Collaboration has garnered global attention as an important skill for the 21st century. While researchers have been doing work on collaboration for nearly a century, many of the questions that the field is investigating overlook the need for students to learn how to read and respond to different collaborative settings. Existing research focuses on chronicling the various factors that predict the effectiveness of a collaborative experience, or on changing user behaviour in the moment. These are worthwhile research endeavours for developing our theoretical understanding of collaboration. However, there is also a need to centre student perceptions and experiences with collaboration as an important area of inquiry. Based on a survey of 131 university students, we find that student collaboration-related concerns can be represented across seven different categories or dimensions: Climate, Compatibility, Communication, Conflict, Context, Contribution, and Constructive. These categories extend prior research on collaboration and can help the field ensure that future collaboration analytics tools are designed to support the ways that students think about and utilize collaboration. Finally, we describe our instantiation of many of these dimensions in our collaborative analytics tool, BLINC, and suggest that these seven dimensions can be instructive for re-orienting the Multimodal Learning Analytics (MMLA) and collaboration analytics communities.
In dialogue with science education and learning sciences research, in this article we develop a disciplinary‐specific view on youth and community agency for community‐based technology education. Cultivating agency is a central principle in our design and empirical study of the Young People's Race, Power, and Technology Program (YPRPT), a program designed to engage youth in critical inquiry about the technologies impacting their local communities. In this article, drawing from our multiyear partnership with a community‐based youth organization, we examine how agency was supported and constrained as a function of the practices we engaged in as a research team committed to participatory and justice‐centered education. Our findings illustrate ways that the emergence and enactment of agency, at both individual and community levels, works to interrupt, subvert, and creatively “jam” systems of power. We argue that cultivating agency in community‐driven science and technology learning requires an honest reckoning with the deeply entrenched racial and economic oppression in the United States. We contend that it is equally essential to commit to learning from, co‐designing with, and working in solidarity alongside the youth and communities that are most impacted by technologies that mediate our experiences—toward unveiling, resisting, and reimagining their powerful roles in our collective lives.
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Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science education is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but reflect and reproduce existing inequalities. In tune with maintaining current systems of power, efforts to broaden participation in computer science have been heavily driven by industry, government, and military interests. These interests ultimately push us farther away from sustainable relations with the earth and with each other, and risk the very lives of the same communities the field claims to help. However, we can rewrite the narratives of the role of technology in our lives. We present a second story in which we place abolitionist theories and practices in conversation with computer science education. In this paper we explore ( 1) In what ways does computing education support systems that enable Black death? and (2) How might integrating an abolitionist framework into computer science open up possibilities for worldbuilding and dreaming in the name of Black Life? We imagine a different future where computer science is used as a tool in life-affirming, world-building projects. We invite readers to engage with this piece as a part of an active dialogue towards combating anti-Black logics in the field of computer science education.Résumé La formation en informatique se trouve à un moment charnière alors que l'on prend conscience de ce que cela signifie d'intégrer, d'utiliser et de créer des technologies et que l'on continue de recruter des étudiants issus de minorités pour oeuvrer dans ce domaine. Dans cet article, nous partons des traditions orales d'enseignement par récits et amenons le lecteur à s'engager sur deux parcours.
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