Research Agenda

Research Agenda [1] Scratch and Python      Submitted & Presented at Constructionism 

[2] How do hardware kits designed for girls affect girls’ explicit and implicit sense of CS as gendered or their association with CS?      Richard finishing       Currently on hold How do we teach programming?       -> Currently writing a paper for Paulo      -> Submit by Thanksgiving 2015

     -> Doing data analysis with Richard and Michelle      -> Richard, Michelle planning submission

How does learning programming with a block-based interface prepare students to learn text-based programming?      -> Discuss with David Weintraup      -> Present at Lab Meeting?      -> Discuss co-planning with Tricia      -> I have all student data from the last 2 years. 

What happens to artifacts after a workshop?      -> Use data from screen at GMS      -> Follow up with artifacts, interviews from Intersession 

Paly journalism      -> Qualitative study of computational literacy at work

Sensor kits at Green Meadows Outdoor School      -> Share idea with John, Jonathan, and Bob

Google makerspace in a box. Spread of computational literacy within a school.      -> Talk with Paulo about it      -> Effect on teacher practices           Talk with Leonardo about what would be attractive evidence to him from a policy perspective for                makerspaces in schools. (In planning a middle-scale study)                -> Are there other examples of paradigm-changing educational interventions

     Theoretical framework work           Meier (2007) CSCL Rating scheme for quality of computer-supported collaborative leraning           Embodied cognition           Situated learning           Communities of practice           Learning ecologies           Computational literacy

On Communities of Practice:

In “Tradition and the Individual Talent,” Eliot argued that there is no objective measure of the quality of a work; rather, the practices that emerge from a community of practitioners becomes the basis for evaluating quality. It is a mistake, therefore, to try to assess humanistic endeavor on a non-subjective manner. A school should be seen not just as a technical instrument for producing children with the right skills, but also as the constitutive forum for their definition. 

Research meeting      -> What questions do we have for this project?      -> What interventions might we want to make?

Notes on LSTD      Handbook of video analysis Roy, Brigid.            Intermediate models           Extreme Cases (that don’t devolve into cherrypicking)           Don’t get sucked into trying to make all the interesting categories and trying to code against all of them.

What’s it like to go from blocks to words?       Analyze every instance of where they said “that’s like X in Scratch"      or “That doesn’t work like that in Scratch"      Roy can send me some papers      Tversky: studies of how people’s collaboration differs depending on task representation. (talk to Petr)      General problem: reasoning with representations relative to what affordances reps have for asking and answering questions           —> related to experts, novices: experts know what various representations are good for.       Ask why you chose one representation. Does it correlate with expertise?

How to Read a Book Mortimer Atimer Don Leu text on screens and on print

Shima: What are the big claims of the Maker Movement? Can we generate a construct for this?      Rich: Going into Maker Spaces makes people better at       Problem decomposition: identify boundaries in students’ work in which they decide they have more than one thing they’re working on. 

Sites all over the world are asking for help on how to do research. We can support this by 1. Developing an analytics platform, 2. Developing a theoretical framework against to take measurements

AN IDEA: WHAT’s the utility of MMLA? If we were to replace video of students with videos of articulated avatars, would expert teachers perceive as much of what’s going on? What if they could move around the space?