TY - GEN
T1 - Science everywhere
T2 - 2018 CHI Conference on Human Factors in Computing Systems, CHI 2018
AU - Ahn, June
AU - Clegg, Tamara
AU - Yip, Jason
AU - Bonsignore, Elizabeth
AU - Pauw, Daniel
AU - Cabrera, Lautaro
AU - Hernly, Kenna
AU - Pitt, Caroline
AU - Mills, Kelly
AU - Salazar, Arturo
AU - Griffing, Diana
AU - Rick, Jeff
AU - Marr, Rachael
N1 - Funding Information:
We thank the families, educators, and community members who have partnered with us. This material is based upon work supported by the NSF under Grant No. 1441523. Any opinions, findings, and conclusions expressed in this material are those of the author(s) and do not necessarily reflect the view of the National Science Foundation.
Publisher Copyright:
© 2018 Copyright is held by the owner/author(s).
PY - 2018/4/20
Y1 - 2018/4/20
N2 - A major challenge in education is understanding how to connect learning experiences across settings (e.g., school, afterschool, and home) for youth. In this paper, we introduce and describe the participatory design process we undertook to develop Science Everywhere (SE), which is a sociotechnical system where children share their everyday science learning via social media. Public displays installed throughout the neighborhood invite parents, adults, peers, and community members to interact with children's ideas to better develop connections for learning across settings. Our case study of community interactions with the public displays illuminate how these technologies encouraged behaviors such as the noticing of children's ideas, recognition of people in the neighborhood, and bridging to new learning opportunities for youth.
AB - A major challenge in education is understanding how to connect learning experiences across settings (e.g., school, afterschool, and home) for youth. In this paper, we introduce and describe the participatory design process we undertook to develop Science Everywhere (SE), which is a sociotechnical system where children share their everyday science learning via social media. Public displays installed throughout the neighborhood invite parents, adults, peers, and community members to interact with children's ideas to better develop connections for learning across settings. Our case study of community interactions with the public displays illuminate how these technologies encouraged behaviors such as the noticing of children's ideas, recognition of people in the neighborhood, and bridging to new learning opportunities for youth.
KW - Children
KW - Community
KW - Learning
KW - Pervasive displays
KW - Public displays
UR - http://www.scopus.com/inward/record.url?scp=85046968616&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85046968616&partnerID=8YFLogxK
U2 - 10.1145/3173574.3173852
DO - 10.1145/3173574.3173852
M3 - Conference contribution
AN - SCOPUS:85046968616
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2018 - Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems
PB - Association for Computing Machinery
Y2 - 21 April 2018 through 26 April 2018
ER -