1476 lines
117 KiB
BibTeX
1476 lines
117 KiB
BibTeX
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@techreport{abelson_logo_1974,
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address = {Cambridge, MA},
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type = {Memo},
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||
title = {{LOGO} {Manual}},
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url = {http://dspace.mit.edu/handle/1721.1/6226},
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abstract = {This document descibes the LOGO system implemented for the PDP 11/45 at the M.I.T. Artificial Intelligence Laboratory. The "system" includes not only the LOGO evaluator, but also a dedicated time-sharing system which services about a dozen users. There are also various special devices such as robot turtles, tone generators, and CRT displays.},
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language = {en\_US},
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number = {313},
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urldate = {2015-10-16},
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institution = {Massachusetts Institute of Technology},
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author = {Abelson, Hal and Goodman, Nat and Rudolph, Lee},
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month = dec,
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year = {1974},
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file = {Snapshot:/home/sayamindu/Zotero/storage/SNK9VIZI/6226.html:text/html}
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}
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@article{bruckman_community_1998,
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title = {Community support for constructionist learning},
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volume = {7},
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||
url = {http://dx.doi.org/10.1023/A:1008684120893},
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doi = {10.1023/A:1008684120893},
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abstract = {MOOSE Crossing is a text-based virtual reality environment (or "MUD") designed to be a constructionist learning environment for children ages eight to thirteen. The constructionist philosophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told. Children on MOOSE Crossing learn computer programming and improve their reading and writing by working on self-selected projects in a self-motivated, peer-supported fashion. In experience with over 180 children and 90 adults using the system since October 1995, we have found that the community provides essential support for the children's learning experiences. The community provides role models; situated, ubiquitous project models; emotional support to overcome technophobia; technical support; and an appreciative audience for completed work. This paper examines the nature of that support in detail, and argues that community support for learning is an essential element in collaborative work and learning on the Internet.},
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number = {1},
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urldate = {2009-01-10},
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journal = {Computer Supported Cooperative Work (CSCW)},
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author = {Bruckman, Amy},
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month = mar,
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year = {1998},
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keywords = {constructionism, cscl, cscw, mres, social creativity},
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pages = {47--86},
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file = {brukman_comm_supp_construct.pdf:/home/sayamindu/Zotero/storage/T6KCPDCT/brukman_comm_supp_construct.pdf:application/pdf;SpringerLink Snapshot:/home/sayamindu/Zotero/storage/UPJ2QMCR/x8x722430n046014.html:text/html}
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}
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@inproceedings{hill_responses_2010,
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address = {Palo Alto, California},
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title = {Responses to remixing on a social media sharing website},
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url = {https://www.aaai.org/ocs/index.php/ICWSM/ICWSM10/paper/view/1533},
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abstract = {In this paper we describe the ways participants of the Scratch online community, primarily young people, engage in remixing of each others’ shared animations, games, and interactive projects. In particular, we try to answer the following questions: How do users respond to remixing in a social media environment where remixing is explicitly permitted? What qualities of originators and their projects correspond to a higher likelihood of plagiarism accusations? Is there a connection between plagiarism complaints and similarities between a remix and the work it is based on? Our findings indicate that users have a very wide range of reactions to remixing and that as many users react positively as accuse remixers of plagiarism. We test several hypotheses that might explain
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the high number of plagiarism accusations related to original project complexity, cumulative remixing, originators’ integration into remixing practice, and remixee-remixer project similarity, and find support for the first and last explanations.},
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booktitle = {Proceedings of the 4th {International} {Conference} on {Web} and {Social} {Media} ({ICWSM} '10)},
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publisher = {AAAI},
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author = {Hill, Benjamin Mako and Monroy-Hernández, Andrés and Olson, Kristina},
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year = {2010},
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keywords = {scratch},
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pages = {74--81},
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file = {Hill et al. - 2010 - Responses to remixing on a social media sharing we.pdf:/home/sayamindu/Zotero/storage/QRBF64DX/Hill et al. - 2010 - Responses to remixing on a social media sharing we.pdf:application/pdf}
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}
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@book{ridgeway_framed_2011,
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address = {New York, NY},
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title = {Framed by {Gender}: {How} {Gender} {Inequality} {Persists} in the {Modern} {World}},
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isbn = {978-0-19-975577-6},
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publisher = {Oxford University Press},
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author = {Ridgeway, Cecilia L.},
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year = {2011}
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}
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@book{jenkins_confronting_2009,
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address = {Cambridge, MA},
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series = {The {John} {D}. and {Catherine} {T}. {MacArthur} {Foundation} {Reports} on {Digital} {Media} and {Learning}},
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title = {Confronting the challenges of participatory culture: media education for the 21st century},
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isbn = {978-0-262-51362-3},
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shorttitle = {Confronting the challenges of participatory culture},
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url = {https://mitpress.mit.edu/books/confronting-challenges-participatory-culture},
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publisher = {The MIT Press},
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author = {Jenkins, Henry and Purushotma, Ravi and Weigel, Margaret and Clinton, Katie and Robison, Alice J.},
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year = {2009},
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keywords = {Mass media and culture, Mass media in education, Media literacy, Study and teaching},
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annote = {Executive summary -- The needed skills in the new media culture -- Enabling participation -- Why we should teach media literacy: three core problems -- What should we teach? rethinking literacy -- Core media literacy skills -- Who should respond? a systemic approach to media education -- The challenge ahead: ensuring that all benefit from the expanding media landscape}
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}
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@article{scaffidi_skill_2011,
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title = {Skill progression demonstrated by users in the {Scratch} animation environment},
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volume = {28},
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issn = {1044-7318},
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url = {http://dx.doi.org/10.1080/10447318.2011.595621},
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doi = {10.1080/10447318.2011.595621},
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abstract = {The Scratch environment exemplifies a tool+community approach to teaching elementary programming skills, as it includes a website where users can publish, discuss, and organize animations that are programs. To explore this environment's effectiveness for helping people to develop programming skills, a quantitative analysis of 250 randomly selected users' data, including more than 1,000 of their animations, was performed. Skill based on 4 models that had proven useful in prior empirical studies was measured. Overall, mixed results about the environment's effectiveness were found. Among users who do not drop out, an increasing progression in social skills was found. However, an extremely high drop-out rate was also observed. Moreover, a flat or decreasing level of demonstrated skill was observed on virtually every measure. These results call into question whether simply combining an animation tool and an online community is sufficient for keeping people engaged long enough to learn elementary programming skills.},
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number = {6},
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urldate = {2014-09-26},
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journal = {International Journal of Human-Computer Interaction},
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author = {Scaffidi, Christopher and Chambers, Christopher},
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month = jun,
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year = {2011},
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pages = {383--398},
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file = {Scaffidi and Chambers - 2011 - Skill Progression Demonstrated by Users in the Scr.pdf:/home/sayamindu/Zotero/storage/RTWQ5F4B/Scaffidi and Chambers - 2011 - Skill Progression Demonstrated by Users in the Scr.pdf:application/pdf;Snapshot:/home/sayamindu/Zotero/storage/SGEA8T3S/10447318.2011.html:text/html}
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}
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@inproceedings{brennan_more_2011,
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address = {Lisbon, Portugal},
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title = {More than code: {The} significance of social interactions in young people's development as interactive media creators},
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volume = {2011},
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isbn = {1-880094-86-X},
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shorttitle = {More than code},
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url = {http://www.editlib.org/p/38158/},
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abstract = {Being able to design interactive media is an important capacity for young people to develop in order to understand and negotiate our modern media landscape. Scratch (http://scratch.mit.edu) is a programming environment that enables young people to create their own interactive media and share their creations within an online community. In this paper, we describe the ways in which young people’s development as creators of interactive media is supported by others, using the context of the Scratch online community. Through a series of six case studies, we focus on the social nature of young...},
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urldate = {2014-06-03},
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booktitle = {Proceedings of {ED}-{MEDIA} 2011--{World} {Conference} on {Educational} {Multimedia}, {Hypermedia} \& {Telecommunications}},
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publisher = {Association for the Advancement of Computing in Education (AACE)},
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author = {Brennan, Karen and Valverde, Amanda and Prempeh, Joe and Roque, Ricarose and Chung, Michelle and Brennan, Karen and Valverde, Amanda and Prempeh, Joe and Roque, Ricarose and Chung, Michelle},
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month = jun,
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year = {2011},
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pages = {2147--2156},
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file = {Snapshot:/home/sayamindu/Zotero/storage/DWHQH6X9/38158.html:text/html}
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}
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@techreport{papert_poetic_1976,
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address = {Cambridge, Massachusetts},
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title = {Some {Poetic} and {Social} {Criteria} for {Education} {Design}},
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url = {http://dspace.mit.edu/handle/1721.1/6250},
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abstract = {Ten years is in some ways a challenging and in some ways a very awkward period for predicting the impact of computers in education. If you asked me whether the practice of education will have undergone a fundamental change through the impact of computers in either five years of in twenty-five years, I could answer with complete confidence "NO" to the first question and "YES" to the second. But what happens in the ten years depends very sensitively on how hard we try; on when the people with the requisite financial, intellectual and moral resources recognize the opportunity and the urgency of action. If we act smartly it is still possible that by 1985 the existence of model schools and learning centers will have changed the ball-park in which society sets the sights of its educational ambitions.},
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language = {en\_US},
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number = {373},
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urldate = {2015-05-19},
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institution = {Massachusetts Institute of Technology},
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author = {Papert, Seymour A.},
