UNDERSTANDING AND IMPROVING ADULT-YOUTH MATCHES
This project builds on findings from a recent meta-analysis of over 70 youth mentoring program evaluations, in which my colleagues and I discovered that, when youth and mentors were matched on the basis of shared interest, the effect size of mentoring doubled. Through a series of follow-up investigations, we are exploring the development of youth interests and the role of shared interest in forging close intergenerational relationships.
This research project examines the emerging mix of on- and offline experiences in teenagers’ daily learning lives. We focus on the fluctuating web of peer-to-peer networks that may cut across institutional boundaries, adult values and established practices of learning and leisure. Key research questions include:
The 2008 economic downturn has undermined economic security for many, bringing in its wake increased levels of unemployment and under-employment—especially for youth—along with reductions in wealth and heightened economic fear and insecurity. Almost simultaneously, public attention to the looming environmental crisis of climate change has accelerated, inspiring everything from “green consumption” to government-led initiatives to combat environmental degradation.
A greater diversity of young people in the U.S. are using digital media than ever before. So, why do issues related to technology, diversity, and equity continue to matter today? “The Digital Edge” is designed to explore how students, teachers, and families are engaging digital media in the face of significant social, financial, educational, and familial challenges.
The Leveling Up project investigates the learning dynamics of interest-driven online groups that support academically-relevant knowledge seeking and expertise development. How do online groups and platforms support feedback, publicity, and reputation development that fosters skills and expertise? What kinds of learning resources are in the environment, such as teachers, coaches, and instructional materials? What kinds of social and technological supports encourage young people to participate, persist, and achieve? What are the learning and social outcomes of participation?
- Self-Directed Learning in Online Connected Learning Environments
- Sports for the Mind: How do you bring Connected Learning into the Classroom?
- On Schools, Sackboys, and Sponsors: a Tale of Two Online Communities
- Training with Purpose in the Junior Lifeguards
- “Join Team Apple!”: Co-Creation and Openly Networked Design on Sackboy Planet
- Hogwarts at Ravelry and the Connected Learning Core Values
- HOMAGO: A web platform to hang out, mess around, and geek out
- Connected Learning Environments and Common Core Standards
- Encouraging Connected Learning Means It’s Okay for Students to Opt-out
- A Fandom of One’s Own: Fangirling and Learning in a Boyband Fandom
- Nerf Gun Modding, Parenting, and Winding Pathways of Interest Development
- To Geekdom! What Can StarCraft II Tell Us About Attaining Geek-hood?
- Feedback and Help as Key Ingredients for an Active Peer-Supported Community
- Becoming a Knitting Pattern Author: A Teenager’s Story
- Red Stone Circuit Workshop
- Exploring interest-powered learning in informal game design clubs
- Design Thinking: New Directions for the One Direction Fandom
- Connecting Youth to Online Resources through Mentorship
- Boss Level: A School’s Experiment with Connected Learning
- Fantasy to Reality: One Fan’s Journey from Interest to Career
- An Issue Full of Knots: Ownership and Sharing in Crochet
- No One Edits Alone: Connected Learning in Game-Based Wikis
- Widow Mine Math
- A Guide to Connected Learning Sessions At DML2013
- Will the real fan please stand up?
- What We Can Learn From the StarCraft II Elites
- Connected Parents: Sharing Classroom Practices through Social Media
- A Delicate Tension: Where Gaming and Education Intersect
- The Tension between Convention and Innovation: What is the Norm in a Blended Space?
- Creative Pursuits and Professional Wrestling: Connected Learning in WWE Fandom
- The House Unity Projects of Hogwarts
- Announcing the publication of our new report on connected learning
- Augmented Learning through Fashion Design
- Attitudes, Success, and Engagement: A Comparison of Game and School Contexts
- Learning to Learn: The StarCraft II Way
- The Tension between Convention and Innovation: Reflections on Toddlers in Foldable Shopping Carts
- Teach Me StarCraft: Seeking experts in a skill-oriented gaming community
- Changes are Coming to Hogwarts…
- #hashtagging and #learning in boyband fanfiction
- “I want everyone to know ;)”: Negotiating Online Publics for Learning, Production, and Self-Promotion
- Alt_Pub: Getting the Research Out
- Moving Towards an eSports Future
- Information Literacy, Connected Learning, and World of Warcraft
- Ravelympics: The Games That Must Not Be Named
- A Design to Broaden Creativity: Lessons Learned from LittleBigPlanet2
- Gender and Sexism in Online Gaming Communities
- A Female StarCraft Player’s Entry into the World of Competitive Gaming
- Otaku Learning
- The 2012 Ravellenic Games: Community, Challenges, and Competition
- Connecting Workspace Culture to Qualities of Player-Creator Communities
- n00bs, Trolls, and Idols: Status and Social Regulation in Online Communities
- When We Played Video Games With Kids
- What do you know? Connected learning outcomes explored
- Welcome to Sackboy Planet: Learning Among LittleBigPlanet2 Players
- StarCraft – Where Geeks, Digital Media, and Sports Collide
- Knitting Up Hogwarts: A Harry Potter Fiber Craft Community
- A Brief Introduction to the Games and Modding Tools Studied by the Leveling Up Team
- Greetings and Welcome from the Leveling Up Team
- Fandom Unbound: Otaku Culture in a Connected World
This CLRN project at the University of Colorado at Boulder examines how the social organization of activity settings, forms of mediation, and tool use can be employed to leverage both horizontal (everyday) and vertical (scientific or school-based) kinds of expertise (Gutiérrez & Vossoughi, 2010) in children and young adults. Too often, especially in school or formal learning environments, everyday expertise and knowledge are in tension with school-based knowledge.
This project within the network is a survey-based research study that is examining children’s participation in connected learning environments in late elementary and middle school and the relationship of participation to valued outcomes. These outcomes include interest development, persistence in learning, civic participation, and development of a positive sense of the future. The CU-Boulder team will work with CLRN network members to develop and pilot the survey at different research sites. The team will oversee data collection and analysis of results.