Investigating socially engaged arts-based approaches to learning to code

在最近的一份报告中，英国皇家学会概述了英国学校目前的计算机计划存在的多个问题。诸如学生入学率低、教学方法和课程研究不足以及选择这门学科的女生人数较少等问题都令人担忧(英国皇家学会，2017)。与此同时，英国有许多艺术中心正在开发代码识字项目。艺术中心的做法是通过与它们所服务的社区的生活密切相关的项目来学习编程。媒体中心的编码方法的共同点是，它们都通过情景媒体实践来培养识字能力。它们通过嵌入当地环境使学习变得相关，并在这个过程中批判性地框定代码如何影响学习者的生活。Seften-Green(2017)建议，技术学科的教育者需要找到方法，在更广泛的社会和政治权力和意义问题的背景下教授技术。他强调了超越代码技术方面的需要，并将其嵌入到社会参与的学习过程中。这个实践指导的研究项目是教育、计算机科学和设计的交叉学科研究。我的目标是发展一种通过艺术学习编程的社交参与方法的理解。我将与三个艺术组织合作，深入了解他们用来教授编程的教学方法和课程。我将调查艺术中心正在开发的方法和过程，并研究学习者在通过社会参与的艺术实践学习编程时的反应。该项目以设计研究为基础，包括采用情境角色来收集有关合作伙伴使用的方法和过程的信息。该项目的一部分将通过设计和促进代码工作室进行。通过该项目，我打算发展一个‘实践’词汇表。这将提供一个分类，阐明与学习理论有关的教育实践，并可作为不同环境下的教育工作者在开发代码扫盲计划时的蓝图。研究成果的传播将通过学术成果实现，但也将与与决策者和其他有影响力的人密切联系的媒体中心合作实现。考虑到需要改善和扩大对计算机教育的参与，这项研究是及时的，并对围绕计算课程的政策具有影响。皇家学会，(2017)。重启后：英国学校的计算机教育，皇家学会：伦敦https://royalsociety.org/topics-policy/projects/computing-educationSefton-Green.J和Erstad。O，(2017)研究“学习生活”--学习、媒体和技术、学习、媒体和技术的新议程，42：2,246-250

In a recent report, the Royal Society outlined multiple problems with the current computing programme in UK schools. Issues such as a low student uptake, under-researched pedagogy and curriculum, and a low number of female students choosing the subject are noted as a cause for concern (Royal Society, 2017).At the same time, there are a number of arts centres in the UK developing code literacy programs. The arts centres' approach is to make learning to code relevant through projects that critically engage with the lives of the communities they serve. What the media centres' approaches to code have in common is that they develop literacy through a situated media practice. They make learning relevant through being embedded in local contexts, and in the process they critically frame how code affects learners lives. Seften- Green (2017) suggests that educators in technical subjects need to find ways to teach technology in the context of wider social and political questions of power and meaning. He highlights the need to move beyond the technical side of code, and embed it in a socially engaged learning process.This practice-led research project is an interdisciplinary study at the intersection of Education, Computer Science, and Design. My aim is to develop an understanding of socially engaged approaches to learning to code through the arts. I will work collaboratively with three arts organisations to develop an in depth understanding of pedagogies and curriculum they use to teach coding. I will be investigating the methods and processes that are being developed at the arts centres, and carry out research into how learners respond when learning to code through socially engaged arts practice. The project is grounded in design research, and includes adopting a situated role to collect information about the methods and processes collaborating partners use. Part of the project will be carried out through designing and facilitating code workshops.Through the project I intend to develop a 'praxis' vocabulary. This will inform a taxonomy that articulates the educational practice in relation to learning theory, and could be used as a blueprint by educators across different settings in developing programmes of code literacy. Dissemination of the research will be achieved through academic outputs but also in collaboration with the media centres who are well connected with policy makers and other influencers. This research is timely given the need to improve and widen participation in computing education and has implications for policy around computing curriculum.Royal Society, (2017). After the reboot: computing education in UK schools, Royal Society: London https://royalsociety.org/topics-policy/projects/computing-educationSefton-Green. J, and Erstad. O, (2017) Researching 'learning lives' - a New Agenda for Learning, Media and Technology, Learning, Media and Technology, 42:2, 246-250