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month = jun,
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year = {1976},
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file = {Snapshot:/home/sayamindu/Zotero/storage/HSG6Q7XC/6250.html:text/html}
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}
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@incollection{kafai_constructionism_2006,
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address = {Cambridge, UK},
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edition = {1st},
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title = {Constructionism},
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isbn = {978-1-139-45247-2},
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language = {en},
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booktitle = {The {Cambridge} {Handbook} of the {Learning} {Sciences}},
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publisher = {Cambridge University Press},
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author = {Kafai, Yasmin B.},
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editor = {Sawyer, Keith R.},
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year = {2006},
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pages = {35--46}
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}
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@inproceedings{yang_uncovering_2015,
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address = {New York, New York},
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title = {Uncovering trajectories of informal learning in large online communities of creators},
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isbn = {978-1-4503-3411-2},
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url = {http://doi.acm.org/10.1145/2724660.2724674},
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doi = {10.1145/2724660.2724674},
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abstract = {We analyzed informal learning in Scratch Online -- an online community with over 4.3 million users and 6.7 million user-generated content. Users develop projects, which are graphical interfaces involving manipulation of programming blocks. We investigated two fundamental questions: how can we model informal learning, and what patterns of informal learning emerge. We proceeded in two phases. First, we modeled learning as a trajectory of cumulative programming block usage by long-term users who created at least 50 projects. Second, we applied K-means++ clustering to uncover patterns of learning and corresponding subpopulations. We found four groups of users manifesting four different patterns of learning, ranging from the smallest to the largest improvement. At one end of the spectrum, users learned more and in a faster manner. At the opposite end, users did not show much learning, even after creating dozens of projects. The modeling and clustering of trajectory patterns that enabled us to quantitatively analyze informal learning may be applicable to other similar communities. The results can also support administrators of online communities in implementing customized interventions for specific subpopulations.},
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urldate = {2016-05-22},
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booktitle = {Proceedings of the {Second} (2015) {ACM} {Conference} on {Learning} @ {Scale} ({L}@{S} '15)},
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publisher = {ACM Press},
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author = {Yang, Seungwon and Domeniconi, Carlotta and Revelle, Matt and Sweeney, Mack and Gelman, Ben U. and Beckley, Chris and Johri, Aditya},
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year = {2015},
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keywords = {scratch, learning analytics, programming, clustering, informal learning, modeling, online community},
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pages = {131--140},
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file = {Yang et al. - 2015 - Uncovering Trajectories of Informal Learning in La.pdf:/home/sayamindu/Zotero/storage/DSMQCX3N/Yang et al. - 2015 - Uncovering Trajectories of Informal Learning in La.pdf:application/pdf}
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}
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@inproceedings{dasgupta_remixing_2016,
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address = {New York, New York},
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title = {Remixing as a pathway to computational thinking},
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isbn = {978-1-4503-3592-8},
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url = {http://doi.acm.org/10.1145/2818048.2819984},
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doi = {10.1145/2818048.2819984},
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abstract = {Theorists and advocates of “remixing” have suggested that appropriation can act as a pathway for learning. We test this theory quantitatively using data from more than 2.4 million multimedia programming projects shared by more than 1 million users in the Scratch online community. First, we show that users who remix more often have larger repertoires of programming commands even after controlling for the numbers of projects and amount of code shared. Second, we show that exposure to computational thinking concepts through remixing is associated with increased likelihood of using those concepts. Our results support theories that young people learn through remixing, and have important implications for designers of social computing systems.},
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urldate = {2016-05-29},
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booktitle = {Proceedings of the 19th {ACM} {Conference} on {Computer}-{Supported} {Cooperative} {Work} \& {Social} {Computing} ({CSCW} '16)},
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publisher = {ACM Press},
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||
author = {Dasgupta, Sayamindu and Hale, William and Monroy-Hernández, Andrés and Hill, Benjamin Mako},
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year = {2016},
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keywords = {computers and children, creativity support tools, learning, online communities, computer mediated communication, peer production, remixing, social computing and social navigation},
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pages = {1438--1449},
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file = {Dasgupta et al. - 2016 - Remixing as a pathway to computational thinking.pdf:/home/sayamindu/Zotero/storage/WUBPWHSE/Dasgupta et al. - 2016 - Remixing as a pathway to computational thinking.pdf:application/pdf}
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}
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@article{resnick_scratch:_2009,
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title = {Scratch: {Programming} for all},
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volume = {52},
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issn = {0001-0782},
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shorttitle = {Scratch},
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||
url = {http://doi.acm.org/10.1145/1592761.1592779},
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doi = {10.1145/1592761.1592779},
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abstract = {"Digital fluency" should mean designing, creating, and remixing, not just browsing, chatting, and interacting.},
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number = {11},
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urldate = {2016-05-29},
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journal = {Commun. ACM},
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author = {Resnick, Mitchel and Maloney, John and Monroy-Hernández, Andrés and Rusk, Natalie and Eastmond, Evelyn and Brennan, Karen and Millner, Amon and Rosenbaum, Eric and Silver, Jay and Silverman, Brian and Kafai, Yasmin},
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month = nov,
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year = {2009},
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pages = {60--67},
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file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/9XK5DBB6/Resnick et al. - 2009 - Scratch Programming for All.pdf:application/pdf;ACM Full Text PDF:/home/sayamindu/Zotero/storage/2AG4P9FP/Resnick et al. - 2009 - Scratch Programming for All.pdf:application/pdf;ACM Snapshot:/home/sayamindu/Zotero/storage/NTJG3NPP/p60-resnick.html:text/html}
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}
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@book{kafai_connected_2014,
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address = {Cambridge, Massachusetts},
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||
title = {Connected code: {Why} children need to learn programming},
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isbn = {978-0-262-02775-5},
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shorttitle = {Connected {Code}},
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abstract = {Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage "computational thinking" -- which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.In \textit{Connected Code,} Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of "computational participation" better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital "making." Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.},
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urldate = {2016-05-29},
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publisher = {MIT Press},
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||
author = {Kafai, Yasmin B. and Burke, Quinn},
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year = {2014}
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}
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@book{piaget_genetic_1970,
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address = {New York, NY, US},
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title = {Genetic epistemology. {Trans}. {E}. {Duckworth}},
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isbn = {978-0-393-00596-7},
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publisher = {Columbia University Press},
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author = {Piaget, Jean},
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year = {1970},
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keywords = {*Information, *Language, *Piaget (Jean), Thinking},
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file = {APA PsycNET Snapshot:/home/sayamindu/Zotero/storage/8Q3DUZRK/index.html:text/html;APA PsycNET Snapshot:/home/sayamindu/Zotero/storage/J8SBZN9C/index.html:text/html}
|
||
}
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@incollection{papert_situating_1991,
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address = {New York, NY, US},
|
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title = {Situating constructionism},
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volume = {36},
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booktitle = {Constructionism},
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publisher = {Ablex Publishing},
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author = {Papert, Seymour and Harel, Idit},
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year = {1991},
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pages = {1--11}
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}
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@misc{mit_scratch_team_scratch_2013,
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title = {Scratch {Statistics}},
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url = {https://scratch.mit.edu/statistics/},
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language = {en},
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||
urldate = {2017-08-17},
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journal = {Scratch},
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author = {{MIT Scratch Team}},
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||
year = {2013}
|
||
}
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@phdthesis{bruckman_moose_1997,
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||
type = {Thesis},
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||
title = {{MOOSE} crossing: {Construction}, community and learning in a networked virtual world for kids},
|
||
copyright = {http://dspace.mit.edu/handle/1721.1/7582},
|
||
shorttitle = {{MOOSE} crossing},
|
||
url = {http://dspace.mit.edu/handle/1721.1/33821},
|
||
abstract = {Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts \& Sciences, 1997.},
|
||
language = {eng},
|
||
urldate = {2017-04-11},
|
||
school = {Massachusetts Institute of Technology},
|
||
author = {Bruckman, Amy},
|
||
year = {1997},
|
||
file = {Full Text PDF:/home/sayamindu/Zotero/storage/5KR7VPA8/Bruckman - 1997 - MOOSE crossing construction, community and learn.pdf:application/pdf;Snapshot:/home/sayamindu/Zotero/storage/WDZEKEWB/33821.html:text/html}
|
||
}
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||
@book{papert_mindstorms:_1980,
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||
address = {New York, New York},
|
||
title = {Mindstorms: {Children}, computers, and powerful ideas},
|
||
isbn = {978-0-465-04627-0},
|
||
shorttitle = {Mindstorms},
|
||
publisher = {Basic Books},
|
||
author = {Papert, Seymour},
|
||
year = {1980},
|
||
file = {gears-v1.pdf:/home/sayamindu/Zotero/storage/GB899TDF/gears-v1.pdf:application/pdf;gears-v1.pdf:/home/sayamindu/Zotero/storage/K6FU3XGA/gears-v1.pdf:application/pdf;gears-v1.pdf:/home/sayamindu/Zotero/storage/PE98NFJK/gears-v1.pdf:application/pdf;Mindstorms_Intro.pdf:/home/sayamindu/Zotero/storage/HJAQZG2T/Mindstorms_Intro.pdf:application/pdf;Mindstorms_Intro.pdf:/home/sayamindu/Zotero/storage/W7MSMS22/Mindstorms_Intro.pdf:application/pdf;Mindstorms_Intro.pdf:/home/sayamindu/Zotero/storage/G83QF657/Mindstorms_Intro.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{matias_skill_2016,
|
||
address = {New York, New York},
|
||
title = {Skill progression in {Scratch} revisited},
|
||
isbn = {978-1-4503-3362-7},
|
||
url = {http://doi.acm.org/10.1145/2858036.2858349},
|
||
doi = {10.1145/2858036.2858349},
|
||
abstract = {This paper contributes to a growing body of work that attempts to measure informal learning online by revisiting two of the most surprising findings from a 2012 study on skill progression in Scratch by Scaffidi and Chambers: users tend to share decreasingly code-heavy projects over time; and users' projects trend toward using a less diverse range of code concepts. We revisit Scaffidi and Chambers's work in three ways: with a replication of their study using the full population of projects from which they sampled, a simulation study that replicates both their analytic and sampling methodology, and an alternative analysis that addresses several important threats. Our results suggest that the population estimates are opposite in sign to those presented in the original work.},
|
||
urldate = {2016-07-05},
|
||
booktitle = {Proceedings of the 2016 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} ({CHI} '16)},
|
||
publisher = {ACM Press},
|
||
