“start by empowering a girl you know”

8 ways you can empower girls to learn coding

1. Know the specific barriers we need to overcome.
2. Start with concrete first steps in your own life.

The lack of women and girls in computer science is a well-documented problem. Now it’s time for the average person to finally do something about it.

Addressing the issue of girls and coding in your community doesn’t require you to start your own nonprofit or advocacy organization. In fact, you can start very small, like choosing to empower a girl you know.

3. Find organizations putting in the work already.
4. Be a role model.
5. Encourage your local school to teach girls how to code.
6. Lead a coding club for girls.
7. Recognize that computer science is an intersectional issue.
8. Understand where girls need to begin, too.

Source: 8 ways you can empower girls to learn coding

“Håper Rey i Star Wars kan få flere jenter til å like realfag”

Verden trenger flere kvinner i ingeniørfag, matematikk og naturvitenskapelige fag, og NASA håper filmer som Star Wars kan bidra. – Vi vet ikke om den nye Einstein vil være en kvinne eller mann, påpeker NASAs forskningssjef Ellen Stofan.

Source: Håper Rey i Star Wars kan få flere jenter til å like realfag

On how not to use video games in education

Teachers and Gamers Agree: ‘Slave Tetris’ Isn’t How You Educate Kids About SlaveryThanks to a social media backlash, a Danish company learned the hard way that there are better methods for teaching students about a painful chapter in history.

Source: Teachers and Gamers Agree: ‘Slave Tetris’ Isn’t How You Educate Kids About Slavery | TakePart

“En leder kan ha autoritet også i kjole og perler”

Det at anerkjente kvinnelige ledere kler seg på en tradisjonelt feminin måte, kan endre måten vi oppfatter feminine tegn og symboler på, mener forskere.

Source: En leder kan ha autoritet også i kjole og perler | forskning.no

Interessant studie om autoritet og tradisjonelle maskuline og feminine symboler og iscenesettelse gjennom klær og estetikk.

A. Bolsø, W. Mühleisen: Framstillinger av kvinner kledd for makt. Tidsskrift for norsk kjønnsforskning, Årg. 39, Nr. 3-4, 2015.

 

Code School for children and heads of state – Reaktor

Encouraged by the positive feedback from the participants, we agreed that all children should get the chance to try out the basics of programming in a fun, tangible way. Word of a public code club spread through word of mouth and social media, and the registration for the first Code School filled up within an hour. Over 300 children were placed on a waiting list.

“BUT how can we get boys and girls excited about coding?” they ask in the video. By drawing with code!


Code School from Reaktor on Vimeo.

Source: Code School for children and heads of state – Reaktor

“Girls Who Code to give $1 million to underprivileged girls”


Nonprofit Girls Who Code is giving away scholarships to low-income girls who want to take their free summer coding classes. Here’s why.

Roughly 1% of girls study computer science — and just 20% of software developers are women. So Girls Who Code alumni have the potential to add a big influx of women into the STEM pipeline.

Source: Girls Who Code to give $1 million to underprivileged girls – Jan. 19, 2016

CFP IAMCR

Memory, Commemoration and Communication: Looking Back, Looking Forward
An opportunity to spend a couple of days in late July in Leicester!

The International Association for Media and Communication Research (IAMCR) invites submissions of abstracts for papers and panel proposals for the 2016 IAMCR conference to be held from 27 -31 July, 2016 in Leicester, UK. The deadline to submit abstracts is midnight GMT on 15 February 2016.

See CFP

  • Deadline for abstracts: 15 February

EXCLUSION AND INCLUSION IN GLOBAL DIGITAL CULTURE

251304Interested in what makes some people or groups become excluded from (global) digital culture? And what we can do to achieve higher degree of inclusion?

Together with Fulbright Professor Radhika Gajjala I will be teaching DIKULT251 and DIKULT304 this semester, and we have built a course around the topic of exclusion mechanisms and inclusion strategies in global digital culture.

We will have new guest researchers every week, talking about their own research with reference to inclusion/exclusion. Our first guest is Lin Prøitz on the 19th of January, and she will talk about Visual Social Media Lab and their report: “The Iconic Image on Social Media: A Rapid Response to the Death of Aylan Kurdi“.

SwafS-11-2017 anyone?

Image from Ec.europa.eu…. “What is Horizon 2020?”

This call from Horizon 2020 seems to be targeting us!

SwafS-11-2017
TOPIC : Science education outside the classroom
Deadline: 30 August 2017

Read the entire call here. Just sharing the section “expected impact” below:

In the short term, the proposed action will identify good practices in terms of science education outside the classroom and consider the impact this information has on formal and informal science education for students and citizens. In the medium term, the results of the present action will help the EU to better understand the effects of science education outside the regular education institutions and will increase the range of innovative products in science education that reflect societal needs. In the long term the results of the research should contribute to considerations on accrediting the available information.

After three H2020 application in the field of STEM (still waiting for the evaluation of the last one!) we have some partners, however this call expects a consortia that includes “at least entities from 10 different Member States or Associated Countries”. Feel free to contact us if you think that you could contribute to this call.

Ny rapport: Hvordan møter skolen økt frivillig engasjement for å lære barn koding?

Hilde G. Corneliussen og Lin Prøitz: Hvordan møter skolen økt frivillig engasjement for å lære barn koding? – erfaringer med koding for barn i og utenfor skolen, Vestlandsforsking-rapport nr. 6/2015

Last ned rapporten: http://www.vestforsk.no/rapport/hvordan-moter-skolen-okt-frivillig-engasjement-for-aa-laere-barn-koding

Rapporten beskriver og drøfter funn fra forprosjektet “Innovasjon i utdanning: Hvordan møter skolen økt frivillig engasjement for å lære barn koding? – Erfaringer fra Leikanger kommune”. Hovedmål er å kartlegge erfaringer fra tilbud om koding for barn innenfor og utenfor skolen for å undersøke i hvilken grad dette representerer inkluderende opplæring og hvordan det samspiller med skolens oppgave. Som resultat skal forprosjektet identifisere hvilke kunnskapsbehov skolen har i møtet med den frivillige bevegelsen som har trådt inn som en ny premissleverandør for barns digitale kompetanse. Første del er i sin helhet utført av forskerne Hilde G. Corneliussen og Lin Prøitz, mens andre del er basert på skolens egen evaluering av kodeaktivitet i skolen, der Corneliussen og Prøitz har bidratt med dialog og fungert som forfattere i rapporten. Studien er godkjent av Personvernforbunet for forskning, Norsk samfunnsvitenskapelig datatjeneste.