More Like this

1. Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design

   https://doi.org/10.1111/bjet.13274  

   Kumar, Vishesh ; Tissenbaum, Mike ( September 2022 , British Journal of Educational Technology)

   This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridgingagentic gapsbetween students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.

   What is already known about this topic

   Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.

   School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.

   Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.

   What this paper adds

   An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.

   A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.

   Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.

   Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.

   Implications for practice and/or policy

   Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.

   Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.

   Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.

    

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2. A 40-year review of food–energy–water nexus literature and its application to the urban scale

   https://doi.org/10.1088/1748-9326/ab0767  

   Newell, Joshua P. ; Goldstein, Benjamin ; Foster, Alec ( July 2019 , Environmental Research Letters)

   Essential for society to function, the production and consumption of food, energy, and water (FEW) are deeply intertwined, leading to calls for a nexus approach to understand and manage the complex tradeoffs and cascading effects. What research exists to date on this FEW nexus? How have scholars conceptualized these interactions at the urban scale? What are some promising approaches? Where are the research gaps? To answer these questions, we conducted a quantitative review of the academic literature on the FEW nexus (1399 publications) over more than four decades (1973–2017), followed by in-depth analysis of the most influential papers using an evaluation matrix that examined four components: 1) modeling approach; 2) scale; 3) nexus ‘trigger’; and 4) governance and policy. Scholars in the fields of environmental science predominated, while social science domains were under-represented. Most papers used quantitative rather than qualitative approaches, especially integrated assessment and systems dynamics modeling although spatial scale was generally recognized, explicit consideration of multi-scalar interactions was limited. Issues of institutional structure, governance, equity, resource access, and behavior were also underdeveloped. Bibliometric analysis of this literature revealed six distinct research communities, including a nascent urban FEW community. We replicated the analysis for this urban group, finding it to be just emerging (80% of papers have been published since 2010) and dominated by scholars in industrial ecology. These scholars focus on quantifying FEW flows of the urban metabolism in isolation rather than as a nexus, largely ignoring the political and socio-economic factors shaping these flows. We propose the urban FEW metabolism as a boundary object to draw in diverse scholarly and practitioner communities. This will advance research on complex FEW systems in four key areas: (1) integration of heterogeneous models and approaches; (2) scalar linkages between urban consumption and trans-boundary resource flows; (3) how actors and institutions shape resource access, distribution and use; and (4) co-production of knowledge with stakeholders.

    

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3. Understanding rivers and their social relations: A critical step to advance environmental water management

   https://doi.org/10.1002/wat2.1381  

   Anderson, Elizabeth P. ; Jackson, Sue ; Tharme, Rebecca E. ; Douglas, Michael ; Flotemersch, Joseph E. ; Zwarteveen, Margreet ; Lokgariwar, Chicu ; Montoya, Mariana ; Wali, Alaka ; Tipa, Gail T. ; et al ( September 2019 , WIREs Water)

   River flows connect people, places, and other forms of life, inspiring and sustaining diverse cultural beliefs, values, and ways of life. The concept of environmental flows provides a framework for improving understanding of relationships between river flows and people, and for supporting those that are mutually beneficial. Nevertheless, most approaches to determining environmental flows remain grounded in the biophysical sciences. The newly revised Brisbane Declaration and Global Action Agenda on Environmental Flows (2018) represents a new phase in environmental flow science and an opportunity to better consider the co‐constitution of river flows, ecosystems, and society, and to more explicitly incorporate these relationships into river management. We synthesize understanding of relationships between people and rivers as conceived under the renewed definition of environmental flows. We present case studies from Honduras, India, Canada, New Zealand, and Australia that illustrate multidisciplinary, collaborative efforts where recognizing and meeting diverse flow needs of human populations was central to establishing environmental flow recommendations. We also review a small body of literature to highlight examples of the diversity and interdependencies of human‐flow relationships—such as the linkages between river flow and human well‐being, spiritual needs, cultural identity, and sense of place—that are typically overlooked when environmental flows are assessed and negotiated. Finally, we call for scientists and water managers to recognize the diversity of ways of knowing, relating to, and utilizing rivers, and to place this recognition at the center of future environmental flow assessments.