author = {Matias, J. Nathan and Dasgupta, Sayamindu and Hill, Benjamin Mako},
|
||
year = {2016},
|
||
keywords = {e-petition, power user, online activism, Motivation, Civic engagement, computers and children, contribution, creativity support tools, online communities, replication, Learning},
|
||
pages = {1486--1490},
|
||
file = {Matias et al. - 2016 - Skill Progression in Scratch Revisited.pdf:/home/sayamindu/Zotero/storage/NQAPJPVK/Matias et al. - 2016 - Skill Progression in Scratch Revisited.pdf:application/pdf}
|
||
}
|
||
|
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@article{hill_longitudinal_2017,
|
||
title = {A longitudinal dataset of five years of public activity in the {Scratch} online community},
|
||
volume = {4},
|
||
copyright = {© 2017 Macmillan Publishers Limited, part of Springer Nature. All rights reserved.},
|
||
issn = {2052-4463},
|
||
url = {http://www.nature.com/articles/sdata20172},
|
||
doi = {10.1038/sdata.2017.2},
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||
abstract = {Scratch is a programming environment and an online community where young people can create, share, learn, and communicate. In collaboration with the Scratch Team at MIT, we created a longitudinal dataset of public activity in the Scratch online community during its first five years (2007–2012).},
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language = {en},
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||
urldate = {2017-02-03},
|
||
journal = {Scientific Data},
|
||
author = {Hill, Benjamin Mako and Monroy-Hernández, Andrés},
|
||
month = jan,
|
||
year = {2017},
|
||
pages = {170002},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/8S3QS6MT/sdata20172.html:text/html}
|
||
}
|
||
|
||
@incollection{resnick_computer_1999,
|
||
address = {Cambridge, MA},
|
||
title = {The {Computer} {Clubhouse}: {Technology} fluency in the inner city},
|
||
isbn = {978-0-262-69199-4},
|
||
abstract = {How will low-income communities be affected by the waves of social, economic, political, and cultural change that surround the new information technologies? How can we influence the outcome? This action-oriented book identifies the key issues, explores the evidence, and suggests some answers. Avoiding both utopianism and despair, the book presents the voices of technology enthusiasts and skeptics, as well as social activists.The book is organized into three parts. Part I examines the issues in their socio-technical, economic, and historical contexts. Part II--the core of the book--proposes five initiatives for using computers and electronic communications to benefit low-income urban communities:- to provide access to the new technologies in ways that enable low-income people to become active producers rather than passive users;- to use the new technologies to improve the dialogue between public agencies and low-income neighborhoods;- to help low-income youth to exploit the entrepreneurial potential of information technologies;- to develop approaches to education that take advantage of the educational capabilities of the computer;- to promote the community computer: applications of computers and communications technology that foster community development.Part III presents a synthesis of the various topics. Its main questions are, What are the prospects and problems of initiatives to enable the poor to benefit from the new technologies? and What federal, state, and municipal policies would enhance the prospects for success?Contributors : Alice Amsden, Jeanne Bamberger, Anne Beamish, Manuel Castells, Joseph Ferreira, Peter Hall, Leo Marx, William J. Mitchell, Mitchel Resnick, Bish Sanyal, Donald A. Sch<63>n, Alan and Michelle Shaw, Michael Shiffer, Bruno Tardieu, Sherry Turkle, Julian Wolpert},
|
||
language = {en},
|
||
booktitle = {High technology and low-income communities: {Prospects} for the positive use of advanced information technology},
|
||
publisher = {MIT Press},
|
||
author = {Resnick, Mitchel and Rusk, Natalie and Cooke, Stina},
|
||
editor = {Schön, Donald A. and Sanyal, Bishwapriya and Mitchell, William John},
|
||
year = {1999},
|
||
keywords = {Social Science / Sociology / General, Social Science / Popular Culture, Computers / History, Social Science / Sociology / Urban, Technology \& Engineering / Industrial Technology, Technology \& Engineering / Social Aspects},
|
||
pages = {263--286}
|
||
}
|
||
|
||
@article {brennan_making_2010,
|
||
author = {Brennan, Karen and Monroy-Hernández, Andrés and Resnick, Mitchel},
|
||
title = {Making projects, making friends: Online community as catalyst for interactive media creation},
|
||
journal = {New Directions for Youth Development},
|
||
volume = {2010},
|
||
number = {128},
|
||
publisher = {Wiley Subscription Services, Inc., A Wiley Company},
|
||
issn = {1537-5781},
|
||
url = {http://dx.doi.org/10.1002/yd.377},
|
||
doi = {10.1002/yd.377},
|
||
pages = {75--83},
|
||
year = {2010},
|
||
}
|
||
|
||
|
||
@inproceedings{cheng_can_2014,
|
||
address = {New York, NY, USA},
|
||
series = {{WWW} '14},
|
||
title = {Can cascades be predicted?},
|
||
isbn = {978-1-4503-2744-2},
|
||
url = {http://doi.acm.org/10.1145/2566486.2567997},
|
||
doi = {10.1145/2566486.2567997},
|
||
abstract = {On many social networking web sites such as Facebook and Twitter, resharing or reposting functionality allows users to share others' content with their own friends or followers. As content is reshared from user to user, large cascades of reshares can form. While a growing body of research has focused on analyzing and characterizing such cascades, a recent, parallel line of work has argued that the future trajectory of a cascade may be inherently unpredictable. In this work, we develop a framework for addressing cascade prediction problems. On a large sample of photo reshare cascades on Facebook, we find strong performance in predicting whether a cascade will continue to grow in the future. We find that the relative growth of a cascade becomes more predictable as we observe more of its reshares, that temporal and structural features are key predictors of cascade size, and that initially, breadth, rather than depth in a cascade is a better indicator of larger cascades. This prediction performance is robust in the sense that multiple distinct classes of features all achieve similar performance. We also discover that temporal features are predictive of a cascade's eventual shape. Observing independent cascades of the same content, we find that while these cascades differ greatly in size, we are still able to predict which ends up the largest.},
|
||
urldate = {2015-04-06},
|
||
booktitle = {Proceedings of the 23rd {International} {Conference} on {World} {Wide} {Web}},
|
||
publisher = {ACM},
|
||
author = {Cheng, Justin and Adamic, Lada and Dow, P. Alex and Kleinberg, Jon Michael and Leskovec, Jure},
|
||
year = {2014},
|
||
keywords = {cascade prediction, contagion, information diffusion},
|
||
pages = {925--936},
|
||
file = {Cheng et al. - 2014 - Can Cascades Be Predicted.pdf:/home/sayamindu/Zotero/storage/GN7N2IZX/Cheng et al. - 2014 - Can Cascades Be Predicted.pdf:application/pdf}
|
||
}
|
||
|
||
@article{monroy-hernandez_feature:_2008,
|
||
title = {{FEATURE}: {Empowering} {Kids} to {Create} and {Share} {Programmable} {Media}},
|
||
volume = {15},
|
||
issn = {1072-5520},
|
||
url = {http://doi.acm.org/10.1145/1340961.1340974},
|
||
doi = {10.1145/1340961.1340974},
|
||
number = {2},
|
||
journal = {Interactions},
|
||
author = {Monroy-Hernández, Andrés and Resnick, Mitchel},
|
||
month = mar,
|
||
year = {2008},
|
||
pages = {50--53}
|
||
}
|
||
|
||
@misc{mit_media_lab_kids_2013,
|
||
title = {Kids coding in the cloud},
|
||
url = {http://news.mit.edu/2013/scratch-two-released-0514},
|
||
abstract = {MIT Media Lab launches new generation of Scratch online community.},
|
||
urldate = {2017-08-23},
|
||
journal = {MIT News},
|
||
author = {{MIT Media Lab}},
|
||
month = may,
|
||
year = {2013},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/9DZ67ZJG/scratch-two-released-0514.html:text/html}
|
||
}
|
||
|
||
@article{hintze_violin_1998,
|
||
title = {Violin {Plots}: {A} {Box} {Plot}-{Density} {Trace} {Synergism}},
|
||
volume = {52},
|
||
url = {http://amstat.tandfonline.com/doi/abs/10.1080/00031305.1998.10480559},
|
||
doi = {10.1080/00031305.1998.10480559},
|
||
number = {2},
|
||
journal = {The American Statistician},
|
||
author = {Hintze, Jerry L. and Nelson, Ray D.},
|
||
year = {1998},
|
||
pages = {181--184}
|
||
}
|
||
|
||
@article{zagal_samba_2005,
|
||
title = {From {Samba} {Schools} to {Computer} {Clubhouses}: {Cultural} institutions as learning environments},
|
||
volume = {11},
|
||
shorttitle = {From samba schools to computer clubhouses},
|
||
url = {http://journals.sagepub.com/doi/pdf/10.1177/135485650501100107},
|
||
number = {1},
|
||
urldate = {2017-09-09},
|
||
journal = {Convergence},
|
||
author = {Zagal, José Pablo and Bruckman, Amy S.},
|
||
year = {2005},
|
||
pages = {88--105},
|
||
file = {[PDF] from sagepub.com:/home/sayamindu/Zotero/storage/AS7PIAJ6/Zagal and Bruckman - 2005 - From samba schools to computer clubhouses Cultura.pdf:application/pdf}
|
||
}
|
||
|
||
@article{rogoff_developing_1994,
|
||
title = {Developing understanding of the idea of communities of learners},
|
||
volume = {1},
|
||
issn = {1074-9039},
|
||
url = {http://www.tandfonline.com/doi/abs/10.1080/10749039409524673},
|
||
doi = {10.1080/10749039409524673},
|
||
abstract = {The idea of a community of learners is based on the premise that learning occurs as people participate in shared endeavors with others, with all playing active but often asymmetrical roles in sociocultural activity. This contrasts with models of learning that are based on one‐sided notions of learning— either that it occurs through transmission of knowledge from experts or acquisition of knowledge by novices, with the learner or the others (respectively) in a passive role. In this paper, I develop the distinction between the community of learners and one‐sided approaches from the perspective of a theory of learning as participation, and use two lines of research to illustrate the transitions in perspective necessary to understand the idea of communities of learners. One line of research examines differing models of teaching and learning employed by caregivers and toddlers from Guatemalan Mayan and middle‐class European‐American families; the other line of research involves a study of how middle‐class parents make a transition from their own schooling background to participate in instruction in a public US elementary school.},
|
||
number = {4},
|
||
urldate = {2017-09-10},
|
||
journal = {Mind, Culture, and Activity},
|
||
author = {Rogoff, Barbara},
|
||
month = sep,
|
||
year = {1994},
|
||
pages = {209--229},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/PRJ5AUKL/10749039409524673.html:text/html}
|
||
}
|
||
|
||
@article{heath_threes_2001,
|
||
title = {Three's {Not} a {Crowd}: {Plans}, {Roles}, and {Focus} in the {Arts}},
|
||
volume = {30},
|
||
issn = {0013-189X},
|
||
shorttitle = {Three's {Not} a {Crowd}},
|
||
url = {http://www.jstor.org.offcampus.lib.washington.edu/stable/3594410},
|
||
doi = {10.2307/3594410},
|
||
abstract = {Colleges and universities, as well as employers, attend to the "extras"-the extracurricular that take place outside and beyond grades and jobs. Final admission judgments and job interview questions often center on the sports, artistic, or service dimensions that individuals include in their applications or resumes. Parents, politicians, and educators know and unquestioningly accept the nonstandard and unquantifiable nature of the social benefits of these extras. Yet almost nothing is known about the learning-cognitive and situative-that actually goes on beyond classroom hours on sports teams, in community organizations, or through voluntary community service. Schools and families, as the critical duo of learning source and assessor of the knowledge and skills of the young, receive the vast majority of public attention and funding initiatives. The third arena of learning, that which takes place beyond classroom and home, is generally left unattended, minimally supported, and almost completely unexamined. Identified here through illustration from arts-based extra-school activities are (1) key features of this third environment and its positive learning opportunities, (2) the creative and critical power of youth work in the arts, particularly the visual arts and dance, and (3) the manifest reasoning and organizing properties of the "extra education" situated in this arena's coordination of actions and roles.},
|
||
number = {7},
|
||
urldate = {2017-09-10},
|
||
journal = {Educational Researcher},
|
||
author = {Heath, Shirley Brice},
|
||
year = {2001},
|
||
pages = {10--17},
|
||
file = {JSTOR Full Text PDF:/home/sayamindu/Zotero/storage/WY4FZX89/Heath - 2001 - Three's Not a Crowd Plans, Roles, and Focus in th.pdf:application/pdf}
|
||
}
|
||
|
||
@misc{google_computer_2014,
|
||
title = {Computer {Coding} {Courses} for {Kids} - {Google} {CS} {First}},
|
||
url = {https://www.cs-first.com/en/home},
|
||
urldate = {2017-09-10},
|
||
journal = {Google Computer Science First},
|
||
author = {{Google}},
|
||
year = {2014},
|
||
file = {Computer Coding Courses for Kids - Google CS First:/home/sayamindu/Zotero/storage/KBG5UUV5/home.html:text/html}
|
||
}
|
||
|
||
@misc{hsu_gender_2013,
|
||
title = {Gender {Differences} in {Elementary} {School} {Students}’ {Game} {Design} {Preferences}},
|
||
url = {http://www.ijiet.org/papers/258-IT0026.pdf},
|
||
urldate = {2017-09-10},
|
||
author = {Hsu, Hui-Mei Justina},
|
||
year = {2013},
|
||
file = {258-IT0026.pdf:/home/sayamindu/Zotero/storage/32IHVBSS/258-IT0026.pdf:application/pdf}
|
||
}
|
||
|
||
@article{kafai_entering_2010,
|
||
title = {Entering the {Clubhouse}: {Case} {Studies} of {Young} {Programmers} {Joining} the {Online} {Scratch} {Communities}},
|
||
volume = {2},
|
||
shorttitle = {Entering the {Clubhouse}},
|
||
url = {http://digitalcommons.usu.edu/itls_facpub/181},
|
||
number = {22},
|
||
journal = {Journal of Organizational and End-User Computing},
|
||
author = {Kafai, Y. and Fields, Deborah and Burke, W.},
|
||
month = jan,
|
||
year = {2010},
|
||
pages = {21--35},
|
||
file = {"Entering the Clubhouse\: Case Studies of Young Programmers Joining the " by Y. B. Kafai, Deborah A. Fields et al.:/home/sayamindu/Zotero/storage/S555BF87/181.html:text/html}
|
||
}
|
||
|
||
@inproceedings{hutchins_role_2017,
|
||
address = {Hong Kong},
|
||
title = {The role gender differences in computational thinking confidence levels plays in {STEM} applications},
|
||
isbn = {978-988-770-344-0},
|
||
url = {http://www.eduhk.hk/cte2017/doc/CTE2017\%20Proceedings.pdf\#page=45},
|
||
urldate = {2017-09-10},
|
||
booktitle = {The {International} {Conference} on {Computational} {Thinking} {Education} ({CTE} '17)},
|
||
publisher = {The Education University of Hong Kong},
|
||
author = {Hutchins, Nicole M. and Zhang, Ningyu and Biswas, Gautam},
|
||
year = {2017},
|
||
note = {Archived at: https://perma.cc/4FJA-WM2V},
|
||
pages = {34--38},
|
||
file = {CTE2017 Proceedings.pdf:/home/sayamindu/Zotero/storage/CA3IY9DM/CTE2017 Proceedings.pdf:application/pdf}
|
||
}
|
||
|
||
@book{peppler_makeology:_2016,
|
||
title = {Makeology: {Makers} as {Learners}},
|
||
isbn = {978-1-317-53709-0},
|
||
shorttitle = {Makeology},
|
||
