skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Challenges in Facilitating Computational Experiences in Informal Learning Environments
There is growing interest in implementing computational resources, technologies, and experiences in informal learning environments like museums, makerspaces, libraries, and community centers. In this paper, we highlight six shared challenges facilitators in three different informal learning contexts encountered in designing and implementing computational activities for their participants. These challenges touch on facilitators’ identities, the relevance of existing materials, infrastructural constraints, visitors’ perceptions of computational tools, issues of equity, and technical challenges.  more » « less
Award ID(s):
2005764
PAR ID:
10543010
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
Connected Learning Summit ETC Press
Date Published:
ISSN:
2642-3618
Format(s):
Medium: X
Location:
Online
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, International Society of the Learning Sciences)
    In our efforts to build transformative informal STEM learning environments, we must consider how innovative educational practices and tools are adaptable, sustainable, and equitable. The lens of infrastructuring allows us to attend to the ways that people, practices, and objects already present in these environments can be leveraged and redesigned to support equitable learning outcomes. Through qualitative analysis of 16 facilitator interviews across three informal STEM organizations, we determined six types of infrastructure that support engagement with computational tinkering in informal learning environments: institutional routines and resources, social and facilitation practices, institutional and facilitator values, facilitator expertise, tools and materials, and physical space. We also point out some critical gaps or challenges within these categories that can serve as points for reflection and redesign. This work has implications for researchers, designers, and facilitators/managers who work in informal STEM settings and aim to engage learners with STEM in new ways. 
    more » « less
  2. ; ; ; ; (, Proceedings of the 17th International Conference of the Learning Sciences)
    Summer camps have become popular for introducing K-12 learners to computer science (CS) and artificial intelligence (AI) in informal learning environments. Facilitators play crucial roles in guiding and engaging learners in these contexts, but there is limited research on their roles in informal AI learning. This paper examines facilitators’ dialogues with campers in a middle school AI summer camp, identifying eight major facilitator roles. The roles differed depending on group dynamics and project phase. The paper provides empirical grounding to define facilitators’ roles in AI learning and guide the design of professional development for camp facilitators. 
    more » « less
  3. ; (, International Society of the Learning Sciences)
    Facilitators in informal spaces play an integral role in creating equitable and engaging STEM rich learning environments for youth. However, the complexity of facilitator’s practices is often undertheorized. Infrastructuring, or the process of dynamically designing with infrastructures (Karasti, 2014) gives us one lens to start to understand this complexity. Building on Azevedo’s lines of practice theory (2011), we aim to show the value in tracing infrastructuring work overtime in order to understand how facilitators’ preferences and constraints are shaping their practice. In this paper we present two traces, called lines of infrastructuring, that make visible the dynamic infrastructuring work of facilitators as they engage in a research practice partnership developing and implementing computing activities in their spaces. We argue that this analysis provides a new lens for understanding the practices of facilitators, and the realities of embedded infrastructures that can restrain the potential for equitable transformation in this work. 
    more » « less
  4. ; ; (, TechTrends)
    null (Ed.)
    In this work we examine youth learning in an informal computing program implemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. 
    more » « less
  5. ; ; ; (, Techtrends)
    In this work we examine youth learning in an informal computing programimplemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email