CSCL Conference Plan
CSCL Conference Plan Tuesday 8:40-10KEYNOTE: Virtual Selves and Learning
10-10:30 coffee break
10:30-12 PAPER SESSION: Redefining Practice and Learning in Informal Spaces (University Suite)
12-1:30 lunch
1:30-3 PAPER SESSION: Evaluating Informal Learning Spaces (Fairmount I)
Backup: SYMPOSIUM: Scripted and Unscripted Aspects of Creative Work with Knowledge (Wm. Penn Suite)
3-3:30 Coffee break
3:30-5 PAPER SESSION: Learning Analytics and Intelligent Support (Fairmount I)
5:30-7 SYMPOSIUM: Toward a Multi-Level Knowledge Building Innovation Network (Wm. Penn Suite)
Wednesday 8:30-10 KEYNOTE: Symmetrical Advancement: Teachers and Students Sustaining Idea-Centered Collaborative Practices (Ben Franklin Room)
10-10:30 coffee break
10:30-12 PAPER SESSION: Unpacking Important Collaborative Processes in Computer and Information Science Education (Wm. Penn Suite)
12-1 Lunch
1-2:30 PAPER SESSION
2:30-2:45 break
2:45-4:15 PAPER SESSION
4:15-5:45 POSTER SESSION
Thursday 8:30-10 PAPER SESSION
10-10:30 Coffee break
10:30-12 PAPER SESSION
Virtual Selves and Learning
physical world identities / real-world identities. Seems like the main difference is in enregisterment; balance of power in being able to choose identity and be legible. Is legibility harder online?
I think performative identity will be quite valuable for an analysis that can gracefully span these domains. Paly journalism?
Archetypal analysis: convex hull for extreme points. In line with how people categorize
I do not like the fetishization of AI/data science, as a way of presenting claims atheoretically.
anti-deficit cs identities models mazestar game!!! scripted collaboration cscl: paly study framework for hypothesis?
**Evaluating Informal Learning Spaces ** Use Justice’s paper as example of analysis with small group size workshop. deAngelo—speech learning analytics (Sarah D’Angelo?)
Creative argumentation — constructionism as conceptual framework, incorporating dialogue / argumentation “how making and tinkering is diaolgically constructed"
Goodwin, embodied participation: How bodies are used in dialogue. Content logs.
Read making/argumentation as example for my paper too.
Objects-to-think-with (Kafai, 2006)
look at passengering (bissell, 2010; adey, 2012) research shift from surveillance, commodification of experience to collaborative (vossoughi & escude, 2016)
Script theory of guidance Two uses of script: cognitive: internal representation of sequence of events instructional: pedagogical structure -> scaffolding play level scaffolds (spend this morning revising) scene level scaffolds (read 2 drafts, then write feedback)
scriptlet level scaffold (check rubric categories)
role level scaffolds
-> Could I draw on collaboration scripts to support cross-racial conversations?
Scripts like rule-based AI? We are not logic machines; we are simulation devices. But we can use logic to interrogate our own thought. Similarly, we are not rule-following script-followers. But we can use scripts to model and improve our thought
We are not good at teaching rationality, but many people are betting on argumentation and authentic engagement.
Student journalism as knowledge building? How can we support students in observing their participation in community knowledge building?
Metrics // articles read, comments, replies
Twitter egg… avatars to indicate status.
Knowledge practices: a continuum from highly-scripted activities, to scaffolded, to activities with background cultural structuration.
** Assumption dump
Eye-tracking symposium Representational competencies (importance of visual representations in chemistry. Also important aspect of programming languages, programming language design)
Keynote: Knowledge building networks Rebecca Reynolds: working on knowledge building in secondary CS education social constructivist digital literacy
Unpacking Important Collaborative Processes in Computer and Information Science Education Computational Perspective (Brennan & Resnick, 2012) AIRE instrument
**Broadening Participation Within and Across Communities ** Nistor & Serafin, 2017 Ill-defined problems and newcomer strategies. Cool tables analyzing newcomer strategies. Social learning analytics: combining formal with informal learning
Libraries See Rogers Hall Paper relational stance, seems built on ANT, with identity Bang & Vossoughi (2016) humanizing ends, not technogratic ends (Lee) Is this like critical numeracy?
“When I say critical data literacy, I don’t just mean consumption, but also creating, writing, learning”
Brigid: linger over the words. How can we pay people to sustain social networks? Alternatively: How has the drive for assessment and accountability led to demands of unpaid emotional labor?
Scaffolding for critical stance. Audience. Do data visualization representations afford opportunities for critical scaffolding?
Michelle’s Talk For my research: What Access to HS cs, belief systems, commitment to equity of teachers. Home, peer, family climate? (Katie Taylor) Where do the artifacts go?
Kelleher & Pausch,
Granada Hill Charter High School Joseph Chipps
Bootstrap people // good for looking at Scheme Research // looking at moves Kathy(i) Fisler
WPI,
Sriram K (Brown)
6 years ago the course sequence had a gatekeeper
ECS required for STEM students project-based
about teachers’ belief systems
making content meaningful, so students can position own frameworks and identities
4 different CS classes, pathway.
Scoring dialogue at different levels of analysis Epistemic network analysis Segmentation along idea units An essential question from the discussant: to what extent do we need to take semantically-rich approaches when simple models can answer our questions? Reflecting on the papers-panels-discussant structure Productive multivocality project!!! (w/ Dan Suthers… ) methodological dimensions
TAKEAWAYS
- D. Fox ____, physical world identities and virtual identities.
Michelle Friend
Michelle sends Chris email content for GMS alumni Ask Michelle for GMS IRB
Dissertation Support Grant: Go to meeting, get rejected, get feedback, apply again.