abstract = {Makeology introduces the emerging landscape of the Maker Movement and its connection to interest-driven learning. While the movement is fueled in part by new tools, technologies, and online communities available to today’s makers, its simultaneous emphasis on engaging the world through design and sharing with others harkens back to early educational predecessors including Froebel, Dewey, Montessori, and Papert. Makers as Learners (Volume 2) highlights leading researchers and practitioners as they discuss and share current perspectives on the Maker movement and research on educational outcomes in makerspaces. Each chapter closes with a set of practical takeaways for educators, researchers, and parents.},
|
||
language = {en},
|
||
publisher = {Routledge},
|
||
author = {Peppler, Kylie and Halverson, Erica Rosenfeld and Kafai, Yasmin B.},
|
||
month = may,
|
||
year = {2016},
|
||
note = {Google-Books-ID: MgwzDAAAQBAJ},
|
||
keywords = {Education / General, Education / Home Schooling}
|
||
}
|
||
|
||
@article{woodcock_diversifying_2016,
|
||
title = {Diversifying {Science}: {Intervention} {Programs} {Moderate} the {Effect} of {Stereotype} {Threat} on {Motivation} and {Career} {Choice}},
|
||
volume = {7},
|
||
issn = {1948-5506},
|
||
shorttitle = {Diversifying {Science}},
|
||
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5034946/},
|
||
doi = {10.1177/1948550615608401},
|
||
abstract = {Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific career. We report analyses of a national sample comparing RISE students with a propensity score-matched control group over a 6-year period. Mediation analyses revealed that while RISE program membership did not buffer students from stereotype threat, it changed students' downstream responses and ultimately their academic outcomes. Nonprogram students were less likely than RISE students to persist in the sciences, partially because feelings of stereotype threat diminished their adoption of mastery goals. We discuss how these findings inform stereotype threat and goal orientation theories and provide insight into the success of intervention programs.},
|
||
number = {2},
|
||
urldate = {2017-09-10},
|
||
journal = {Social psychological and personality science},
|
||
author = {Woodcock, Anna and Hernandez, Paul R. and Schultz, P. Wesley},
|
||
month = mar,
|
||
year = {2016},
|
||
pmid = {27668075},
|
||
pmcid = {PMC5034946},
|
||
pages = {184--192},
|
||
file = {PubMed Central Full Text PDF:/home/sayamindu/Zotero/storage/8AS6A5HH/Woodcock et al. - 2016 - Diversifying Science Intervention Programs Modera.pdf:application/pdf}
|
||
}
|
||
|
||
@article{walton_mere_2012,
|
||
title = {Mere belonging: the power of social connections},
|
||
volume = {102},
|
||
issn = {1939-1315},
|
||
shorttitle = {Mere belonging},
|
||
doi = {10.1037/a0025731},
|
||
abstract = {Four experiments examined the effect on achievement motivation of mere belonging, a minimal social connection to another person or group in a performance domain. Mere belonging was expected to increase motivation by creating socially shared goals around a performance task. Participants were led to believe that an endeavor provided opportunities for positive social interactions (Experiment 1), that they shared a birthday with a student majoring in an academic field (Experiment 2), that they belonged to a minimal group arbitrarily identified with a performance domain (Experiment 3), or that they had task-irrelevant preferences similar to a peer who pursued a series of goals (Experiment 4). Relative to control conditions that held constant other sources of motivation, each social-link manipulation raised motivation, including persistence on domain-relevant tasks (Experiments 1-3) and the accessibility of relevant goals (Experiment 4). The results suggest that even minimal cues of social connectedness affect important aspects of self.},
|
||
language = {eng},
|
||
number = {3},
|
||
journal = {Journal of Personality and Social Psychology},
|
||
author = {Walton, Gregory M. and Cohen, Geoffrey L. and Cwir, David and Spencer, Steven J.},
|
||
month = mar,
|
||
year = {2012},
|
||
pmid = {22023711},
|
||
keywords = {Motivation, Female, Humans, Interpersonal Relations, Male, Social Support, Goals, Mathematics, Problem Solving, Social Adjustment, Social Identification},
|
||
pages = {513--532}
|
||
}
|
||
|
||
@article{thoman_beyond_2013,
|
||
title = {Beyond {Performance}: {A} {Motivational} {Experiences} {Model} of {Stereotype} {Threat}},
|
||
volume = {25},
|
||
issn = {1040-726X},
|
||
shorttitle = {Beyond {Performance}},
|
||
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3719418/},
|
||
doi = {10.1007/s10648-013-9219-1},
|
||
abstract = {The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students’ academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student’s performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students’ motivational experiences are maintained or disrupted, particularly over long periods of time.},
|
||
number = {2},
|
||
urldate = {2017-09-10},
|
||
journal = {Educational psychology review},
|
||
author = {Thoman, Dustin B. and Smith, Jessi L. and Brown, Elizabeth R. and Chase, Justin and Lee, Joo Young K.},
|
||
month = jun,
|
||
year = {2013},
|
||
pmid = {23894223},
|
||
pmcid = {PMC3719418},
|
||
pages = {211--243},
|
||
file = {PubMed Central Full Text PDF:/home/sayamindu/Zotero/storage/YQJBV598/Thoman et al. - 2013 - Beyond Performance A Motivational Experiences Mod.pdf:application/pdf}
|
||
}
|
||
|
||
@article{master_programming_2017,
|
||
title = {Programming experience promotes higher {STEM} motivation among first-grade girls},
|
||
volume = {160},
|
||
issn = {0022-0965},
|
||
url = {http://www.sciencedirect.com/science/article/pii/S002209651730200X},
|
||
doi = {10.1016/j.jecp.2017.03.013},
|
||
abstract = {The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N = 96), we assessed 6-year-old children’s stereotypes about STEM fields and tested an intervention to develop girls’ STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys’ interest and self-efficacy. These findings show that children’s views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.},
|
||
urldate = {2017-09-10},
|
||
journal = {Journal of Experimental Child Psychology},
|
||
author = {Master, Allison and Cheryan, Sapna and Moscatelli, Adriana and Meltzoff, Andrew N.},
|
||
month = aug,
|
||
year = {2017},
|
||
keywords = {Motivation, Gender, STEM, Education, Social cognition, Stereotypes},
|
||
pages = {92--106},
|
||
file = {ScienceDirect Snapshot:/home/sayamindu/Zotero/storage/RURTHG28/S002209651730200X.html:text/html}
|
||
}
|
||
|
||
@article{ceci_sex_2010,
|
||
title = {Sex {Differences} in {Math}-{Intensive} {Fields}},
|
||
volume = {19},
|
||
issn = {0963-7214},
|
||
doi = {10.1177/0963721410383241},
|
||
abstract = {Despite impressive employment gains in many fields of science, women remain underrepresented in fields requiring intensive use of mathematics. Here we discuss three potential explanations for women's underrepresentation: (a) male-female mathematical and spatial ability gaps, (b) sex discrimination, and (c) sex differences in career preferences and lifestyle choices. Synthesizing findings from psychology, endocrinology, sociology, economics, and education leads to the conclusion that, among a combination of interrelated factors, preferences and choices-both freely made and constrained-are the most significant cause of women's underrepresentation.},
|
||
language = {eng},
|
||
number = {5},
|
||
journal = {Current Directions in Psychological Science},
|
||
author = {Ceci, Stephen J. and Williams, Wendy M.},
|
||
month = oct,
|
||
year = {2010},
|
||
pmid = {21152367},
|
||
pmcid = {PMC2997703},
|
||
pages = {275--279}
|
||
}
|
||
|
||
@inproceedings{velasquez_novice_2014,
|
||
address = {Waikoloa, HI},
|
||
title = {Novice {Programmers} {Talking} about {Projects}: {What} {Automated} {Text} {Analysis} {Reveals} about {Online} {Scratch} {Users}' {Comments}},
|
||
shorttitle = {Novice {Programmers} {Talking} about {Projects}},
|
||
doi = {10.1109/HICSS.2014.209},
|
||
abstract = {In this paper we examine the possibilities of applying predictive analysis to users' written communication via comments in an open-ended online social networking forum: Scratch.mit.edu. Scratch is primarily used by youth ages 8-16 years to program software like games, animations, and stories; their social interactions take place around commenting, remixing, and sharing computer programs (called projects). This exploratory work contributes to work in educational data mining by broadly describing and comparing comments about projects versus other topics in Scratch. Referencing communication accommodation theory, we found that user comments about projects exhibited different linguistic cues than other comments, and these cues were successfully used to classify comment topic. Further, results also suggest that project comments embody richer language than other comments. This suggests several future avenues for research on youth's online comments about programming and other technical projects that may reveal educational opportunities in creating and sharing projects.},
|
||
booktitle = {2014 47th {Hawaii} {International} {Conference} on {System} {Sciences}},
|
||
publisher = {IEEE},
|
||
author = {Velasquez, N. F. and Fields, D. A. and Olsen, D. and Martin, T. and Shepherd, M. C. and Strommer, A. and Kafai, Y. B.},
|
||
month = jan,
|
||
year = {2014},
|
||
keywords = {Context, Programming, programming, text analysis, Communities, Social network services, social networking (online), computer science education, novice programmers, automated text analysis, comment topic classification, communication accommodation theory, computer programs, data mining, Data mining, educational administrative data processing, educational data mining, educational opportunities, linguistic cues, linguistics, Logic gates, online scratch user comments, open-ended online social networking forum, pattern classification, Pragmatics, predictive user written communication analysis, programming projects, project comments, project management, project sharing, Scratch.mit.edu. Scratch, social interactions, technical projects, youth online comments},
|
||
pages = {1635--1644},
|
||
file = {IEEE Xplore Abstract Record:/home/sayamindu/Zotero/storage/EI6EILBA/6758806.html:text/html}
|
||
}
|
||
|
||
@article{carpenter_stan:_2017,
|
||
title = {Stan: {A} {Probabilistic} {Programming} {Language}},
|
||
volume = {76},
|
||
issn = {1548-7660},
|
||
url = {https://www.jstatsoft.org/v076/i01},
|
||
doi = {10.18637/jss.v076.i01},
|
||
abstract = {Stan is a probabilistic programming language for specifying statistical models. A Stan program imperatively defines a log probability function over parameters conditioned on specified data and constants. As of version 2.14.0, Stan provides full Bayesian inference for continuous-variable models through Markov chain Monte Carlo methods such as the No-U-Turn sampler, an adaptive form of Hamiltonian Monte Carlo sampling. Penalized maximum likelihood estimates are calculated using optimization methods such as the limited memory Broyden-Fletcher-Goldfarb-Shanno algorithm. Stan is also a platform for computing log densities and their gradients and Hessians, which can be used in alternative algorithms such as variational Bayes, expectation propagation, and marginal inference using approximate integration. To this end, Stan is set up so that the densities, gradients, and Hessians, along with intermediate quantities of the algorithm such as acceptance probabilities, are easily accessible. Stan can be called from the command line using the cmdstan package, through R using the rstan package, and through Python using the pystan package. All three interfaces support sampling and optimization-based inference with diagnostics and posterior analysis. rstan and pystan also provide access to log probabilities, gradients, Hessians, parameter transforms, and specialized plotting.},
|
||
number = {1},
|
||
journal = {Journal of Statistical Software, Articles},
|
||
author = {Carpenter, Bob and Gelman, Andrew and Hoffman, Matthew and Lee, Daniel and Goodrich, Ben and Betancourt, Michael and Brubaker, Marcus and Guo, Jiqiang and Li, Peter and Riddell, Allen},
|
||
year = {2017},
|
||
keywords = {algorithmic differentiation, Bayesian inference, probabilistic programming, Stan},
|
||
pages = {1--32}
|
||
}
|
||
|
||
@misc{stan_development_team_rstanarm:_2017,
|
||
title = {{RStanArm}: {Bayesian} applied regression modeling via {Stan}},
|
||
url = {http://mc-stan.org},
|
||
author = {{Stan Development Team}},
|
||
year = {2017}
|
||
}
|
||
|
||
@article{morey_fallacy_2016,
|
||
title = {The fallacy of placing confidence in confidence intervals},
|
||
volume = {23},
|
||
issn = {1531-5320},
|
||
url = {https://doi.org/10.3758/s13423-015-0947-8},
|
||
doi = {10.3758/s13423-015-0947-8},
|
||
abstract = {Interval estimates – estimates of parameters that include an allowance for sampling uncertainty – have long been touted as a key component of statistical analyses. There are several kinds of interval estimates, but the most popular are confidence intervals (CIs): intervals that contain the true parameter value in some known proportion of repeated samples, on average. The width of confidence intervals is thought to index the precision of an estimate; CIs are thought to be a guide to which parameter values are plausible or reasonable; and the confidence coefficient of the interval (e.g., 95 \%) is thought to index the plausibility that the true parameter is included in the interval. We show in a number of examples that CIs do not necessarily have any of these properties, and can lead to unjustified or arbitrary inferences. For this reason, we caution against relying upon confidence interval theory to justify interval estimates, and suggest that other theories of interval estimation should be used instead.},
|
||
number = {1},
|
||
journal = {Psychonomic Bulletin \& Review},
|
||
author = {Morey, Richard D. and Hoekstra, Rink and Rouder, Jeffrey N. and Lee, Michael D. and Wagenmakers, Eric-Jan},
|
||
month = feb,
|
||
year = {2016},
|
||
pages = {103--123}
|
||
}
|
||
|
||
@inproceedings{kay_researcher-centered_2016,
|
||
address = {New York, NY, USA},
|
||
series = {{CHI} '16},
|
||
title = {Researcher-centered design of statistics: {Why} {Bayesian} statistics better fit the culture and incentives of {HCI}},
|
||
isbn = {978-1-4503-3362-7},
|
||
url = {http://doi.acm.org/10.1145/2858036.2858465},
|
||
doi = {10.1145/2858036.2858465},
|
||
booktitle = {Proceedings of the 2016 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}},
|
||
publisher = {ACM},
|
||
author = {Kay, Matthew and Nelson, Gregory L. and Hekler, Eric B.},
|
||
year = {2016},
|
||
keywords = {replication, bayesian statistics, effect size, estimation, meta-analysis, small stud-ies},
|
||
pages = {4521--4532}
|
||
}
|
||
|
||
@book{resnick_lifelong_2017,
|
||
address = {Cambridge, Massachusetts},
|
||
title = {Lifelong kindergarten: {Cultivating} creativity through projects, passion, peers, and play},
|
||
isbn = {978-0-262-03729-7},
|
||
shorttitle = {Lifelong {Kindergarten}},
|
||
abstract = {In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively -- and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.},
|
||
language = {English},
|
||
publisher = {The MIT Press},
|
||
author = {Resnick, Mitchel},
|
||
month = aug,
|
||
year = {2017}
|
||
}
|
||
|
||
|
||
@book{dewey_experience_1997,
|
||
address = {New York},
|
||
series = {The {Kappa} {Delta} {Pi} {Lecture} {Series}},
|
||
title = {Experience and education},
|
||
isbn = {978-0-684-83828-1},
|
||
language = {eng},
|
||
publisher = {Simon \& Schuster},
|
||
author = {Dewey, John},
|
||
year = {1997},
|
||
note = {OCLC: 256998606}
|
||
}
|
||
|
||
@techreport{werquin_recognition_2010,
|
||
address = {Paris, France},
|
||
title = {Recognition of non-formal and informal learning},
|
||
