Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4427
Title: Girls as Experts, Helpers, Organizers, and Leaders: Designing for Equitable Access and Participation in CSCL Environments
Authors: Ramey, Kay
Stevens, Reed
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ramey, K. & Stevens, R. (2019). Girls as Experts, Helpers, Organizers, and Leaders: Designing for Equitable Access and Participation in CSCL Environments. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 368-375). Lyon, France: International Society of the Learning Sciences.
Abstract: Within the CSCL community and in computing and computational making more broadly, issues of equity continue to be under-researched and undertheorized. Here, we examine how FUSE Studios a set of in-school, choice-based, STEAM learning environments, based around a set of digital and tangible making challenges supports equitable access to and participation in making and computing. Drawing on web-log data and video-ethnographic data, we argue that four characteristics of FUSE support equity: the design of the challenges; the diverse ways of knowing and doing supported by the activity system; the specific interactions encouraged by the activity system; and the program's placement inside school. We focus, here, on gender equity, but also discuss implications and planned research on other aspects of equity.
URI: https://doi.dx.org/10.22318/cscl2019.368
https://repository.isls.org//handle/1/4427
Appears in Collections:CSCL 2019

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