期代表性不足的群体的年轻人提供一种激励环境。研究人员将通过佐治亚理工学院开发的两种编程环境向学生介绍计算思维。一系列跨学习空间网络的活动和项目也将被设计成让学生沉浸在计算机编程中。研究人员将使用各种方法，包括访谈、调查和人工制品分析，记录学生在不同背景和时间的学习情况。通过与研究人员-实践者伙伴关系中的多个合作伙伴进行接触，研究人员将对青年参与以及在各种情况下支持和加强学习的方式有更深入的了解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

TunePad: Engaging Learners at the Intersection of Music and Code

TunePad：让学习者参与音乐和代码的交叉点

• DOI: 10.22318/icls2020.1237
• 发表时间: 2020
• 期刊: International Society of the Learning Sciences (ISLS
• 作者: Horn, Michael;Banerjee, Amartya;West, Melanie;Pinkard, Nichole;Pratt, Amy;Freeman, Jason;Magerko, Brian;McKlin, Tom
• 通讯作者: McKlin, Tom

2018 Edith Ackermann Award: Bildungsmedien: where TechKreativ meets Footwork

2018 年伊迪丝·阿克曼奖：Bildungsmedien：TechKreativ 与 Footwork 相遇的地方

• DOI: 10.1145/3311927.3331885
• 发表时间: 2019
• 期刊: Interaction Design and Children (IDC'19
• 作者: Horn, Michael;Schelhowe, Heidi
• 通讯作者: Schelhowe, Heidi

TunePad Playbooks: Designing Computational Notebooks for Creative Music Coding

TunePad Playbooks：为创意音乐编码设计计算笔记本

• DOI: 10.1145/3491102.3502021
• 发表时间: 2022
• 期刊: ACM Conference on Human Factors in Computing Systems (CHI'22
• 作者: Horn, Mike;Banerjee, Amartya;Brucker, Matthew
• 通讯作者: Brucker, Matthew

Leveraging Prior Computing and Music Experience for Situational Interest Formation

利用先前的计算和音乐经验来形成情境兴趣

• DOI: 10.1145/3408877.3432431
• 发表时间: 2021
• 期刊: SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: McKlin, Tom;McCall, Lauren;Lee, Taneisha;Magerko, Brian;Horn, Michael;Freeman, Jason
• 通讯作者: Freeman, Jason

Engaging families around museum exhibits: comparing tangible and multi-touch interfaces

让家庭参与博物馆展品：比较有形界面和多点触控界面

• DOI: 10.1145/3392063.3394443
• 发表时间: 2020
• 期刊: IDC '20: Proceedings of the Interaction Design and Children Conference
• 作者: Horn, Michael;Banerjee, Amartya;Bar-El, David;Wallace, Izaiah
• 通讯作者: Wallace, Izaiah