url = {https://www.oecd.org/edu/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm},
|
||
institution = {Organisation for Economic Co-operation and Development (OECD)},
|
||
author = {Werquin, Patrick},
|
||
year = {2010}
|
||
}
|
||
|
||
@techreport{schugurensky_forms_2000,
|
||
address = {Toronto, Canada},
|
||
type = {{NALL} {Working} {Paper}},
|
||
title = {The forms of informal learning: {Towards} a conceptualization of the field},
|
||
shorttitle = {The forms of informal learning},
|
||
url = {https://tspace.library.utoronto.ca/handle/1807/2733},
|
||
abstract = {This paper shows that as an analytical category, if the concept of informal learning is used without distinguishing its internal forms, researchers may easily fall into conceptual confusion. This concept of informal learning is useful but still is too broad, as it encompasses different types of learnings which are usually conflated. This leads to a question: is it possible to develop a taxonomy of informal learning? The author suggests that by using two main categories (intentionality and consciousness), it is possible to develop a taxonomy which identifies three different forms (or types) of informal learning: self-directed learning, incidental learning and socialization.},
|
||
language = {en\_CA},
|
||
number = {19},
|
||
urldate = {2017-09-15},
|
||
institution = {Centre for the Study of Education and Work (OISE/UT)},
|
||
author = {Schugurensky, Daniel},
|
||
year = {2000},
|
||
file = {Full Text PDF:/home/sayamindu/Zotero/storage/YMS6VHNV/Schugurensky - 2000 - The forms of informal learning towards a conceptu.pdf:application/pdf;Snapshot:/home/sayamindu/Zotero/storage/YEBKYRFP/2733.html:text/html}
|
||
}
|
||
|
||
@article{dabbagh_personal_2012,
|
||
series = {Social {Media} in {Higher} {Education}},
|
||
title = {Personal learning environments, social media, and self-regulated learning: {A} natural formula for connecting formal and informal learning},
|
||
volume = {15},
|
||
issn = {1096-7516},
|
||
shorttitle = {Personal {Learning} {Environments}, social media, and self-regulated learning},
|
||
url = {http://www.sciencedirect.com/science/article/pii/S1096751611000467},
|
||
doi = {10.1016/j.iheduc.2011.06.002},
|
||
abstract = {A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.},
|
||
number = {1},
|
||
urldate = {2017-09-15},
|
||
journal = {The Internet and Higher Education},
|
||
author = {Dabbagh, Nada and Kitsantas, Anastasia},
|
||
month = jan,
|
||
year = {2012},
|
||
keywords = {Web 2.0, Personal Learning Environment (PLE), Self-regulated learning, Social media},
|
||
pages = {3--8},
|
||
file = {ScienceDirect Snapshot:/home/sayamindu/Zotero/storage/5MSE3LGJ/S1096751611000467\;.html:text/html}
|
||
}
|
||
|
||
@article{master_computing_2016,
|
||
title = {Computing whether she belongs: {Stereotypes} undermine girls’ interest and sense of belonging in computer science.},
|
||
volume = {108},
|
||
issn = {1939-2176(Electronic),0022-0663(Print)},
|
||
doi = {10.1037/edu0000061},
|
||
abstract = {Computer science has one of the largest gender disparities in science, technology, engineering, and mathematics. An important reason for this disparity is that girls are less likely than boys to enroll in necessary “pipeline courses,” such as introductory computer science. Two experiments investigated whether high-school girls’ lower interest than boys in enrolling in computer science courses is influenced by stereotypes of the field. We further tested whether these stereotypes can be communicated by the physical classroom environment, and whether changing this environment alters girls’ interest. In 2 experiments (N = 269), a computer science classroom that did not project current computer science stereotypes caused girls, but not boys, to express more interest in taking computer science than a classroom that made these stereotypes salient. The gender difference was mediated by girls’ lower sense of belonging in the course, even beyond the effects of negative stereotype concerns, expectations of success, and utility value. Girls’ lower sense of belonging could be traced to lower feelings of fit with computer science stereotypes. Individual differences in fit with stereotypes predicted girls’ belonging and interest in a stereotypical, but not a nonstereotypical, classroom. Adolescence is a critical time for career aspirations. Girls may avoid computer science courses because current prevailing stereotypes of the field signal to them that they do not belong. However, providing them with an educational environment that does not fit current computer science stereotypes increases their interest in computer science courses and could provide grounds for interventions to help reduce gender disparities in computer science enrollment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
|
||
number = {3},
|
||
journal = {Journal of Educational Psychology},
|
||
author = {Master, Allison and Cheryan, Sapna and Meltzoff, Andrew N.},
|
||
year = {2016},
|
||
keywords = {*Computer Science, *Stereotyped Attitudes, Human Sex Differences, *Belonging, *Interests, *STEM},
|
||
pages = {424--437}
|
||
}
|
||
|
||
@incollection{shaw_social_1996,
|
||
address = {Mahwah, NJ},
|
||
title = {Social {Constructionism} and the {Inner} {City}: {Designing} {Environments} for {Social} {Development} and {Urban} {Renewal}},
|
||
isbn = {978-0-8058-1984-7},
|
||
booktitle = {Constructionism in {Practice}: {Designing}, {Thinking}, and {Learning} in a {Digital} {World}},
|
||
publisher = {Lawrence Erlbaum Associates},
|
||
author = {Shaw, Alan},
|
||
editor = {Kafai, Yasmin B. and Resnick, Mitchel},
|
||
year = {1996},
|
||
pages = {217--252}
|
||
}
|
||
|
||
@book{kafai_constructionism_1996,
|
||
title = {Constructionism in {Practice}: {Designing}, {Thinking}, and {Learning} in a {Digital} {World}},
|
||
isbn = {978-0-8058-1984-7},
|
||
publisher = {Lawrence Erlbaum Associates},
|
||
author = {Kafai, Y.B. and Resnick, M.},
|
||
year = {1996},
|
||
lccn = {95044813}
|
||
}
|
||
|
||
@incollection{gutl_attrition_2014,
|
||
address = {Cham},
|
||
title = {Attrition in {MOOC}: {Lessons} {Learned} from {Drop}-{Out} {Students}},
|
||
isbn = {978-3-319-10671-7},
|
||
url = {https://doi.org/10.1007/978-3-319-10671-7_4},
|
||
abstract = {Despite the popularity of Massive Open Online Course (MOOC), recent studies have found that completion rates are low with some reported to be significantly lower than 10\%. The low retention and completion rates are major concerns for educators and institutions. This paper investigates motivations for enrolling in a MOOC on the topic of ‘e-learning’ and discusses reasons for the attrition rates during the course. A survey of 134 students who had not completed the MOOC reveals that only 22\% of the students had intended to complete the MOOC but was unable to due to various factors including academic and personal reasons. A big majority of the students indicated that changes in their job, insufficient time, difficulty with the subject matter and unchallenging activities are some of the reasons for the drop-out.},
|
||
booktitle = {Learning {Technology} for {Education} in {Cloud}. {MOOC} and {Big} {Data}: {Third} {International} {Workshop}, {LTEC} 2014, {Santiago}, {Chile}, {September} 2-5, 2014. {Proceedings}},
|
||
publisher = {Springer International Publishing},
|
||
author = {Gütl, Christian and Rizzardini, Rocael Hernández and Chang, Vanessa and Morales, Miguel},
|
||
editor = {Uden, Lorna and Sinclair, Jane and Tao, Yu-Hui and Liberona, Dario},
|
||
year = {2014},
|
||
note = {DOI: 10.1007/978-3-319-10671-7\_4},
|
||
pages = {37--48}
|
||
}
|
||
|
||
@article{liu_impact_2016,
|
||
title = {The {Impact} of {Peer} {Review} on {Creative} {Self}-{Efficacy} and {Learning} {Performance} in {Web} 2.0 {Learning} {Activities}},
|
||
volume = {19},
|
||
issn = {1436-4522},
|
||
abstract = {Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system model of creativity. The approach considers peer review as the core component in the Web 2.0 learning activities with the aim of engaging students in the creative learning paradigm. To gain a better understanding of the impact of such an approach on students' confidence and performance, this study gathered and analyzed the works developed by 53 sixth graders in a Web 2.0 storytelling activity, as well as details of their creative self-efficacy. The results show that those students who experienced the peer review using a set of storytelling rubrics produced significantly more sophisticated stories than those who did not. Furthermore, the peer review did not exert a significant negative influence on the students' creative self-efficacy. It was also found that the experimental group's (students experiencing the peer review) creative self-efficacy consistently reflected their performance, while the control group's creative self-efficacy did not. Such results support that the peer review process may help students to build a sophisticated level of reflection upon their creative work in Web 2.0 learning activities.},
|
||
language = {en},
|
||
number = {2},
|
||
journal = {Educational Technology \& Society},
|
||
author = {Liu, Chen-Chung and Lu, Kuan-Hsien and Wu, Leon Yufeng and Tsai, Chin-Chung},
|
||
year = {2016},
|
||
keywords = {Creativity, Elementary School Students, Foreign Countries, Teaching Methods, Control Groups, Experimental Groups, Grade 6, Handheld Devices, Instructional Effectiveness, Learning Activities, Models, Peer Evaluation, Reflection, Scoring Rubrics, Self Efficacy, Story Telling, Web 2.0 Technologies},
|
||
pages = {286--297},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/MRASEXE6/eric.ed.gov.html:text/html}
|
||
}
|
||
|
||
@article{chiviacowsky_feedback_2007,
|
||
title = {Feedback after good trials enhances learning},
|
||
volume = {78},
|
||
issn = {0270-1367},
|
||
doi = {10.1080/02701367.2007.10599402},
|
||
abstract = {Recent studies (Chiviacowsky \& Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback.},
|
||
language = {eng},
|
||
number = {2},
|
||
journal = {Research Quarterly for Exercise and Sport},
|
||
author = {Chiviacowsky, Suzete and Wulf, Gabriele},
|
||
month = mar,
|
||
year = {2007},
|
||
pmid = {17479573},
|
||
keywords = {Female, Humans, Male, Learning, Adult, Clinical Trials as Topic, Feedback, Nevada},
|
||
pages = {40--47}
|
||
}
|
||
|
||
@article{ushioda_why_2011,
|
||
title = {Why autonomy? {Insights} from motivation theory and research},
|
||
volume = {5},
|
||
issn = {1750-1229},
|
||
shorttitle = {Why autonomy?},
|
||
url = {http://dx.doi.org/10.1080/17501229.2011.577536},
|
||
doi = {10.1080/17501229.2011.577536},
|
||
abstract = {This paper reviews contemporary developments in motivation theory and research, and discusses how they are relevant to our understanding of language learner autonomy. Within the fields of mainstream psychology and applied linguistics, theoretical perspectives on motivation are currently undergoing considerable change and transformation. In particular, there has been a noticeable shift away from individual-cognitive perspectives (e.g. motivational beliefs, goals, attributions) towards dynamic perspectives on motivation emergent through the complex interactions of internal, social and contextual processes. In educational psychology, there is also now recognition that motivation is not necessarily achievement-oriented but value-based and identity-oriented, as reflected in a rapidly growing literature on motivation and identity. These theoretical perspectives are now influencing current thinking in the language motivation field. As I will argue, in highlighting processes of social interaction and participation and the construction of personally valued identities, such perspectives contribute to bringing issues of motivation and autonomy into very close interaction at the level of theoretical analysis, and further reinforce the argument for why we should seek to promote the autonomy of our students.},
|
||
number = {2},
|
||
urldate = {2017-09-17},
|
||
journal = {Innovation in Language Learning and Teaching},
|
||
author = {Ushioda, Ema},
|
||
month = jul,
|
||
year = {2011},
|
||
keywords = {identity, autonomy, identity goals, L2 motivation, learning values},
|
||
pages = {221--232},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/YZZAMJN7/17501229.2011.html:text/html}
|
||
}
|
||
|
||
@article{west_memory_2005,
|
||
title = {Memory and {Goal} {Setting}: {The} {Response} of {Older} and {Younger} {Adults} to {Positive} and {Objective} {Feedback}},
|
||
volume = {20},
|
||
issn = {0882-7974},
|
||
shorttitle = {Memory and {Goal} {Setting}},
|
||
url = {http://offcampus.lib.washington.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-07436-001&site=ehost-live},
|
||
doi = {10.1037/0882-7974.20.2.195},
|
||
abstract = {Earlier research suggested that goal setting for memory does not have the same advantages for older adults as for younger adults. Using ideal goal-setting conditions with individualized goals, the authors compared goals plus positive feedback, goals plus objective feedback, and control. Performance increased over trials and was higher for both goal conditions than for control. The positive feedback condition showed the highest goal commitment and motivation. Older adults showed strong performance gains and more motivation and goal commitment than the young. The results showed that older adults can benefit from goal setting under optimal learning and feedback conditions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
|
||
number = {2},
|
||
urldate = {2017-09-17},
|
||
journal = {Psychology and Aging},
|
||
author = {West, Robin L. and Bagwell, Dana K. and Dark-Freudeman, Alissa},
|
||
month = jun,
|
||
year = {2005},
|
||
keywords = {Female, Humans, Male, Goals, Memory, feedback, motivation, Adult, Feedback, Adolescent, Age Differences, Aged, Aged, 80 and over, aging, Aging, Feedback, Psychological, Goal Setting, goals, memory, Middle Aged, objective feedback, older adults, positive feedback, responses, Task Performance and Analysis, younger adults},
|
||
pages = {195--201}
|
||
}
|
||
|
||
@article{hurlburt_defining_2008,
|
||
title = {Defining {Tools} for a {New} {Learning} {Space}: {Writing} and {Reading} {Class} {Blogs}},
|
||
volume = {4},
|
||
number = {2},
|
||
journal = {MERLOT Journal of Online Learning and Teaching},
|
||
author = {Hurlburt, Sarah},
|
||
month = jun,
|
||
year = {2008},
|
||
pages = {182--189},
|
||
file = {hurlburt0608.pdf:/home/sayamindu/Zotero/storage/HUCDQIAA/hurlburt0608.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{barbosa_averaging_2016,
|
||
address = {Republic and Canton of Geneva, Switzerland},
|
||
title = {Averaging gone wrong: {Using} time-aware analyses to better understand behavior},
|
||
isbn = {978-1-4503-4143-1},
|
||
shorttitle = {Averaging {Gone} {Wrong}},
|
||
url = {https://doi.org/10.1145/2872427.2883083},
|
||
doi = {10.1145/2872427.2883083},
|
||
abstract = {Online communities provide a fertile ground for analyzing people's behavior and improving our understanding of social processes. Because both people and communities change over time, we argue that analyses of these communities that take time into account will lead to deeper and more accurate results. Using Reddit as an example, we study the evolution of users based on comment and submission data from 2007 to 2014. Even using one of the simplest temporal differences between users---yearly cohorts---we find wide differences in people's behavior, including comment activity, effort, and survival. Further, not accounting for time can lead us to misinterpret important phenomena. For instance, we observe that average comment length decreases over any fixed period of time, but comment length in each cohort of users steadily increases during the same period after an abrupt initial drop, an example of Simpson's Paradox. Dividing cohorts into sub-cohorts based on the survival time in the community provides further insights; in particular, longer-lived users start at a higher activity level and make more and shorter comments than those who leave earlier. These findings both give more insight into user evolution in Reddit in particular, and raise a number of interesting questions around studying online behavior going forward.},
