Exploring learning, participation, and mentorship in the Chicago Summer of Learning (CSOL) 2013 In the summer of 2013, the City of Chicago embarked upon a highly innovative 12-week initiative in collaboration with youth-serving organizations throughout the city to increase youth participation in and access to Science, Technology, Engineering, Arts, and Math (STEAM) learning opportunities over the summer months. The DYN Remix platform hosted deep online learning pathways for content areas such as circuitry and fashion, introductory programming, and app creation, and DYN initiated a face-to-face summer CSOL program called Digital Divas with 38 urban middle school girls where they worked through computational pathways in Remix. The research is able to go deeper to understand the 38 participants from the Divas program, using both online participation data and adult mentor reflections and student archives.
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This pathway is a cultivated network of mentors, peer groups, face-to-face and blended programs, online challenges, special opportunities, and showcase events that focus on 1) cultivating youth’s interests in computational making and 2) providing avenues for long term engagement and possible career opportunities. The pathway is being designed to be highly visible and desirable to youth. Through a design-based research approach that is informed by learning analytics and GIS mapping of participation, we seek to uncover factors that influence the participation, engagement and learning of youth around computational making, and use these principles to iterate on the design of the pathway.
Through careful observation and thoughtful analysis, this book reports on an unprecedented collaboration between mixed method researchers, program designers, and educators, demonstrating research and practice brought together in service of improving the life opportunities of underserved youth. It is a must-read for learning scientists, educators, media artists, technology makers, and anyone who cares about making a difference in today’s pressing problems of educational inequity. ” —Mizuko Ito, Professor in Residence, University of California Humanities Research Institute, and author of Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media “A rare book, informed by rigorous research, written with clarity and verve, and filled with concrete insights and tools that educators in a range of settings can use right away to put digital literacy to work for youth.
Austin, K. (2008). “Fostering 21st Century Skills: Tool-Based Instructional Change. ” Austin, K. Establishing and Negotiating Teaching and Mentoring in an Informal Setting. International Conferences on Learning Sciences, Amsterdam, Netherlands, June, 2008. Gomez, K, Austin, K, Zywica, J, Hooper, P, Pinkard, N. Instructional Environments Designed to Increase Quality of Access to Technology and Expertise in the New Social Futures. American Education Research Association Annual Conference (New York City, NY) March.
” —Elisabeth Soep, Youth Radio, co-author of Drop That Knowledge, co-editor of Youthscapes Ryoo, J. J. Book Review: The Digital Youth Network: Cultivating Digital Citizenship in Urban Communities. In Urban Education, September 2013, 48: 759-764. Empowering Youth Through Media Production and Critique Our pods are production oriented, meaning students learn these new skills through the process of creating.
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(2012). Digital Media and Gender: Women and Girls Engaging with Technology. Symposium at the 4th annual Digital Media and Learning Conference, San Francisco, CA, March 1 – 3, 2012. Nacu, D., Pinkard, N, Schmidt, R., Larson, K. (2012, March) Remixing iRemix: Data Visualizations to Understand Learning and Development in Online Social Learning Networks. Presentation at the Digital Media and Learning Conference, San Francisco, CA, March 1 – 3, 2012.
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Gray, T., Pinkard, N., Gomez, K. & Richards, K. Developing instructional practices of mentors through the creation of professional learning communities. American Educational Research Association Annual Conference (New York City, NY) March. Pinkard, N., Barron, B. Martin, C. K., Rogers, M., Gomez, K., Zywica, J. Media Arts Program: Fusing School and After-School Contexts to Develop Youth’s New Media Literacies (2008). In Proceedings of the 8th international conference on International Conference for the Learning Sciences, 3. Utrecht, NL. The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities Available now from MIT Press. Description The popular image of the “digital native”—usually depicted as a technically savvy and digitally empowered teen—is based on the assumption that all young people are equally equipped to become innovators and entrepreneurs.
Identifying educator roles that support students in online environments 2010-12 Potential generative outcomes of participation in online learning communities have been documented, alongside inequities in terms of who is participating. We analyzed four months of online participation and interactions of six adult educators and their students in a blended school-day and online ELA unit. The student participants were middle school urban youth from an underserved primarily Latino/a community.
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Yet young people in low-income communities often lack access to the learning opportunities, tools, and collaborators (at school and elsewhere) that help digital natives develop the necessary expertise. This book describes one approach to address this disparity: the Digital Youth Network (DYN), an ambitious project to help economically disadvantaged middle-school students in Chicago develop technical, creative, and analytical skills across a learning ecology that spans school, community, home, and online. The book reports findings from a pioneering mixed-method three-year study of DYN and how it nurtured imaginative production, expertise with digital media tools, and the propensity to share these creative capacities with others. Through DYN, students, despite differing interests and identities—the gamer, the poet, the activist—were able to find some aspect of DYN that engaged them individually and connected them to one another.
The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities. Boston, MA: MIT Press. Sandherr, J., Roberson, A., Martin, C. K., Nacu, D., Acholonu, U. Distributed Mentorship: Increasing and Diversifying Youth Access to Learning Networks. Panel at the 6th annual Digital Media and Learning Conference, Boston, MA, March 7 – 9, 2014.
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Currently underprivileged students live under the following statistics: 47% of low-income households have broadband access at home. 37% of teachers of low-income students use tablet computers. 35% of teachers of lower-income students say their students use cell phones as a learning device in class. In an effort to resolve these conditions, we have created iRemix social learning network for students in formal and informal settings; Co-founded YOUmedia – along with the Chicago Public Library – to develop innovative spaces for youth; and implemented Chicago City of Learning – with Chicago’s Mayor’s Office – to join together learning opportunities for youth. Most recently we created the blueprint for Cities of Learning modeled by Chicago City of Learning, released DYN’s book in spring 2014 and launched DYN Studio at DePaul University in winter 2014.
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Finally, the authors offer generative suggestions for designers of similar informal learning spaces. Reviews “If we are going to reach minority kids in our schools, we need to empower them to be creative and thoughtful, much as the Digital Youth Network is doing. Their research demonstrates how it is possible to measure student growth in creativity and engagement that standardized tests ignore. The book shows the way to transforming education in America. ” —Allan Collins, Professor Emeritus of Learning Sciences, Northwestern University, and co-author of Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America “So rarely are we offered the opportunity to really learn from the development of innovative educational youth program.
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