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Proceedings of FabLearn 2019最新文献

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An Expansively-framed Unplugged Weaving Sequence Intended to Bear Computational Fruit of the Loom 一种可扩展框架的无插拔织造序列，旨在实现织机的计算成果
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311907
Victor R. Lee, Heidee Vincent
{"title":"An Expansively-framed Unplugged Weaving Sequence Intended to Bear Computational Fruit of the Loom","authors":"Victor R. Lee, Heidee Vincent","doi":"10.1145/3311890.3311907","DOIUrl":"https://doi.org/10.1145/3311890.3311907","url":null,"abstract":"We report on a late-breaking project that centralizes the Maker practice of loom-based weaving as a locus for unplugged computational thinking. While unplugged activities are appealing for making computation accessible, they also come with the risk of developing inert knowledge. To address and mitigate that risk, we introduce a new framework that we are developing called \"Expansively-framed Unplugged\" (EfU) computing education. We report on some initial testing and refinement of a learning sequence that starts with weaving on a loom and ends with optimizing code in Scratch. The testing was done with a school librarian who is will be implementing a coding program with students at a middle school library using this EfU sequence.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129447651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture 将迭代设计与社区文化财富相结合:走向立足于本土、广阔的创客文化
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311918
Angela Calabrese Barton, Edna Tan
{"title":"Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture","authors":"Angela Calabrese Barton, Edna Tan","doi":"10.1145/3311890.3311918","DOIUrl":"https://doi.org/10.1145/3311890.3311918","url":null,"abstract":"Drawing upon critical justice studies and critical ethnographies in two community-centered makerspaces, we build an argument for how designing for expanded iterations that repeatedly draw from community cultural wealth, supported youth-makers and communities in co-creating an expansive, locally-grounded maker culture. Two related-foci are unpacked: First, we examine how youth engage in an \"expanded\" iterative process across the making cycle -- what this expanded iterative process is, and how it takes shape as youth move from collaborative ideation through to the afterlife of a maker project. Second, by delving into \"moments of expanded iterations\" we examine how youth articulate ownership of their making: what that means, how and why, and the subsequent generative spaces that resulted.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129662854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Embedding Assessment in School-Based Making: Preliminary Exploration of Principles for Embedded Assessment in Maker Learning 校本制造中的嵌入评估:创客学习中的嵌入评估原则初探
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311922
Yumiko Murai, Y. Kim, E. Martin, Peter Kirschmann, Louisa Rosenheck, J. Reich
{"title":"Embedding Assessment in School-Based Making: Preliminary Exploration of Principles for Embedded Assessment in Maker Learning","authors":"Yumiko Murai, Y. Kim, E. Martin, Peter Kirschmann, Louisa Rosenheck, J. Reich","doi":"10.1145/3311890.3311922","DOIUrl":"https://doi.org/10.1145/3311890.3311922","url":null,"abstract":"Although maker-centered learning in schools has grown rapidly in recent years, the existing assessment approaches often do not meet the needs in assessing the multifaceted learning and development that occur in making processes. This short research paper reports on the design principles of embedded assessment and shares insights gained from working with middle school teachers developing, testing, and examining an embedded assessment toolkit consisting of seven assessment tools and activities.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116036842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Water, Levels, and Loops - Evidence of Teens' Emerging Understanding of Systems while Designing Games 水、关卡和循环——青少年在设计游戏时逐渐理解系统的证据
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311900
Priyanka Parekh, E. Gee, Kelly Tran, Earl Aguilera, Luis E. Pérez-Cortés, T. Kessner, Sinem Siyahhan
{"title":"Water, Levels, and Loops - Evidence of Teens' Emerging Understanding of Systems while Designing Games","authors":"Priyanka Parekh, E. Gee, Kelly Tran, Earl Aguilera, Luis E. Pérez-Cortés, T. Kessner, Sinem Siyahhan","doi":"10.1145/3311890.3311900","DOIUrl":"https://doi.org/10.1145/3311890.3311900","url":null,"abstract":"In recent times, there has been a surge of interest in both learning through design and learning systems thinking. Game design is well accepted as a rich learning environment [12, 25] and intent gamers, including children and teens, might be well-positioned to design games around environments while exploring both the context and the game as systems. We present a preliminary analysis of emergent systems thinking among teens who were making a board game about water pollution in a game-making workshop. Our findings suggest that through game-making, teens were compelled to think about both games and the context of the game as systems. We discuss implications for nurturing systems thinking as well as understanding of science concepts, and point to the affordances of non-digital games as tools for learning.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121844066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
DIY Assistive Technology for Others: Considering Social Impacts and Opportunities to Leverage HCI Techniques 为他人DIY辅助技术:考虑利用HCI技术的社会影响和机会
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311914
Johanna Okerlund, David C. Wilson
{"title":"DIY Assistive Technology for Others: Considering Social Impacts and Opportunities to Leverage HCI Techniques","authors":"Johanna Okerlund, David C. Wilson","doi":"10.1145/3311890.3311914","DOIUrl":"https://doi.org/10.1145/3311890.3311914","url":null,"abstract":"One way to help address larger scale social and environmental challenges is to help individuals consider the social impacts of making alongside the technological aspects. We investigate the experiences of volunteers who 3D print prosthetic devices for children, focusing specifically on the way they discuss their relationship with the device recipients. We show that while the volunteers understand the social aspect of the experience, their focus is on the functionality. We suggest some techniques, methods, and principles from HCI that can enrich the experience for the volunteers and recipients by broadening the focus to include consideration of the complexities of the human and social experience.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132155996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Student Maker Portfolios: Promoting Computational Communication and Reflection in Crafting E-Textiles 学生创客作品集:促进电子纺织品制作中的计算交流和反思
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311892
Debora Lui, D. Fields, Y. Kafai
{"title":"Student Maker Portfolios: Promoting Computational Communication and Reflection in Crafting E-Textiles","authors":"Debora Lui, D. Fields, Y. Kafai","doi":"10.1145/3311890.3311892","DOIUrl":"https://doi.org/10.1145/3311890.3311892","url":null,"abstract":"Maker activities have a strong focus on creating artifacts as a rich context for learning but offer few opportunities for student makers to articulate and reflect on their acts of learning and making. Yet beyond artifact creation, acts of communication enable novice makers to reflect on their learning and share their ideas and resources with larger creative communities. In this paper we report on our iterative design of a portfolio assessment intended to support computational communication alongside students' electronic textile productions. The portfolio was implemented as part of an electronic textiles curricular unit in ten computer science classrooms (N=237 students). We discuss our initial impetus for designing the portfolio as well as the revisions made along the way based on analysis of students' differing motivations and capacities for communicating about their projects, both textually and visually. We report on which design features best supported students' maker reflections and computational communication, and provide recommendations for future design of maker portfolios and further avenues of research.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114940161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
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