|
||
urldate = {2017-09-17},
|
||
booktitle = {Proceedings of the 25th {International} {Conference} on {World} {Wide} {Web} ({WWW} '16)},
|
||
publisher = {International World Wide Web Conferences Steering Committee},
|
||
author = {Barbosa, Samuel and Cosley, Dan and Sharma, Amit and Cesar, Jr., Roberto M.},
|
||
year = {2016},
|
||
keywords = {reddit, cohorts, computational social science, temporal, user behavior},
|
||
pages = {829--841},
|
||
file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/82NIFS8L/Barbosa et al. - 2016 - Averaging Gone Wrong Using Time-Aware Analyses to.pdf:application/pdf}
|
||
}
|
||
|
||
@article{fernandez-toro_model_2014,
|
||
title = {A model of factors affecting independent learners’ engagement with feedback on language learning tasks},
|
||
volume = {35},
|
||
issn = {0158-7919},
|
||
url = {http://dx.doi.org/10.1080/01587919.2014.891434},
|
||
doi = {10.1080/01587919.2014.891434},
|
||
number = {1},
|
||
journal = {Distance Education},
|
||
author = {Fernández-Toro, María and Hurd, Stella},
|
||
month = jan,
|
||
year = {2014},
|
||
pages = {106--125},
|
||
annote = {doi: 10.1080/01587919.2014.891434}
|
||
}
|
||
|
||
@article{higgins_self-discrepancy:_1987,
|
||
title = {Self-discrepancy: {A} theory relating self and affect.},
|
||
volume = {94},
|
||
issn = {1939-1471(Electronic),0033-295X(Print)},
|
||
doi = {10.1037/0033-295X.94.3.319},
|
||
abstract = {This article presents a theory of how different types of discrepancies between self-state representations are related to different kinds of emotional vulnerabilities. One domain of the self (actual; ideal; ought) and one standpoint on the self (own; significant other) constitute each type of self-state representation. It is proposed that different types of self-discrepancies represent different types of negative psychological situations that are associated with different kinds of discomfort. Discrepancies between the actual/own self-state (i.e., the self-concept) and ideal self-states (i.e., representations of an individual's beliefs about his or her own or a significant other's hopes, wishes, or aspirations for the individual) signify the absence of positive outcomes, which is associated with dejection-related emotions (e.g., disappointment, dissatisfaction, sadness). In contrast, discrepancies between the actual/own self-state and ought self-states (i.e., representations of an individual's beliefs about his or her own or a significant other's beliefs about the individual's duties, responsibilities, or obligations) signify the presence of negative outcomes, which is associated with agitation-related emotions (e.g., fear, threat, restlessness). Differences in both the relative magnitude and the accessibility of individuals' available types of self-discrepancies are predicted to be related to differences in the kinds of discomfort people are likely to experience. Correlational and experimental evidence supports the predictions of the model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
|
||
number = {3},
|
||
journal = {Psychological Review},
|
||
author = {Higgins, E. Tory},
|
||
year = {1987},
|
||
keywords = {*Emotional Adjustment, *Self-Concept, *Self-Congruence, Self-Perception},
|
||
pages = {319--340}
|
||
}
|
||
|
||
@article{nov_motivational_2009,
|
||
title = {Motivational, {Structural} and {Tenure} {Factors} that {Impact} {Online} {Community} {Photo} {Sharing}},
|
||
url = {https://www.aaai.org/ocs/index.php/ICWSM/09/paper/view/206},
|
||
abstract = {In recent years, we have witnessed a significant growth of "social computing" services, or online communities where users contribute content in various forms, including images, text or video. Content contribution from members is critical to the viability of these online communities. It is therefore important to understand what drives users to share content with others in such settings. We extend previous literature on user contribution by studying the factors that are associated with users' photo sharing in an online community, drawing on motivation theories as well as on analysis of basic structural properties. Our results indicate that photo sharing declines in respect to the users' tenure in the community. We also show that users with higher commitment to the community and greater "structural embeddedness" tend to share more content. We demonstrate that the motivation of self-development is negatively related to photo sharing, and that tenure in the community moderates the effect of self-development on photo sharing. Directions for future research, as well as implications for theory and practice are discussed.},
|
||
urldate = {2009-01-02},
|
||
journal = {International AAAI Conference on Web and Social Media; Third International AAAI Conference on Weblogs and Social Media},
|
||
author = {Nov, Oded and Naaman, Mor and Ye, Chen},
|
||
year = {2009},
|
||
keywords = {online community, extrinsic, Flickr, intrinsic, motivations, Photo sharing}
|
||
}
|
||
|
||
@article{markus_possible_1986,
|
||
title = {Possible selves.},
|
||
volume = {41},
|
||
issn = {1935-990X(Electronic),0003-066X(Print)},
|
||
doi = {10.1037/0003-066X.41.9.954},
|
||
abstract = {Introduces the concept of possible selves (PSs) to complement current conceptions of self-knowledge. PSs represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual link beteen cognition and motivation. PSs are the cognitive components of hopes, fears, goals, and threats; they give the specific self-relevant form, meaning, organization, and direction to these dynamics. It is suggested that PSs function as incentives for future behavior and to provide an evaluative and interpretive context for the current view of self. The nature and function of PSs and their role in addressing several persistent problems (e.g., the stability and malleability of the self, the unity of the self, self-distortion, the relationship between the self-concept and behavior) are discussed. (143 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
|
||
number = {9},
|
||
journal = {American Psychologist},
|
||
author = {Markus, Hazel and Nurius, Paula},
|
||
year = {1986},
|
||
keywords = {*Self-Concept, Self-Perception, *Roles, Theories},
|
||
pages = {954--969}
|
||
}
|
||
|
||
@inproceedings{fields_programming_2014,
|
||
address = {New York, NY, USA},
|
||
series = {{WiPSCE} '14},
|
||
title = {Programming in the {Wild}: {Trends} in {Youth} {Computational} {Participation} in the {Online} {Scratch} {Community}},
|
||
isbn = {978-1-4503-3250-7},
|
||
shorttitle = {Programming in the {Wild}},
|
||
url = {http://doi.acm.org/10.1145/2670757.2670768},
|
||
doi = {10.1145/2670757.2670768},
|
||
abstract = {Most research in primary and secondary computing education has focused on understanding learners within formal classroom communities, leaving aside the growing number of promising informal online programming communities where young learners contribute, comment, and collaborate on programs. In this paper, we examined trends in computational participation in Scratch, an online community with over 1 million registered youth designers primarily 11-18 years of age. Drawing on a random sample of 5,000 youth programmers and their activities over three months in early 2012, we examined the quantity of programming concepts used in projects in relation to level of participation, gender, and account age of Scratch programmers. Latent class analyses revealed four unique groups of programmers. While there was no significant link between level of online participation, ranging from low to high, and level of programming sophistication, the exception was a small group of highly engaged users who were most likely to use more complex programming concepts. Groups who only used few of the more sophisticated programming concepts, such as Booleans, variables and operators, were identified as Scratch users new to the site and girls. In the discussion we address the challenges of analyzing young learners' programming in informal online communities and opportunities for designing more equitable computational participation.},
|
||
urldate = {2016-05-29},
|
||
booktitle = {Proceedings of the 9th {Workshop} in {Primary} and {Secondary} {Computing} {Education}},
|
||
publisher = {ACM},
|
||
author = {Fields, Deborah A. and Giang, Michael and Kafai, Yasmin},
|
||
year = {2014},
|
||
keywords = {social networking sites, collaborative learning, computer science education},
|
||
pages = {2--11},
|
||
file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/T84YA6TD/Fields et al. - 2014 - Programming in the Wild Trends in Youth Computati.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{fields_i_2015,
|
||
address = {New York, NY, USA},
|
||
series = {{IDC} '15},
|
||
title = {“{I} have a tutorial for this”: the language of online peer support in the {Scratch} programming community},
|
||
isbn = {978-1-4503-3590-4},
|
||
url = {http://doi.acm.org/10.1145/2771839.2771863},
|
||
doi = {10.1145/2771839.2771863},
|
||
booktitle = {Proceedings of the 14th {International} {Conference} on {Interaction} {Design} and {Children}},
|
||
publisher = {ACM},
|
||
author = {Fields, Deborah A. and Pantic, Katarina and Kafai, Yasmin B.},
|
||
year = {2015},
|
||
keywords = {social networking sites, collaborative learning, computer science education, do-it-yourself media, social networking forums},
|
||
pages = {229--238}
|
||
}
|
||
|
||
@inproceedings{kim_mosaic:_2017,
|
||
address = {New York, NY, USA},
|
||
series = {{CSCW} '17},
|
||
title = {Mosaic: {Designing} {Online} {Creative} {Communities} for {Sharing} {Works}-in-{Progress}},
|
||
isbn = {978-1-4503-4335-0},
|
||
url = {http://doi.acm.org/10.1145/2998181.2998195},
|
||
doi = {10.1145/2998181.2998195},
|
||
booktitle = {Proceedings of the 2017 {ACM} {Conference} on {Computer} {Supported} {Cooperative} {Work} and {Social} {Computing}},
|
||
publisher = {ACM},
|
||
author = {Kim, Joy and Agrawala, Maneesh and Bernstein, Michael S.},
|
||
year = {2017},
|
||
keywords = {art, creativity, social computing, creative collaboration},
|
||
pages = {246--258}
|
||
}
|
||
|
||
@inproceedings{campbell_thousands_2016,
|
||
address = {New York, NY, USA},
|
||
series = {{CSCW} '16},
|
||
title = {Thousands of {Positive} {Reviews}: {Distributed} {Mentoring} in {Online} {Fan} {Communities}},
|
||
isbn = {978-1-4503-3592-8},
|
||
url = {http://doi.acm.org/10.1145/2818048.2819934},
|
||
doi = {10.1145/2818048.2819934},
|
||
booktitle = {Proceedings of the 19th {ACM} {Conference} on {Computer}-{Supported} {Cooperative} {Work} \& {Social} {Computing}},
|
||
publisher = {ACM},
|
||
author = {Campbell, Julie and Aragon, Cecilia and Davis, Katie and Evans, Sarah and Evans, Abigail and Randall, David},
|
||
year = {2016},
|
||
keywords = {online communities, informal learning, digital youth., distributed mentoring, fanfiction, Mentoring},
|
||
pages = {691--704}
|
||
}
|
||
|
||
@inproceedings{resnick_all_2007,
|
||
address = {New York, NY, USA},
|
||
series = {C\&{C} '07},
|
||
title = {All {I} {Really} {Need} to {Know} ({About} {Creative} {Thinking}) {I} {Learned} (by {Studying} {How} {Children} {Learn}) in {Kindergarten}},
|
||
isbn = {978-1-59593-712-4},
|
||
url = {http://doi.acm.org/10.1145/1254960.1254961},
|
||
doi = {10.1145/1254960.1254961},
|
||
abstract = {This paper argues that the "kindergarten approach to learning" -- characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine -- is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today's society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers.},
|
||
urldate = {2017-09-18},
|
||
booktitle = {Proceedings of the 6th {ACM} {SIGCHI} {Conference} on {Creativity} \& {Cognition}},
|
||
publisher = {ACM},
|
||
author = {Resnick, Mitchel},
|
||
year = {2007},
|
||
keywords = {scratch, creative thinking, learning, creativity, education, technology, crickets, kindergarten},
|
||
pages = {1--6},
|
||
file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/X9A8JP72/Resnick - 2007 - All I Really Need to Know (About Creative Thinking.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{hill_cost_2013,
|
||
address = {New York, NY, USA},
|
||
series = {{CSCW} '13},
|
||
title = {The cost of collaboration for code and art: evidence from a remixing community},
|
||
isbn = {978-1-4503-1331-5},
|
||
shorttitle = {The cost of collaboration for code and art},
|
||
url = {http://doi.acm.org/10.1145/2441776.2441893},
|
||
doi = {10.1145/2441776.2441893},
|
||
abstract = {In this paper, we use evidence from a remixing community to evaluate two pieces of common wisdom about collaboration. First, we test the theory that jointly produced works tend to be of higher quality than individually authored products. Second, we test the theory that collaboration improves the quality of functional works like code, but that it works less well for artistic works like images and sounds. We use data from Scratch, a large online community where hundreds of thousands of young users share and remix millions of animations and interactive games. Using peer-ratings as a measure of quality, we estimate a series of fitted regression models and find that collaborative Scratch projects tend to receive ratings that are lower than individually authored works. We also find that code-intensive collaborations are rated higher than media-intensive efforts. We conclude by discussing the limitations and implications of these findings.},
|
||
urldate = {2013-04-25},
|
||
booktitle = {Proceedings of the 2013 conference on {Computer} supported cooperative work},
|
||
publisher = {ACM},
|
||
author = {Hill, Benjamin Mako and Monroy-Hernandez, Andres},
|
||
year = {2013},
|
||
keywords = {computers and children, creativity support tools, online communities, computer mediated communication, remixing, social computing and social navigation},
|
||
pages = {1035--1046},
|
||
file = {Hill and Monroy-Hernández - 2013 - The cost of collaboration for code and art eviden.pdf:/home/sayamindu/Zotero/storage/T2LN4LIQ/Hill and Monroy-Hernández - 2013 - The cost of collaboration for code and art eviden.pdf:application/pdf}
|
||
}
|
||
|
||
@article{dow_parallel_2010,
|
||
title = {Parallel {Prototyping} {Leads} to {Better} {Design} {Results}, {More} {Divergence}, and {Increased} {Self}-efficacy},
|
||
volume = {17},
|
||
issn = {1073-0516},
|
||
url = {http://doi.acm.org/10.1145/1879831.1879836},
|
||
doi = {10.1145/1879831.1879836},
|
||
abstract = {Iteration can help people improve ideas. It can also give rise to fixation, continuously refining one option without considering others. Does creating and receiving feedback on multiple prototypes in parallel, as opposed to serially, affect learning, self-efficacy, and design exploration? An experiment manipulated whether independent novice designers created graphic Web advertisements in parallel or in series. Serial participants received descriptive critique directly after each prototype. Parallel participants created multiple prototypes before receiving feedback. As measured by click-through data and expert ratings, ads created in the Parallel condition significantly outperformed those from the Serial condition. Moreover, independent raters found Parallel prototypes to be more diverse. Parallel participants also reported a larger increase in task-specific self-confidence. This article outlines a theoretical foundation for why parallel prototyping produces better design results and discusses the implications for design education.},
