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|Title:||The Role of Asynchronous Digital Feedback in Youth Maker Projects|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Halverson, E., Mueller, A., & Dai, Z. (2019). The Role of Asynchronous Digital Feedback in Youth Maker Projects. 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. 899-900). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||The aim of this work is to make engagement with ideation, iteration, and critique more accessible to learners and to understand the value of these art-making practices for learning (Clapp et al., 2016). While these terms may be unique to arts disciplines, giving and getting feedback are core tasks across almost any discipline. Here we are referring to formative feedback, dialogic interactions either among that focus on the whole process of creation (Bangert, 2004). In this paper, we share results from a design experiment that included the introduction of asynchronous, digital feedback into a making process. This making process, a six-week project with a group of fifth graders is described in other work (Litts & Halverson, in press). Here, we ask the following research questions: What is the role of asynchronous, digital feedback in young people's maker projects? Specifically, what kind of feedback is offered and how does this feedback influence subsequent project iterations?|
|Appears in Collections:||CSCL 2019|
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