The Experts below are selected from a list of 177 Experts worldwide ranked by ideXlab platform
Natalie Rusk - One of the best experts on this subject based on the ideXlab platform.
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programming by choice urban youth learning programming with scratch
Technical Symposium on Computer Science Education, 2008Co-Authors: John H Maloney, Kylie Peppler, Yasmin B Kafai, Mitchel Resnick, Natalie RuskAbstract:This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse 'an after School Center' over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after School settings in underserved communities.
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SIGCSE - Programming by choice: urban youth learning programming with scratch
Proceedings of the 39th SIGCSE technical symposium on Computer science education - SIGCSE '08, 2008Co-Authors: John H Maloney, Kylie Peppler, Yasmin B Kafai, Mitchel Resnick, Natalie RuskAbstract:This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse 'an after School Center' over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after School settings in underserved communities.
Robert Lecusay - One of the best experts on this subject based on the ideXlab platform.
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social infrastructures as barriers and foundation for informal learning technology integration in an urban after School Center
Conference on Computer Supported Cooperative Work, 2012Co-Authors: Louise Barkhuus, Robert LecusayAbstract:In this paper we explore the relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-School learning program we show how social, technological and power infrastructures influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-School youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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CHI Extended Abstracts - Technologies and social learning in an urban after-School Center
Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA '11, 2011Co-Authors: Louise Barkhuus, Robert LecusayAbstract:In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-School learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-School youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
John H Maloney - One of the best experts on this subject based on the ideXlab platform.
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programming by choice urban youth learning programming with scratch
Technical Symposium on Computer Science Education, 2008Co-Authors: John H Maloney, Kylie Peppler, Yasmin B Kafai, Mitchel Resnick, Natalie RuskAbstract:This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse 'an after School Center' over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after School settings in underserved communities.
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SIGCSE - Programming by choice: urban youth learning programming with scratch
Proceedings of the 39th SIGCSE technical symposium on Computer science education - SIGCSE '08, 2008Co-Authors: John H Maloney, Kylie Peppler, Yasmin B Kafai, Mitchel Resnick, Natalie RuskAbstract:This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse 'an after School Center' over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after School settings in underserved communities.
Louise Barkhuus - One of the best experts on this subject based on the ideXlab platform.
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social infrastructures as barriers and foundation for informal learning technology integration in an urban after School Center
Conference on Computer Supported Cooperative Work, 2012Co-Authors: Louise Barkhuus, Robert LecusayAbstract:In this paper we explore the relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-School learning program we show how social, technological and power infrastructures influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-School youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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CHI Extended Abstracts - Technologies and social learning in an urban after-School Center
Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA '11, 2011Co-Authors: Louise Barkhuus, Robert LecusayAbstract:In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-School learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-School youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
M N Nozdrachev - One of the best experts on this subject based on the ideXlab platform.
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results of in flight operation of scientific payload on micro satellite kolibri 2000
Acta Astronautica, 2005Co-Authors: S I Klimov, Yuri V Afanasyev, N A Eismont, Egor A Grachev, O R Grigoryan, V A Grushin, Dmitri S Lysakov, M N NozdrachevAbstract:Abstract The realization of Russian–Australian scientific—educational micro-satellite “Kolibri-2000” (weight of 20.5 kg, http://www.kolibri2000.ru 20 March, 2002), delivered into an orbit by “Progress M1-7”, was the first item in the Program of Scientific—Educational Micro-Satellite (PSEMS' 2002–2007, http://iki.cosmos.ru/kollibri/mission1_e.htm ) and designate the starting point of a series at perspective scientific—educational micro-satellites (SEMS, http://www.energia.ru/english/energia/sci-education/microsat/microsat-02.html ). In the “Kolibri-2000” project, several Schools equipped by School Center of Reception of the Information (SCRI), participated, including Russian Schools (Obninsk http://ftSchool.obninsk.org ) and two Australian Schools in Sydney, Knox Grammar School ( www.knox.nsw.edu.au ) and Ravenswood School for Girls ( www.ravenswood.nsw.edu.au ). The results of the “Kolibri-2000” first measurements on the orbit near the International Space Station will be submitted in this paper which include the ionosphere reaction during the April 2002 events, and address as understanding of the coupling and feedback in the Sun–Earth interaction.
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results of in flight operation of scientific payload on micro satellite kolibri 2000
Planetary and Space Science, 2005Co-Authors: S I Klimov, Yuri V Afanasyev, Egor A Grachev, O R Grigoryan, V A Grushin, Dmitri S Lysakov, M N Nozdrachev, S SavinAbstract:Abstract The realization of Russian–Australian scientific–educational micro-satellite Kolibri-2000 (weight of 20.5 kg), 20 March 2002, delivered into an orbit by “Progress M1-7”, was by the first item of the Program of Scientific–Educational Micro-Satellite (PSEMS’ 2002–2007) and designates a starting point of a series perspective scientific–educational micro-satellites (SEMS). In the Kolibri-2000 project, several Schools equipped by School Center of Reception of the Information (SCRI), participate, including Russian Schools (Obninsk) and two Australian Schools in Sydney, Knox Grammar School and Ravenswood School for Girls. The results of the Kolibri-2000 first measurements on the orbit near International Space Station are presented in this paper which include the ionosphere reaction of April 2002 events. Our results address the understanding of the coupling and feedback in the Sun–Earth interaction in the space weather context.