|
||
number = {4},
|
||
urldate = {2017-09-18},
|
||
journal = {ACM Trans. Comput.-Hum. Interact.},
|
||
author = {Dow, Steven P. and Glassco, Alana and Kass, Jonathan and Schwarz, Melissa and Schwartz, Daniel L. and Klemmer, Scott R.},
|
||
month = dec,
|
||
year = {2010},
|
||
keywords = {design, self-efficacy, critique, feedback, comparison, divergence, exploration, iteration, juxtaposition, Prototyping},
|
||
pages = {18:1--18:24},
|
||
file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/ZEE6XG3F/Dow et al. - 2010 - Parallel Prototyping Leads to Better Design Result.pdf:application/pdf}
|
||
}
|
||
|
||
@incollection{rusk_motivation_2016,
|
||
address = {New York, NY},
|
||
title = {Motivation for {Making}},
|
||
isbn = {978-1-317-53709-0},
|
||
abstract = {Makeology introduces the emerging landscape of the Maker Movement and its connection to interest-driven learning. While the movement is fueled in part by new tools, technologies, and online communities available to today’s makers, its simultaneous emphasis on engaging the world through design and sharing with others harkens back to early educational predecessors including Froebel, Dewey, Montessori, and Papert. Makers as Learners (Volume 2) highlights leading researchers and practitioners as they discuss and share current perspectives on the Maker movement and research on educational outcomes in makerspaces. Each chapter closes with a set of practical takeaways for educators, researchers, and parents.},
|
||
language = {en},
|
||
booktitle = {Makeology: {Makers} as {Learners}},
|
||
publisher = {Routledge},
|
||
author = {Rusk, Natalie},
|
||
editor = {Peppler, Kylie and Rosenfeld Halverson, Erica and Kafai, Yasmin B.},
|
||
month = may,
|
||
year = {2016},
|
||
keywords = {Education / General, Education / Home Schooling},
|
||
pages = {85--108}
|
||
}
|
||
|
||
@inproceedings{roque_youth_2013,
|
||
address = {Madison, WI},
|
||
title = {Youth roles and leadership in an online creative community},
|
||
volume = {1},
|
||
url = {https://www.isls.org/cscl/2013/Volume\%201\%20Final\%20CSCL\%202013\%20Proceedings.pdf},
|
||
abstract = {Teens within local community organizations often serve in leadership roles, such as camp counselors or program assistants. As they carry out their responsibi...},
|
||
booktitle = {Proceedings of the 10th {International} {Conference} on {Computer}-{Supported} {Collaborative} {Learning}},
|
||
publisher = {International Society of the Learning Sciences (ISLS)},
|
||
author = {Roque, Ricarose and Rusk, Natalie and Blanton, Amos},
|
||
year = {2013},
|
||
pages = {399--405},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/2GBP25L8/youth-roles-and-leadership-in-an-online-creative-community.html:text/html}
|
||
}
|
||
|
||
|
||
@article{spencer_stereotype_2016,
|
||
title = {Stereotype {Threat}},
|
||
volume = {67},
|
||
issn = {0066-4308, 1545-2085},
|
||
url = {http://www.annualreviews.org/doi/10.1146/annurev-psych-073115-103235},
|
||
doi = {10.1146/annurev-psych-073115-103235},
|
||
language = {en},
|
||
number = {1},
|
||
urldate = {2018-04-16},
|
||
journal = {Annual Review of Psychology},
|
||
author = {Spencer, Steven J. and Logel, Christine and Davies, Paul G.},
|
||
month = jan,
|
||
year = {2016},
|
||
pages = {415--437}
|
||
}
|
||
|
||
@article{monge_theoretical_1990,
|
||
title = {Theoretical and {Analytical} {Issues} in {Studying} {Organizational} {Processes}},
|
||
volume = {1},
|
||
issn = {1047-7039, 1526-5455},
|
||
url = {http://pubsonline.informs.org/doi/abs/10.1287/orsc.1.4.406},
|
||
doi = {10.1287/orsc.1.4.406},
|
||
language = {en},
|
||
number = {4},
|
||
urldate = {2018-04-16},
|
||
journal = {Organization Science},
|
||
author = {Monge, Peter R.},
|
||
month = nov,
|
||
year = {1990},
|
||
pages = {406--430}
|
||
}
|
||
|
||
@misc{stats_scratch_2018,
|
||
title = {Scratch - {Imagine}, {Program}, {Share}},
|
||
url = {https://scratch.mit.edu/statistics/},
|
||
abstract = {Make games, stories and interactive art with Scratch. (scratch.mit.edu)},
|
||
author = {MIT Scratch Team},
|
||
urldate = {2018-02-28},
|
||
year = 2018,
|
||
}
|
||
|
||
@article{maloney_programming_2008,
|
||
title = {Programming by {Choice}: {Urban} {Youth} {Learning} {Programming} with {Scratch}},
|
||
volume = {40},
|
||
issn = {0097-8418},
|
||
url = {http://doi.acm.org/10.1145/1352322.1352260},
|
||
doi = {10.1145/1352322.1352260},
|
||
number = {1},
|
||
journal = {SIGCSE Bull.},
|
||
author = {Maloney, John H. and Peppler, Kylie and Kafai, Yasmin and Resnick, Mitchel and Rusk, Natalie},
|
||
month = mar,
|
||
year = {2008},
|
||
keywords = {scratch, wider-access, novice programming environments},
|
||
pages = {367--371}
|
||
}
|
||
|
||
|
||
@article{brennan_audience_2014,
|
||
title = {Audience in the service of learning: how kids negotiate attention in an online community of interactive media designers},
|
||
volume = {41},
|
||
issn = {1743-9884, 1743-9892},
|
||
shorttitle = {Audience in the service of learning},
|
||
url = {http://www.tandfonline.com/doi/full/10.1080/17439884.2014.939194},
|
||
doi = {10.1080/17439884.2014.939194},
|
||
language = {en},
|
||
number = {2},
|
||
urldate = {2018-04-19},
|
||
journal = {Learning, Media and Technology},
|
||
author = {Brennan, Karen},
|
||
year = {2014},
|
||
pages = {193--212}
|
||
}
|
||
|
||
|
||
@article{dasgupta_surveys_2013,
|
||
title = {Surveys, collaborative art and virtual currencies: {Children} programming with online data},
|
||
volume = {1},
|
||
issn = {2212-8689},
|
||
shorttitle = {Surveys, collaborative art and virtual currencies},
|
||
url = {http://www.sciencedirect.com/science/article/pii/S2212868914000051},
|
||
doi = {10.1016/j.ijcci.2014.02.003},
|
||
abstract = {Being able to store and access data online enables a wide range of creative possibilities, starting from surveys to collaborative art, from global high-score-lists for games to real-time chat-rooms, from multiplayer games to virtual economies with real participants. While end-user tools in these categories are readily available to children, what is still missing is the opportunity for children to create such systems. Causes behind this lack of opportunity include, among other things, high barriers to entry due to complex and often inaccessible client–server technologies, as well as hard to understand topics such as access control, etc. This paper presents Cloud data-structures—a feature in the online visual language Scratch 2.0 that enables children to programmatically store and retrieve data online. While standard data-structures are stored in memory, for Cloud variants, all operations (and data) are additionally sent to remote servers over the Internet. This has two consequences for a Scratch 2.0 project: (1) Cloud data-structures are persistent across multiple execution instances, and (2) they are shared between simultaneous instances. This paper describes the motivations behind, and the design of the Cloud data-structure system, along with a study of how children are using it in diverse and creative ways.},
|
||
number = {3–4},
|
||
urldate = {2014-07-24},
|
||
journal = {International Journal of Child-Computer Interaction},
|
||
author = {Dasgupta, Sayamindu},
|
||
month = sep,
|
||
year = {2013},
|
||
keywords = {Constructionism, Online data, Scratch, visual programming, computer science education, programming},
|
||
pages = {88--98},
|
||
file = {ScienceDirect Snapshot:/Users/emiliagan/Zotero/storage/964QJDC2/S2212868914000051.html:text/html}
|
||
}
|
||
|
||
|
||
@inproceedings{dasgupta_scratch_2017,
|
||
address = {New York, New York},
|
||
title = {Scratch community blocks: {Supporting} children as data scientists},
|
||
isbn = {978-1-4503-4655-9},
|
||
shorttitle = {Scratch {Community} {Blocks}},
|
||
url = {http://doi.acm.org/10.1145/3025453.3025847},
|
||
doi = {10.1145/3025453.3025847},
|
||
urldate = {2017-05-18},
|
||
booktitle = {Proceedings of the 2017 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} ({CHI} '17)},
|
||
publisher = {ACM Press},
|
||
author = {Dasgupta, Sayamindu and Hill, Benjamin Mako},
|
||
year = {2017}
|
||
}
|
||
|
||
|
||
@inproceedings{roque_tools_2012,
|
||
address = {New York, NY, USA},
|
||
series = {{IDC} '12},
|
||
title = {From {Tools} to {Communities}: {Designs} to {Support} {Online} {Creative} {Collaboration} in {Scratch}},
|
||
isbn = {978-1-4503-1007-9},
|
||
shorttitle = {From {Tools} to {Communities}},
|
||
url = {http://doi.acm.org/10.1145/2307096.2307130},
|
||
doi = {10.1145/2307096.2307130},
|
||
abstract = {In this paper, we investigate the support of online creative collaborations among young programmers in Scratch. We designed and implemented two online collaboration events, the Collab Challenge and Collab Camp, implemented in January 2011 and in August 2011, respectively, in which members of the Scratch community were invited to work together on programming projects. This paper explores what we learned from iteratively designing and implementing the second event Collab Camp. In our analyses, we reflect on how the changes in context of collaboration (context), the opportunities for finding collaborators (connection), and the engagement of members in constructive feedback (critique) emerged as critical spaces supportive of online collaboration. We discuss how these spaces can serve as guiding principles for online communities that support young designers in creating expressive and personally meaningful projects together.},
|
||
booktitle = {Proceedings of the 11th {International} {Conference} on {Interaction} {Design} and {Children}},
|
||
publisher = {ACM},
|
||
author = {Roque, Ricarose and Kafai, Yasmin and Fields, Deborah},
|
||
year = {2012},
|
||
keywords = {scratch, creative collaboration, iterative design, online communities},
|
||
pages = {220--223},
|
||
file = {ACM Full Text PDF:/Users/emiliagan/Zotero/storage/5VXVTXG8/Roque et al. - 2012 - From Tools to Communities Designs to Support Onli.pdf:application/pdf}
|
||
}
|
||
|
||
@article{Siegal2012Literacy,
|
||
title={Understanding the creative and collaborative literacy practices in the Scratch online community: A role playing case study.},
|
||
author={J.L. Siegal, R. Roque, D. Low, Y.B. Kafai, and D.A. Fields},
|
||
journal={33rd Annual Ethnography in Education Research Forum},
|
||
year={2012}
|
||
}
|
||
|
||
% (J.L. Siegal, R. Roque, D. Low, Y.B. Kafai, and D.A. Fields, Understanding the creative and collaborative literacy practices in the Scratch online community: A role playing case study. Paper presented at the 33rd Annual Ethnography in Education Research Forum, Philadelphia, PA, February 2012.)
|
||
|
||
@mastersthesis{fernando_online_2014,
|
||
type = {Thesis},
|
||
title = {Online learning webs : designing support structures for online communities},
|
||
copyright = {http://dspace.mit.edu/handle/1721.1/7582},
|
||
shorttitle = {Online learning webs},
|
||
url = {http://dspace.mit.edu/handle/1721.1/95602},
|
||
abstract = {This thesis explores how we can design online learning communities to better support connections to the people and resources beginners need when learning to program. I describe and analyze the design and implementation of the Scripts Workshop, a learning environment that supports members of the Scratch online community who are stuck on a programming problem in a Scratch project. The Scripts Workshop considers the People, Activities and Spaces needed to support these users in getting un-stuck. I conclude by describing a set of design principles for building learning webs within online communities, derived from the Scripts Workshop experiment.},
|
||
language = {eng},
|
||
urldate = {2015-05-18},
|
||
school = {Massachusetts Institute of Technology},
|
||
author = {Fernando, Champika},
|
||
year = {2014},
|
||
file = {Full Text PDF:/home/sayamindu/Zotero/storage/DN3BZCC7/Fernando - 2014 - Online learning webs designing support structure.pdf:application/pdf;Snapshot:/home/sayamindu/Zotero/storage/GWJAVCF8/95602.html:text/html}
|
||
}
|
||
|
||
|
||
@article{fields_youth_2017,
|
||
title = {Youth {Computational} {Participation} in the {Wild}: {Understanding} {Experience} and {Equity} in {Participating} and {Programming} in the {Online} {Scratch} {Community}},
|
||
volume = {17},
|
||
issn = {1946-6226},
|
||
url = {http://doi.acm.org/10.1145/3123815},
|
||
doi = {10.1145/3123815},
|
||
number = {3},
|
||
journal = {ACM Trans. Comput. Educ.},
|
||
author = {Fields, Deborah A. and Kafai, Yasmin B. and Giang, Michael T.},
|
||
month = aug,
|
||
year = {2017},
|
||
keywords = {social networking sites, collaborative learning, learning analytics, Computer science education, equity, educational data mining, social networking forums, computer supported collaborative learning},
|
||
pages = {15:1--15:22}
|
||
}
|
||
|
||
|
||
@article{kafai_computational_2016,
|
||
title = {From {Computational} {Thinking} to {Computational} {Participation} in {K}–12 {Education}},
|
||
volume = {59},
|
||
issn = {0001-0782},
|
||
url = {http://doi.acm.org/10.1145/2955114},
|
||
doi = {10.1145/2955114},
|
||
number = {8},
|
||
journal = {Commun. ACM},
|
||
author = {Kafai, Yasmin B.},
|
||
month = jul,
|
||
year = {2016},
|
||
pages = {26--27}
|
||
}
|
||
|
||
|
||
@article{philip_framework_2013,
|
||
title = {A {Framework} for {Learning} {About} {Big} {Data} with {Mobile} {Technologies} for {Democratic} {Participation}: {Possibilities}, {Limitations}, and {Unanticipated} {Obstacles}},
|
||
volume = {18},
|
||
issn = {2211-1662, 2211-1670},
|
||
shorttitle = {A {Framework} for {Learning} {About} {Big} {Data} with {Mobile} {Technologies} for {Democratic} {Participation}},
|
||
url = {http://link.springer.com/article/10.1007/s10758-013-9202-4},
|
||
doi = {10.1007/s10758-013-9202-4},
|
||
abstract = {As Big Data becomes increasingly important in policy-making, research, marketing, and commercial applications, we argue that literacy in this domain is critical for engaged democratic participation and that peer-generated data from mobile technologies offer rich possibilities for students to learn about this new genre of data. Through the lens of what we term the paradigms of technology and cutting-edge content as an educational end, means, and equalizer, we explore how learning about Big Data with mobile technologies exists at the critical intersection of issues such as the purpose of schooling, global competitiveness, corporate profit, student agency, and democratic participation. These competing interests surface tensions at the classroom, institutional, and societal levels. Engaging these tensions, we offer a framework of student objectives for learning about Big Data with mobile technologies. Through a reflection on the challenges we continue to encounter as we attempt to implement innovative curriculum within the constraints of urban public schools, we hope to prompt dialogue and changes in practice with respect to what it means to learn for democratic participation using Big Data.},
|
||
language = {en},
|
||
number = {3},
|
||
urldate = {2016-08-25},
|
||
journal = {Technology, Knowledge and Learning},
|
||
author = {Philip, Thomas M. and Schuler-Brown, Sarah and Way, Winmar},
|
||
month = apr,
|
||
year = {2013},
|
||
pages = {103--120},
|
||
file = {Full Text PDF:/home/sayamindu/Zotero/storage/C8ZUWFDC/Philip et al. - 2013 - A Framework for Learning About Big Data with Mobil.pdf:application/pdf;Snapshot:/home/sayamindu/Zotero/storage/HEVRNS5M/s10758-013-9202-4.html:text/html;Snapshot:/home/sayamindu/Zotero/storage/U4QKCA74/10.html:text/html}
