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|Title:||Bugs as a Nexus for Emergent Peer Collaborations: Contextual and Classroom Supports for Solving Problems in Electronic Textiles|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Fields, D., Jayathirtha, G., & Kafai, Y. (2019). Bugs as a Nexus for Emergent Peer Collaborations: Contextual and Classroom Supports for Solving Problems in Electronic Textiles. 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. 472-479). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Few studies have examined the role of failure in more open-ended situations where problems develop as a consequence of designing projects and where collaborations can emerge as an outgrowth of debugging said problems. In this paper, we explore the peer-to-peer collaborations that emerge spontaneously in the context of coding, crafting and design bugs within open-ended design activities, specifically an electronic textiles unit for secondary students taught over 10-12 weeks in introductory computer science classes. Examining observations from three introductory computer science classrooms, we address the following research questions: (1) How and what kinds of peer-to-peer collaborations emerged in unstructured ways, especially around bugs in open-ended projects? and (2) What curricular, spatial, social, and teacher supports allowed these interactions to emerge and flourish? In the discussion, we consider implications for supporting similar types of emergent collaborative learning in open-ended computational making designs.|
|Appears in Collections:||CSCL 2019|
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