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Scholars - Coggle Diagram

- - - - Introduction
      - Designing With Context in Mind
      - Methods
        
        Participant Group Cases
        
        Design Sessions
        
        Data Collection
        
        Analysis
      - Findings
        
        Design Session #1 - Bags-of-Stuff
        
        Design Session #2 - Stickies
        
        Design Session #3 - Layered Elaboration
      - Discussion and Implications
        
        Cooperative Inquiry with Child Subject Experts
        
        Cooperative Inquiry with Child Design and Subject Experts
        
        Activity Theory and Cooperative Inquiry
      - Limitations
      - Conclusions and Future Work
      - Acknowledgments
    - - Introduction
      - Social media for learning
      - Linking scientific dispositions and social media
      - A design-based research approach
        
        Kitchen sience invesigatores to KC: coordinationg people and practices
        
        Designing ScienceKit: aligning social media to learning practices
        
        The first iteration: scaffolding contributions
        
        Second iteration: designing social scaffolding with kids
        
        Third iteration: mobile, social, self-expression
      - Methods
        
        A deep dive: case study of scientizing with Science Kit in KC
        
        Data collection and analysis
      - Findings
        
        Introduction to the vignettes
        
        Vignette 1: breakfast scientizing
        
        Vignette 2: cookies and leaveners
        
        Vignette 3: personal refflections
      - Discussion: reconfiguring the learning environment with social media
    - - Introduction
      - Background
        
        Defining Data Literacy: Two Perspectives
        
        Division I Sports as a Context for Data Literacy
        
        Technology Studies of Sports Analytics
      - Methods
        
        Context/Setting
        
        Data Analysis
      - Findings
        
        Tension 1: Staff Analytics Practices and Relevance to Athletes
        
        Tension 2: Athletes' Agency vs. Team Needs
        
        Tension 3: The Personal Context Motivates and Drives Data Practices but Athletes Need Help
        
        Tension 4: The Need for Data Versus Stepping Back
        
        Tension 5: Family Atmosphere Can Be Disrupted by Data Sharing
      - Discussion
        
        Supporting Athletes Data Literacy
        
        Taking Into Account the Social Dynamics on the Team
      - Conclusion
    - - Introduction
      - Related Work
        
        HCI and Public Displays: Design Lessons
        
        Designing for Community Bonds
        
        A Critical Education Dilemma: Bridging Learning Experiences Across Settings for Youth
      - Design Process
        
        Sharing with Social Media
        
        Public Displays to Promote Neighborhood Awareness
        
        Learning Partners and Practices
      - Methodology
        
        Site Choices
        
        Data Collection
        
        Field observations and analytic memos
        
        Video recordings
        
        Interviews
        
        Data Analysis
      - Findings
        
        Community Interactions with the Display
        
        Peripheral Participation
        
        Play and Socializing
        
        Performances with the Display
        
        Community Sensemaking around Children's Science Learning
        
        Noticing the Richness of the Neighborhood: People and Assets
        
        Seeing Science in Everyday Practice
        
        Bridging Learning Opportunities Across Settings
      - Discussion: Design Opportunities to Coordinate Community Supports for Science Learning
        
        Provide opportunities for "noticing" as a necessary ingredient to coordinate neighborhood supports for learning across settings
        
        Public displays afford some bridging practices: conversations and sensemaking across settings
        
        Reflecting on public posts surfaces new potential roles for neighborhood members
        
        Explicitly guiding community members to relevant roles they can play may better coordinate community support for children's learning
      - Conclusions: From Bridging Learning to Smart and Connected Learning Communities
- - - - Ethical Considerations in Constructing the Daily Media Round
      - Focal Children and Family Composition
      - Initial Interviews
      - Video-based Observations
      - Experience Sampling
      - Iterations
      - Final map-elicited interviews
      - Follow-up Observations and Communications
      - Analysis
    - - Movement of Digital Media Practices
      - Locations of Digital Media Places
      - Distribution of Digital Media Practices