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
CaTaC’16: Culture, Technology, Communication: Common world, different futures?
Venue: University of West London
Dates: June 15-17, 2016
Paper submission for peer-review: February 15, 2016
Source: Call for Papers
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.
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
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
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.
- Deadline for abstracts: 15 February
Interested 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“.
This call from Horizon 2020 seems to be targeting us!
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.
Bør kidsa kode på skulen?
– Kunnskap om korleis digital teknologi fungerer er sentralt i eit samfunn som vårt, seier forskar.
Intervju på Forskning.no, av Idun Husabø
Bilde fra Forskning.no
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.
NRK Sogn og Fjordane visited the school when they had a coding class. I was asked to comment on the phenomenon.
On TV: Vil ha mer datakoding i skolen
Interesting conference by Worldwide Universities Network in Hong Kong in April!
Lin Prøitz and I were there to present our work on Kids Code from Norway, with a gender perspective on the code clubs asking; what’s at stake, what does coding represent? And are the code clubs gender inclusive?
After the conference we had a workshop with WUN members, and decided to continue the initiative around inclusion/exclusion in digital culture.
Source: WUN Understanding Global Digital Cultures Conference 2015 – News – Worldwide Universities Network
We made it safely to Ulaanbaatar and back. A fantastic trip – read about it here. I got my interviews there; A big thank you to the women I met there who helped and participated in interviews!
Not really related to the long drive to Mongolia, but when we came back I decided to try something new, and instead of driving 250 km to work I now have only 13-14 km to drive, to Western Norway Research Institute. At WNRI I am working with research, still related to technology/ICT, but now also with eHealth, Welfare Technology and reforms in the Norwegian Health Care System. Together with colleagues I am also involved in developing a research project aiming at INSO-6-2014: Platform for ICT for Learning and Inclusion under Horizon 2020. A new experience with new and exciting projects going on, so stay tuned for ECCO, ICE and perhaps FUN CODE.