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Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts

Research output: Contribution to conference › Conference abstract for conference › Research › peer-review

Standard

Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. / Mascheroni, Giovanna; Zaman, Bieke; Eriksson, Eva et al.
2022. Abstract from ICA annual conference, Paris, France.

Research output: Contribution to conference › Conference abstract for conference › Research › peer-review

Harvard

Mascheroni, G, Zaman, B, Eriksson, E, Cino, D, Brandsen, S & Bressa, NA 2022, 'Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts', ICA annual conference, Paris, France, 26/05/2022 - 30/05/2022.

APA

Mascheroni, G., Zaman, B., Eriksson, E., Cino, D., Brandsen, S., & Bressa, N. A. (2022). Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. Abstract from ICA annual conference, Paris, France.

CBE

Mascheroni G, Zaman B, Eriksson E, Cino D, Brandsen S, Bressa NA. 2022. Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. Abstract from ICA annual conference, Paris, France.

MLA

Mascheroni, Giovanna et al. Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. ICA annual conference, 26 May 2022, Paris, France, Conference abstract for conference, 2022.

Vancouver

Mascheroni G, Zaman B, Eriksson E, Cino D, Brandsen S, Bressa NA. Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. 2022. Abstract from ICA annual conference, Paris, France.

Author

Mascheroni, Giovanna ; Zaman, Bieke ; Eriksson, Eva et al. / Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts. Abstract from ICA annual conference, Paris, France.

Bibtex

@conference{68857d4abe26443a81719139dd535d78,
title = "Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts",
abstract = " Informed by a systematic evidence review, this qualitative study critically examined how digital skills are developed in non-formal learning contexts. The first phase involved participant observations and interviews with organisers and facilitators of digital skills workshops in areas of different socio-economic status in Belgium, Denmark, and Italy. Preliminary findings suggest that digital skills acquisition in non-formal contexts is shaped by the format (direct instructions/free play learning), facilitation (structured/unstructured) and outcome (product- or process-oriented) of the workshops, and technological imaginaries of facilitators. Relying on participatory design techniques, the second phase involved the co-creation of interventions for digital skills practices for and with young people in non-formal learning environments. It triangulated young people{\textquoteright}s voices (representing their practices/experiences/perceptions) with tangible design outputs (externalizing what they want/need), and with policy and educational documentation of adult stakeholders (revealing formalized processes, what should be done). Findings informed the definition of design principles.",
keywords = "Child, youth, non-formal education, CCTD",
author = "Giovanna Mascheroni and Bieke Zaman and Eva Eriksson and Davide Cino and Silke Brandsen and Bressa, {Nathalie Alexandra}",
year = "2022",
month = may,
language = "English",
note = "ICA annual conference ; Conference date: 26-05-2022 Through 30-05-2022",
url = "https://www.icahdq.org/page/ICA2022",

}

RIS

TY - ABST

T1 - Towards Computational Empowerment of Disadvantaged Children and Youth in Non-Formal Learning Contexts

AU - Mascheroni, Giovanna

AU - Zaman, Bieke

AU - Eriksson, Eva

AU - Cino, Davide

AU - Brandsen, Silke

AU - Bressa, Nathalie Alexandra

PY - 2022/5

Y1 - 2022/5

N2 - Informed by a systematic evidence review, this qualitative study critically examined how digital skills are developed in non-formal learning contexts. The first phase involved participant observations and interviews with organisers and facilitators of digital skills workshops in areas of different socio-economic status in Belgium, Denmark, and Italy. Preliminary findings suggest that digital skills acquisition in non-formal contexts is shaped by the format (direct instructions/free play learning), facilitation (structured/unstructured) and outcome (product- or process-oriented) of the workshops, and technological imaginaries of facilitators. Relying on participatory design techniques, the second phase involved the co-creation of interventions for digital skills practices for and with young people in non-formal learning environments. It triangulated young people’s voices (representing their practices/experiences/perceptions) with tangible design outputs (externalizing what they want/need), and with policy and educational documentation of adult stakeholders (revealing formalized processes, what should be done). Findings informed the definition of design principles.

AB - Informed by a systematic evidence review, this qualitative study critically examined how digital skills are developed in non-formal learning contexts. The first phase involved participant observations and interviews with organisers and facilitators of digital skills workshops in areas of different socio-economic status in Belgium, Denmark, and Italy. Preliminary findings suggest that digital skills acquisition in non-formal contexts is shaped by the format (direct instructions/free play learning), facilitation (structured/unstructured) and outcome (product- or process-oriented) of the workshops, and technological imaginaries of facilitators. Relying on participatory design techniques, the second phase involved the co-creation of interventions for digital skills practices for and with young people in non-formal learning environments. It triangulated young people’s voices (representing their practices/experiences/perceptions) with tangible design outputs (externalizing what they want/need), and with policy and educational documentation of adult stakeholders (revealing formalized processes, what should be done). Findings informed the definition of design principles.

KW - Child

KW - youth

KW - non-formal education

KW - CCTD

UR - https://drive.google.com/file/d/1VseJc1c7w8mLwuKm1JSHCU-51Xs9smiu/view

M3 - Conference abstract for conference

T2 - ICA annual conference

Y2 - 26 May 2022 through 30 May 2022

ER -