This mini session describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.
Read MoreWhile the adoption of CS standards will broaden participation in CS education, implementation efforts might unintentionally cause some students to lose interest in CS. This session proposes an alternative approach by questioning what CS education might look like if we designed and facilitated learning experiences that centered student interest.
Read MoreDiscussions around the digital divide often revolve around inequalities related to a lack of access to technology or CS education; however, access alone does not create equitable learning experiences. This session unpacks some of the (un)intentionally engineered inequities in CS and encourages a rethinking of how we engage with CS and technology by discussing concepts such as the digital divide, rhizomatic learning, technological determinism, and more. Teachers will walk away with several recommended resources (e.g., articles and books) that further unpacks what is introduced in this session.
Read MoreLearn some strategies and considerations for developing self-efficacy in elementary CS classes through interest-driven learning.
Read MoreSequential learning within computer science classes often assumes an interest in CS or uses external rewards and punishments to motivate students to participate. Such an approach rarely takes into account the individual interests of students who may be required to participate and could cause some students to lose interest in CS. This session challenges the design of sequential learning by modeling and unpacking an approach that centers students' interests in learning. This session will alternate between discussion and participation that begins by problematizing sequential learning, models and discusses options for incorporating choice in CS classes, and then models and discusses what a CS classroom could look like if it were designed around student-interest.
Read MoreDiscussions around the digital divide often revolve around inequalities related to a lack of access to technology; however, access alone does not create equitable learning experiences. This session unpacks some of the (un)intentionally engineered inequities in technology and encourages a rethinking of how we engage with technology.
Read MoreWhile group-based learning through a sequence can be a useful approach for elected classes as it is easier to assume student "buy in" or motivation, group-based learning can be a difficult approach for mandated classes that include students who do not wish to attend the class or are initially uninterested in CS. In addition, group-based learning is often based on the pacing of the average student, which is a pace that is often too fast or slow for students who fall outside of the class average. This poster, and the resulting discussions, posits a rhizomatic approach to curricular and experience design that encourages individualized learning within group settings. Rather than moving through CS concepts and practices in a prescribed sequence, a rhizomatic approach encourages self-directed learning along multiple paths or an entirely undefined path. This poster challenges educators to question in what ways the curricula and pedagogies they are familiar with might be modified to encourage equitable learning for a multitude of axiologies (values) or ontologies (ways of being) by creating a space for interests to guide learning.
Read MoreThis session discusses considerations for designing and facilitating a makerspace. I share project ideas, process videos, finalized products, and tips for designing and facilitating a makerspace dedicated to media arts and technology at any grade level.
Read MoreRather than lecturing about rhizomatic design and learning, this session models the approach by exploring the topic rhizomatically. The idea behind this short session is to dip your toes into the topic while simultaneously providing enough resources to dive deeper after the session is over.
Read MoreThis ignite talk describes considerations for designing interest-driven coding projects with Scratch. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.
Read MoreSequential learning often assumes an interest in a subject area and often does not take into account the interests of those who are required to be there. This session describes an approach designed for non-sequential learning of computer programming through interest-driven coding projects.
Read MoreThis lightning talk describes considerations for facilitating multiple programming languages in one space. I provide video examples of what it looks like when young coders select from four different programming languages to create projects of interest. Following an overview of what coders created in the classes I designed and facilitated, I discuss considerations for simultaneously facilitating multiple languages; this discussion includes quick suggestions for selecting and creating resources, questioning techniques, peer-to-peer mentoring, room setup, and more.
Read MoreThis lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks like and how projects are designed for a variety of experience levels and interests within a shared space. I discuss some of the research informing this approach, share examples of interest-driven projects, and provide suggestions for creating interest-driven coding projects and resources.
Read MoreThe video in this link is a mock version of a three minute showcase on interest-driven coding and learning I presented at the 2017 Apple Distinguished Educators (ADE) US Academy.
Read MoreThis presentation will discuss how aspects of participatory culture can be fused together with inquiry-based learning in online learning environments. The presentation will focus on utilizing collective-intelligence to create rhizomatic learning spaces that can treat course objectives and/or materials as platforms for inquiry that are modeled after relevant practices.
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