Public Discussion

  • Icon for: Elissa Milto

    Elissa Milto

    Facilitator
    May 16, 2016 | 11:54 a.m.

    Hi,
    Love that you are getting the community involved! How do you structure the time with parents to get them to share and engage with what you are doing?

  • Icon for: Austin Beck

    Austin Beck

    Presenter
    May 16, 2016 | 10:33 p.m.

    Great question! While designing the technology for the project we had meetings with parents about once a month. Each of the meetings were structured differently and included group brainstorming sessions, various design approaches (e.g. layered elaboration), and semi-structured interviews.

    We’ve detailed our co-design process in a CHI paper that can be reached at this link (Dr. Yip’s website): http://bigyipper.com/wp-content/uploads/2014/04...

  • Icon for: Arthur Camins

    Arthur Camins

    Facilitator
    May 16, 2016 | 01:34 p.m.

    Understanding the “everywhereness” of science has great promise. Viewers might be interesting in how you engage participants in learning about and through science and engineering practices.

    Thanks,
    Arthur

  • Icon for: Sarah-Kay McDonald

    Sarah-Kay McDonald

    Facilitator
    May 16, 2016 | 08:10 p.m.

    Very interesting – thank you for sharing! I’d love to learn more about any insights that may have emerged from the project to date re factors that promote ‘scientizing’…could you elaborate a bit on how the project is thinking about/exploring impacts of key Science Everywhere design features on learning in both formal and informal contexts?

  • Icon for: Austin Beck

    Austin Beck

    Presenter
    May 22, 2016 | 08:04 p.m.

    Thanks Sarah for your comment. You can learn more about the project and our findings in the papers at the bottom of our project website: hcil.umd.edu/science-everywhere/

    The major focus of this project is to use technology to connect learning in informal and formal spaces. So parents and kids use Science Everywhere at home, at after-school programs, and some use it in their classrooms. We haven’t written a paper yet on these connected practices, but we hope to understand how technology (e.g. social media designed for science learning, large interactive displays that support collaborative sensemaking) can bridge normal everyday experiences with science in the classroom. Because it is a design-based research project, many of the specific design features have been (and are still being) co-developed with our participants. Hopefully we will have more on the technology/design in a paper soon!

  • Icon for: Arthur Camins

    Arthur Camins

    Facilitator
    May 18, 2016 | 03:09 p.m.

    What have you learned about how students interpret your "science is everywhere phrase? For example, are they engaging in science and engineering practices when they post what they learned?

  • Icon for: Austin Beck

    Austin Beck

    Presenter
    May 22, 2016 | 08:14 p.m.

    We are actually coding the data from the app right now to address this very question! And yes, the kids do engage in science and engineering practices when they post, but to most people it may not sound like it. Because Science Everywhere is a social media application we see a mixing of peer culture (e.g. slang, chatting) with science practices – so the discourse surrounding science is less academic sounding but very still very apparent.

  • Icon for: May Jadallah

    May Jadallah

    Associate Professor
    May 22, 2016 | 10:21 p.m.

    An excellent project! How many participants have you been able to recruit? what age groups are most involved? How many community centers responded positively to your initiative?

  • Icon for: Austin Beck

    Austin Beck

    Presenter
    May 23, 2016 | 08:43 a.m.

    Thanks! We are running the project in two locations – one on the east coast and one on the west coast. In the east coast group we are meeting with about 30 kids weekly and we also work with their parents. The kids are elementary and middle school age (with some high schoolers) because we work with several kids from the same families. We only have one community center and we work with a middle school that a majority of our participants attend. When we roll out the interactive displays in the middle school our participant pool will dramatically change because all of the kids at the school will be allowed to join and use the app.

  • Further posting is closed as the showcase has ended.

  1. Austin Beck
  2. ScienceKit for ScienceEverywhere - A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children
  3. University of Maryland
  1. Elizabeth Bonsignore
  2. ScienceKit for ScienceEverywhere - A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children
  3. University of Maryland
  1. Caroline Pitt
  2. Research Assistant/Ph.D. Student
  3. ScienceKit for ScienceEverywhere - A Seamless Scientizing Ecosystem for Raising Scientifically-Minded Children
  4. University of Washington, University of Maryland

Science Everywhere: engaging entire communities in STEM learning with technology
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Science Everywhere is a design-based research project aimed at engaging entire communities in STEM learning with technology. In Science Everywhere we work with students, parents, teachers, school leaders, and community leaders to design and implement innovative technologies for learning science. This video will showcase data collection, STEM programs, and technology that are a part of the Science Everywhere study.