A new initiative — Building Youth Pathways in Computer Science and Digital Making (CS-Paths) — has been launched in an effort to support teens in computing and digital making programs. CS-Paths, a partnership between the Hive Research Lab (HRL) and the Hive NYC Network, asks: “How might we support young people to pursue computing and digital media pathways that go beyond a single program experience?” The answer: through brokering learning opportunities. This kind of brokering is the practice of a caring adult such as a teacher, counselor, peer, librarian or volunteer helping a young person connect
Does connected learning — particularly in disadvantaged communities and for underrepresented youth — work? The answer is important to students, educators, and parents. It’s also of great interest to institutions such as the MacArthur Foundation, which has a multi-decade commitment to improving educational outcomes. After years of granting millions of dollars to schools, the foundation started a broad initiative that was based not strictly on educational institutions, but also on the extra-curricular learning environments that were emerging as more and more young people became immersed in digital media: “In 2004, we decided to consider alternative paths.
Sometimes when you are immersed in a community and surrounded by friends with like-minded interests, beliefs, and ideas, you begin to forget that an entire world that does not understand your lingo or share your experiences exists outside that community. I re-learn this lesson often in the context of the Youth Participatory Action Research (YPAR) community. I feel so fortunate to have been invited to share my YPAR experiences across multiple audiences over the past few weeks. I participated in an Educator Innovator webinar alongside several members of the UCLA Council of Youth Research to discuss
Last month, the two of us (along with our mentor, Dr. Ernest Morrell) celebrated the release of our book, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Youth. The book tells the story of the UCLA Council of Youth Research (YPAR), a long-running youth participatory action research program that mentors young people from South and East Los Angeles to develop research questions about the educational and social challenges they recognize in their communities and then conduct rigorous inquiry into those questions for the purposes of fostering empowerment and action for social justice. We
After more than a decade, the field of social impact games may be mature enough to step back and investigate how “impact” is understood. To start the conversation, Games for Change has released a new report, published by ETC Press. (The report was co-authored by myself, Nicole Walden, Gerad O’Shea, Francesco Nasso, Giancarlo Mariutto and Asi Burak. Our advisory group included game scholars and designers like Tracy Fullerton, Debra Lieberman and Constance Steinkuehler.) Right now may be an inflexion point in the evolution of games in the public interest — from civic learning to fighting asthma.
Rafi Santo and Dixie Ching are figuring out how youth programs in New York can best support young people in learning whatever interests them. Santo, a doctoral candidate in learning sciences at Indiana University, and Ching, a doctoral candidate in educational communication and technology at New York University, are the project leads of the Hive Research Lab, an applied research partner of the Mozilla Hive NYC Learning Network. The network is a citywide lab where educators, technologists and youth-development experts from more than 70 organizations, museums, libraries, after-school programs, code clubs and others come together to build innovative, connected
The idea of “connected learning” encompasses a way of theorising and describing the kinds of learning that take place against the grain, as it were, in places where we might not usually expect to find it, in communities where traditionally it is not always recognised, and amongst individuals who frequently appear to be on parallel tracks to those customarily valued by the mainstream. It describes communities of practice that have sprung up in virtual and informal spaces inhabited by young people and around activities and interests often ignored by conventional schools. However, whilst the idea of
This year my research team has been pouring over qualitative data that we collected over a year-and-half period from Freeway High School (previously referred to as Texas City High School in earlier posts), the site of our fieldwork in the study of ‘connected learning.’ Several themes related to young people’s adoption of digital media, the role of technology in schools, social inequality, and the future of learning have emerged from our fieldwork. For instance, we have thought a lot about the social distribution of new forms of learning in the digital age, especially the skills and
Get a group of social scientists together to talk about prospective research and it won’t take long before the conversation turns to the question of human subjects board approval. Most researchers have a war story, and all have an opinion of the Institutional Review Board (IRB), the committee in US universities that must approve any planned investigation to make certain that the subjects of the research are protected. Before too long, someone will suggest doing away with the IRB, or avoiding human subjects altogether. Research in the field of Digital Media and Learning (DML) tends to