Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4489
Title: Scaffolding Inclusivity Through Making: A Preliminary Analysis of Diverse Learners’ Meaning Making Through Designing Complex Systems
Authors: Richard, Gabriela
Giri, Sagun
Ashley, Robert
Whittington, Nakisha
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Richard, G., Giri, S., Ashley, R., & Whittington, N. (2019). Scaffolding Inclusivity Through Making: A Preliminary Analysis of Diverse Learners’ Meaning Making Through Designing Complex Systems. 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 2 (pp. 688-691). Lyon, France: International Society of the Learning Sciences.
Abstract: This project builds upon a body of work that interrogates the socio-material affordances of maker tools and integrates socioculturally responsive approaches for the inclusion of diverse learners in makerspaces. We provide a preliminary interaction analysis, which explores how racially and linguistically diverse learners engage in learning with complex systems through tools and language during bidirectionally responsive design activities.
URI: https://doi.dx.org/10.22318/cscl2019.688
https://repository.isls.org//handle/1/4489
Appears in Collections:CSCL 2019

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