Previous efforts in end-user development have focused on facilitating the mechanics of learning p... more Previous efforts in end-user development have focused on facilitating the mechanics of learning programming, leaving aside social and cultural factors equally important in getting youth engaged in programming. As part of a 4-month long ethnographic study, we followed two 12-year-old participants as they learned the programming software Scratch and its associated file-sharing site, scratch.mit.edu, in an after-school club and class. In our discussion, we focus on the role that agency, membership, and status played in their joining and participating in local and online communities of programmers.
We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based... more We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based programming language and community, within a high school programming workshop. We describe a collaborative approach, the programmers’ collective, that builds on social models found in do-it-yourself and open source communities, but with scaffolding structures that support students’ learning. We analyze the work of a class of high school student collectives engaged in programming music videos as part of a collaborative challenge in the online Scratch community. Our multi-level analysis focused on students’ learning specific programming concepts, effects of collaborative and task design on learning, and their personal reflections on collaboration and media creation. We address how these overlapping collaborative experiences point to the value of “nested collectives,” or multiple levels of designed-for collaboration. We also highlight a needed shift from a focus on computation to computational participation, highlighting the innately social aspects of media creation.
Proceedings of the 7th International Conference on Learning Sciences, 2006
Page 1. Identities and Astronomy Camp: How individual campers make meaning of science experiences... more Page 1. Identities and Astronomy Camp: How individual campers make meaning of science experiences Deborah A. Fields, University of California, Los Angeles, Moore Hall Box 951521, University of California, Los Angeles, CA 90095-1521 stareyes@gmail.com ...
Abstract In this paper we propose a multimodal approach to log file data analysis to develop a be... more Abstract In this paper we propose a multimodal approach to log file data analysis to develop a better understanding of player participation and practices in virtual worlds. To deal with the massive amounts of data collected via log files researchers traditionally have employed quantitative reduction techniques for revealing trends and patterns. We contend that certain qualitative analysis techniques can reveal particular play practices across online and offline spaces and aspects of individual players' participation invisible through other methods. ...
Kafai, YB, Fields, DA, & Searle, KA (2012). Making learning visible: Connecting craft... more Kafai, YB, Fields, DA, & Searle, KA (2012). Making learning visible: Connecting crafts, circuitry & coding in e-textile designs. In van Aalst, J., Thompson, K., Jacobson, MJ, & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012), Volume 1, Full Papers. International Society of the Learning Sciences: Sydney, NSW, Australia, 188-195. ... This document is currently not available here.
Page 1. Illegitimate Practices as Legitimate Participation: Game Cheat Sites in a Teen Virtual Wo... more Page 1. Illegitimate Practices as Legitimate Participation: Game Cheat Sites in a Teen Virtual World Deborah A. Fields & Yasmin B. Kafai University of California, Los Angeles, 2128 Moore Hall Los Angeles, CA 90095-1521 stareyes@gmail.comkafai@gseis.ucla.edu ...
Previous efforts in end-user development have focused on facilitating the mechanics of learning p... more Previous efforts in end-user development have focused on facilitating the mechanics of learning programming, leaving aside social and cultural factors equally important in getting youth engaged in programming. As part of a 4-month long ethnographic study, we followed two 12-year-old participants as they learned the programming software Scratch and its associated file-sharing site, scratch.mit.edu, in an after-school club and class. In our discussion, we focus on the role that agency, membership, and status played in their joining and participating in local and online communities of programmers.
We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based... more We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based programming language and community, within a high school programming workshop. We describe a collaborative approach, the programmers’ collective, that builds on social models found in do-it-yourself and open source communities, but with scaffolding structures that support students’ learning. We analyze the work of a class of high school student collectives engaged in programming music videos as part of a collaborative challenge in the online Scratch community. Our multi-level analysis focused on students’ learning specific programming concepts, effects of collaborative and task design on learning, and their personal reflections on collaboration and media creation. We address how these overlapping collaborative experiences point to the value of “nested collectives,” or multiple levels of designed-for collaboration. We also highlight a needed shift from a focus on computation to computational participation, highlighting the innately social aspects of media creation.
Proceedings of the 7th International Conference on Learning Sciences, 2006
Page 1. Identities and Astronomy Camp: How individual campers make meaning of science experiences... more Page 1. Identities and Astronomy Camp: How individual campers make meaning of science experiences Deborah A. Fields, University of California, Los Angeles, Moore Hall Box 951521, University of California, Los Angeles, CA 90095-1521 stareyes@gmail.com ...
Abstract In this paper we propose a multimodal approach to log file data analysis to develop a be... more Abstract In this paper we propose a multimodal approach to log file data analysis to develop a better understanding of player participation and practices in virtual worlds. To deal with the massive amounts of data collected via log files researchers traditionally have employed quantitative reduction techniques for revealing trends and patterns. We contend that certain qualitative analysis techniques can reveal particular play practices across online and offline spaces and aspects of individual players' participation invisible through other methods. ...
Kafai, YB, Fields, DA, & Searle, KA (2012). Making learning visible: Connecting craft... more Kafai, YB, Fields, DA, & Searle, KA (2012). Making learning visible: Connecting crafts, circuitry & coding in e-textile designs. In van Aalst, J., Thompson, K., Jacobson, MJ, & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012), Volume 1, Full Papers. International Society of the Learning Sciences: Sydney, NSW, Australia, 188-195. ... This document is currently not available here.
Page 1. Illegitimate Practices as Legitimate Participation: Game Cheat Sites in a Teen Virtual Wo... more Page 1. Illegitimate Practices as Legitimate Participation: Game Cheat Sites in a Teen Virtual World Deborah A. Fields & Yasmin B. Kafai University of California, Los Angeles, 2128 Moore Hall Los Angeles, CA 90095-1521 stareyes@gmail.comkafai@gseis.ucla.edu ...
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