   This article is categorized under:

   Water and Life > Conservation, Management, and Awareness

   Human Water > Water Governance

   Human Water > Water as Imagined and Represented

    

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4. Communication in the science-policy interface: Evidence from a boundary organization in Nebraska, USA

   https://doi.org/10.1016/j.envsci.2023.103558  

   Vallury, Sechindra ; Chaffin, Brian C. ; Hamlin, Samantha L. ; Allen, Craig R. ( October 2023 , Environmental Science & Policy)

   Boundary organizations have a crucial function in environmental governance by facilitating the processes through which scientists and decision-makers generate, exchange, evaluate, and utilize knowledge to identify societal problems, propose potential solutions, and make decisions on appropriate courses of action. This support for evidence-informed decision making is essential in addressing environmental challenges effectively. Despite the growing popularity of boundary organizations, there remains a significant challenge in designing information dissemination platforms to bridge the communication divide between scientific experts and non-experts. To address this gap, we used natural language processing tools to analyze the communication strategies of a specific boundary organization – the Nebraska Water Center – and examined how these strategies evolved over time to address relevant water policy issues in the state. We identified three prominent topics in the Center’s periodicals between 1970 and 2018: policy and planning, water quality and quantity, and public engagement and workforce development. The prevalence of each topic changed over time, reflecting changes in both federal and state legislative priorities and subsequent responses from the scientific community. Our results also demonstrate how boundary organizations can design information exchange platforms that consider perspectives and needs of not only scientists and policymakers but also more diverse groups of actors. These findings are critical for developing strategies for bridging science and policy in environmental governance. 

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5. A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment

   https://doi.org/10.1111/bjet.13198  

   Saleh, Asmalina ; Phillips, Tanner M. ; Hmelo‐Silver, Cindy E. ; Glazewski, Krista D. ; Mott, Bradford W. ; Lester, James C. ( February 2022 , British Journal of Educational Technology)

   This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal Island: EcoJourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal Island: EcoJourneys, students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that structured the collaborative inquiry process. The paper addresses a central question: how can PBL support the interpretation of the observed patterns in individual actions and collaborative interactions in the collaborative game‐based learning environment? Drawing on a mixed method approach, we first analyzed students' pre‐ and post‐test results to determine if there were learning gains. We then used principal component analysis (PCA) to describe the patterns in game interaction data and clustered students based on the PCA. Based on the pre‐ and post‐test results and PCA clusters, we used interaction analysis to understand how collaborative interactions unfolded across selected groups. Results showed that students learned the targeted content after engaging with the game‐based learning environment. Clusters based on the PCA revealed four main ways of engaging in the game‐based learning environment: students engaged in low to moderate self‐directed actions with (1) high and (2) moderate collaborative sense‐making actions, (3) low self‐directed with low collaborative sense‐making actions and (4) high self‐directed actions with low collaborative sense‐making actions. Qualitative interaction analysis revealed that a key difference among four groups in each cluster was the nature of verbal student discourse: students in the low to moderate self‐directed and high collaborative sense‐making cluster actively initiated discussions and integrated information they learned to the problem, whereas students in the other clusters required more support. These findings have implications for designing adaptive support that responds to students' interactions with in‐game activities.

   What is already known about this topic

   Learning analytic methods have been effective for understanding student learning interactions for the purposes of assessment, profiling student behaviour and the effectiveness of interventions.

   However, the interpretation of analytics from these diverse data sets are not always grounded in theory and challenges of interpreting student data are further compounded in collaborative inquiry settings, where students work in groups to solve a problem.

   What this paper adds

   Problem‐based learning as a pedagogical framework allowed for the design to focus on individual and collaborative actions in a game‐based learning environment and, in turn, informed the interpretation of game‐based analytics as it relates to student's self‐directed learning in their individual investigations and collaborative inquiry discussions.

   The combination of principal component analysis and qualitative interaction analysis was critical in understanding the nuances of student collaborative inquiry.

   Implications for practice and/or policy

   Self‐directed actions in individual investigations are critical steps to collaborative inquiry. However, students may need to be encouraged to engage in these actions.

   Clustering student data can inform which scaffolds can be delivered to support both self‐directed learning and collaborative inquiry interactions.

   All students can engage in knowledge‐integration discourse, but some students may need more direct support from teachers to achieve this.

    

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