|
||
}
|
||
|
||
|
||
@article{hargittai_participation_2008,
|
||
title = {{THE} {PARTICIPATION} {DIVIDE}: {Content} creation and sharing in the digital age},
|
||
volume = {11},
|
||
issn = {1369-118X, 1468-4462},
|
||
shorttitle = {{THE} {PARTICIPATION} {DIVIDE}},
|
||
url = {http://www.tandfonline.com/doi/abs/10.1080/13691180801946150},
|
||
doi = {10.1080/13691180801946150},
|
||
language = {en},
|
||
number = {2},
|
||
urldate = {2018-04-17},
|
||
journal = {Information, Communication \& Society},
|
||
author = {Hargittai, Eszter and Walejko, Gina},
|
||
month = mar,
|
||
year = {2008},
|
||
pages = {239--256}
|
||
}
|
||
|
||
|
||
@inproceedings{richard_blind_2016,
|
||
address = {New York, NY, USA},
|
||
series = {{CHI} '16},
|
||
title = {Blind {Spots} in {Youth} {DIY} {Programming}: {Examining} {Diversity} in {Creators}, {Content}, and {Comments} {Within} the {Scratch} {Online} {Community}},
|
||
isbn = {978-1-4503-3362-7},
|
||
shorttitle = {Blind {Spots} in {Youth} {DIY} {Programming}},
|
||
url = {http://doi.acm.org/10.1145/2858036.2858590},
|
||
doi = {10.1145/2858036.2858590},
|
||
abstract = {Much attention has focused on the lack of diversity in access and participation in digital media available to youth. Far less attention has been paid to the diversity of youth creators and the content that is produced by youth. We examined the diversity of project creators, content, and comments in one of the largest youth programming sites called Scratch (scratch.mit.edu), with over 7 million registered members between ages 6-16, over 10 million posted projects and 16 million comments. We used keyword and webcrawler searches to reveal that only a small number of users ({\textless}.01\%) self-disclosed their racial and ethnic identities. Case studies further illuminated how project designs and comments delved into race, provided cultural critique or addressed racial harassment. In the discussion, we address these blind spots of diversity in massive online DIY youth communities, discuss methodological limitations, and provide recommendations for future directions in supporting diversity.},
|
||
urldate = {2017-05-04},
|
||
booktitle = {Proceedings of the 2016 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems}},
|
||
publisher = {ACM},
|
||
author = {Richard, Gabriela T. and Kafai, Yasmin B.},
|
||
year = {2016},
|
||
keywords = {scratch, collaboration, diversity, diy production, media design, novice programmers},
|
||
pages = {1473--1485},
|
||
file = {ACM Full Text PDF:/home/sayamindu/Zotero/storage/BBDA9TTS/Richard and Kafai - 2016 - Blind Spots in Youth DIY Programming Examining Di.pdf:application/pdf}
|
||
}
|
||
|
||
@unpublished{guillen_competence-confidence_2016,
|
||
title = {The competence-confidence gender gap: {Being} competent is not (always) enough for women to appear confident},
|
||
url = {https://margaritamayo.com/wp-content/uploads/2016/07/The-competence-confidence-gender-gap.pdf},
|
||
urldate = {2018-08-21},
|
||
author = {Guillén, Laura and Mayo, Margarita and Karelaia, Natalia},
|
||
year = {2016},
|
||
note = {(working paper)}
|
||
}
|
||
|
||
|
||
@inproceedings{wang_competence-confidence_2018,
|
||
address = {New York, NY, USA},
|
||
series = {{ICSE}-{SEIS} '18},
|
||
title = {Competence-confidence {Gap}: {A} {Threat} to {Female} {Developers}' {Contribution} on {Github}},
|
||
isbn = {978-1-4503-5661-9},
|
||
url = {http://doi.acm.org/10.1145/3183428.3183437},
|
||
doi = {10.1145/3183428.3183437},
|
||
booktitle = {Proceedings of the 40th {International} {Conference} on {Software} {Engineering}: {Software} {Engineering} in {Society}},
|
||
publisher = {ACM},
|
||
author = {Wang, Zhendong and Wang, Yi and Redmiles, David},
|
||
year = {2018},
|
||
keywords = {competence-confidence gap, female developers, github, granger causality},
|
||
pages = {81--90}
|
||
}
|
||
|
||
@misc{lombana_bermudez_blog_2017,
|
||
author = {Lombana-Bermudez, Andres},
|
||
title = {Moderation and Sense of Community in a Youth-Oriented Online Platform: Scratch’s Governance Strategy for Addressing Harmful Speech},
|
||
journal = {Medium},
|
||
type = {Blog},
|
||
year = {2017},
|
||
howpublished = {\url{https://medium.com/berkman-klein-center/moderation-and-sense-of-community-in-a-youth-oriented-online-platform-scratchs-governance-eeac6941e9c9}}
|
||
}
|
||
|
||
@inproceedings{salah_online_2010,
|
||
address = {Swindon, UK},
|
||
title = {The online potential of art creation and dissemination: {DeviantArt} as the next art venue},
|
||
shorttitle = {The {Online} {Potential} of {Art} {Creation} and {Dissemination}},
|
||
url = {http://dl.acm.org/citation.cfm?id=2227180.2227183},
|
||
abstract = {DeviantArt is an online community dedicated to sharing user-generated artworks. Launched in 2000, today this initiative has about 11 million members coming from over 190 countries. The website offers various web-based services to its members enabling and enforcing a strong social interaction. With its collection of around 100 million works, DeviantArt (DA) is the biggest art market of the world, presenting a new mode of displaying, evaluating and consuming arts. In that sense, DA generated a platform free of institutional and governmental politics, democratising the way arts are generated, shared and enjoyed. This paper discusses the collaborative aspects of this autonomous venue, and questions the potential of this initiative in becoming the new art venue of the 21st Century.},
|
||
urldate = {2018-07-10},
|
||
booktitle = {Proceedings of the 2010 {International} {Conference} on {Electronic} {Visualisation} and the {Arts} ({EVA} '10)},
|
||
publisher = {BCS Learning \& Development Ltd.},
|
||
author = {Salah, Almila Akdag},
|
||
year = {2010},
|
||
keywords = {art market, collaborative art making, deviantart, online communities, social network analysis},
|
||
pages = {16--22}
|
||
}
|
||
|
||
|
||
@article{browne_breaking_2016,
|
||
title = {Breaking new ground: indie community, flash, and {Newgrounds}. com},
|
||
shorttitle = {Breaking {New} {Ground}},
|
||
url = {http://www.digra.org/wp-content/uploads/digital-library/paper_437.pdf},
|
||
journal = {Proceedings of 1st International Joint Conference of DiGRA and FDG},
|
||
author = {Browne, Pierson},
|
||
year = {2016},
|
||
pages = {2},
|
||
file = {Fulltext:/home/mako/zotero_istek/storage/WCUXM59Y/Browne - 2016 - Breaking New Ground Indie Community, Flash, and N.pdf:application/pdf;Snapshot:/home/mako/zotero_istek/storage/B9Y87HWE/Browne - 2016 - Breaking New Ground Indie Community, Flash, and N.pdf:application/pdf}
|
||
}
|
||
|
||
@article{marwick_i_2011,
|
||
title = {I tweet honestly, {I} tweet passionately: {Twitter} users, context collapse, and the imagined audience},
|
||
volume = {13},
|
||
issn = {1461-4448},
|
||
shorttitle = {I tweet honestly, {I} tweet passionately},
|
||
url = {https://doi.org/10.1177/1461444810365313},
|
||
doi = {10.1177/1461444810365313},
|
||
abstract = {Social media technologies collapse multiple audiences into single contexts, making it difficult for people to use the same techniques online that they do to handle multiplicity in face-to-face conversation. This article investigates how content producers navigate ‘imagined audiences’ on Twitter. We talked with participants who have different types of followings to understand their techniques, including targeting different audiences, concealing subjects, and maintaining authenticity. Some techniques of audience management resemble the practices of ‘micro-celebrity’ and personal branding, both strategic self-commodification. Our model of the networked audience assumes a many-to-many communication through which individuals conceptualize an imagined audience evoked through their tweets., Social media technologies collapse multiple audiences into single contexts, making it difficult for people to use the same techniques online that they do to handle multiplicity in face-to-face conversation. This article investigates how content producers navigate ‘imagined audiences’ on Twitter. We talked with participants who have different types of followings to understand their techniques, including targeting different audiences, concealing subjects, and maintaining authenticity. Some techniques of audience management resemble the practices of ‘micro-celebrity’ and personal branding, both strategic self-commodification. Our model of the networked audience assumes a many-to-many communication through which individuals conceptualize an imagined audience evoked through their tweets.},
|
||
language = {en},
|
||
number = {1},
|
||
urldate = {2018-07-10},
|
||
journal = {New Media \& Society},
|
||
author = {Marwick, Alice E. and boyd, danah},
|
||
month = feb,
|
||
year = {2011},
|
||
pages = {114--133},
|
||
file = {Marwick and boyd - 2011 - I tweet honestly, I tweet passionately Twitter us.pdf:/home/mako/zotero_istek/storage/7UPPGFYR/Marwick and boyd - 2011 - I tweet honestly, I tweet passionately Twitter us.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{das_self-censorship_2013,
|
||
address = {Palo Alto, California},
|
||
title = {Self-{Censorship} on {Facebook}},
|
||
url = {https://www.aaai.org/ocs/index.php/ICWSM/ICWSM13/paper/view/6093},
|
||
booktitle = {Proceedings of the {Seventh} {International} {AAAI} {Conference} on {Weblogs} and {Social} {Media} ({ICWSM} '13)},
|
||
publisher = {AAAI},
|
||
author = {Das, Sauvik and Kramer, Adam DI},
|
||
year = {2013},
|
||
pages = {120--127},
|
||
file = {Das and Kramer - 2013 - Self-Censorship on Facebook.pdf:/home/mako/zotero_istek/storage/3QH2PSQJ/Das and Kramer - 2013 - Self-Censorship on Facebook.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{dasgupta_how_2018,
|
||
address = {New York, New York},
|
||
title = {How “wide walls” can increase engagement: evidence from a natural experiment in {Scratch}},
|
||
isbn = {978-1-4503-5620-6},
|
||
shorttitle = {How “{Wide} {Walls}” {Can} {Increase} {Engagement}},
|
||
url = {http://doi.acm.org/10.1145/3173574.3173935},
|
||
doi = {10.1145/3173574.3173935},
|
||
abstract = {A core aim for designing constructionist learning systems and toolkits is enabling "wide walls"-a metaphor used to describe supporting a diverse range of creative outcomes. Ensuring that a broad design space is afforded to learners by a toolkit is a common approach to achieving wide walls. We use econometric methods to provide an empirical test of the wide walls theory through a natural experiment in the Scratch online community. We estimate the causal effect of a policy change that gave a large number of Scratch users access to a more powerful version of Scratch data structures, effectively widening the walls for learners. We show that access to and use of these more powerful new data structures caused learners to use data structures more frequently. Our findings provide support for the theory that wide walls can increase engagement and learning.},
|
||
urldate = {2018-05-06},
|
||
booktitle = {Proceedings of the 2018 {CHI} {Conference} on {Human} {Factors} in {Computing} {Systems} ({CHI} '18)},
|
||
publisher = {ACM},
|
||
author = {Dasgupta, Sayamindu and Hill, Benjamin Mako},
|
||
year = {2018},
|
||
keywords = {computers and children, constructionism, creativity support tools, design, evaluation, learning, scratch},
|
||
pages = {361:1--361:11},
|
||
file = {Dasgupta and Hill - 2018 - How “Wide Walls” Can Increase Engagement Evidence.pdf:/home/mako/zotero_istek/storage/99KUVBX8/Dasgupta and Hill - 2018 - How “Wide Walls” Can Increase Engagement Evidence.pdf:application/pdf}
|
||
}
|
||
|
||
@inproceedings{brennan_new_2012,
|
||
address = {Vancouver, Canada},
|
||
title = {New frameworks for studying and assessing the development of computational thinking},
|
||
url = {http://scratched.gse.harvard.edu/ct/files/AERA2012.pdf},
|
||
urldate = {2015-04-24},
|
||
booktitle = {Proceedings of the 2012 annual meeting of the {American} {Educational} {Research} {Association}},
|
||
publisher = {AERA},
|
||
author = {Brennan, Karen and Resnick, Mitchel},
|
||
year = {2012},
|
||
file = {Brennan and Resnick - 2012 - New frameworks for studying and assessing the deve.pdf:/home/mako/zotero_istek/storage/9UXKD53A/Brennan and Resnick - 2012 - New frameworks for studying and assessing the deve.pdf:application/pdf}
|
||
}
|
||
|
||
|
||
@book{thomas_new_2011,
|
||
title = {A {New} {Culture} of {Learning}: {Cultivating} the {Imagination} for a {World} of {Constant} {Change}},
|
||
isbn = {978-1-4564-5888-1},
|
||
shorttitle = {A {New} {Culture} of {Learning}},
|
||
abstract = {The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age." Cathy Davidson, Professor of Interdisciplinary Studies, Duke University "A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against." Henry Jenkins, Provost's Professor, USC "A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page." Paul Courant, Dean of Libraries, University of Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner, author of The New Social Learning "Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly." Howard Gardner, Professor, Harvard Graduate School of Education "Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn't have to be that way-learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message." Clay Shirky, author of Cognitive Surplus "Anyone who fears, as I do, that today's public schools are dangerously close to being irrelevant must read this book. The authors provide a road map-and a lifeline-showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing." John Merrow, Education Correspondent, PBS NewsHour "American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future." Joel Myerson, Director, Forum for the Future of Higher Education.},
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language = {en},
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||
publisher = {CreateSpace Independent Publishing Platform},
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||
author = {Thomas, Douglas and Brown, John Seely},
|
||
year = {2011},
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||
keywords = {Education / General}
|
||
}
|
||
|
||
|
||
@misc{mit_scratch_team_scratch_2018,
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||
title = {Scratch {Community} {Guidelines}},
|
||
url = {https://scratch.mit.edu/},
|
||
abstract = {Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.},
|
||
urldate = {2018-07-11},
|
||
author = {{MIT Scratch Team}},
|
||
year = {2018},
|
||
file = {Snapshot:/home/sayamindu/Zotero/storage/J93AZFM2/community_guidelines.html:text/html}
|
||
}
|
||
|
||
|
||
@incollection{brennan_imagining_2013,
|
||
address = {New York, NY},
|
||
title = {Imagining, {Creating}, {Playing}, {Sharing}, {Reflecting}: {How} {Online} {Community} {Supports} {Young} {People} as {Designers} of {Interactive} {Media}},
|
||
isbn = {978-1-4614-4696-5},
|
||
url = {https://doi.org/10.1007/978-1-4614-4696-5_17},
|
||
abstract = {As young people design interactive media, they go through an iterative process of imagining, creating, playing, sharing, and reflecting. In this chapter, we describe how this iterative design process is ideally supported by having access to other people. We illustrate this through case studies of young people using the Scratch programming environment to create their own interactive media with support from the Scratch online community.},
|
||
booktitle = {Emerging {Technologies} for the {Classroom}: {A} {Learning} {Sciences} {Perspective}},
|
||
publisher = {Springer New York},
|
||
author = {Brennan, Karen and Resnick, Mitchel},
|
||
editor = {Mouza, Chrystalla and Lavigne, Nancy},
|
||
year = {2013},
|
||
doi = {10.1007/978-1-4614-4696-5_17},
|
||
pages = {253--268}
|
||
} |