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We perpetuate, reinforce, and have the opportunity to disrupt systemic injustices through the actions we take as individuals. As an IDC community, we have a responsibility to reflect upon our behaviors and the commitments we make to ensure our engagements with youth, especially those that identify as Black or brown, are justice-centered. In this workshop, we invite researchers and practitioners to reflect on what is at stake if the IDC community does not intentionally take a justice-centered approach throughout our methods, our research questions, and our everyday interactions with youth. The goals of our workshop are two-fold: (1) To share stories about the actions we take as researchers with power to influence change in our interactions with youth, and (2) To establish the commitments the IDC community can make for more equitable design and research engagements with youth.

The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for considerations such as data privacy, transparency and trust among stakeholders. Research in human-centered design of LA does attend to these questions, specifically with a focus on including direct input from K-12 educators. In this paper, we present a series of design studies to articulate and refine conjectures about how privacy and transparency might influence better trust-building and data sharing within four school districts in the United States. By presenting the development of four sequential prototypes, our findings illuminate the tensions between designing for existing norms versus potentially challenging these norms by promoting meaningful discussions around the use of data. We conclude with a discussion about practical and methodological implications of our work to the LA community.

Educators use a wide variety of data to inform their practices. Examples of these data include forms of information that are commonplace in schools, such as student work and paper-based artifacts. One limitation in these situations is that there are less efficient ways to process such everyday varieties of information into analytics that are more usable and practical for educators. To explore how to address this constraint, we describe two sets of design experiments that utilize crowdsourced tasks for scoring open-ended assessments. Developing crowdsourced systems and their resulting analytics introduced a variety of challenges, such as attending to the expertise and learning of the crowd. In this paper, we describe the potential efficacy of design decisions such as screening the crowd, providing multimedia instruction, and asking the crowd to explain their answers. We also explore the potential of crowdsourcing as a learning opportunity for those participating in the collective tasks. Our work offers key design implications for leveraging crowdsourcing to process educational data in ways that are relevant to educators, while offering learning experiences for the crowd.

Crowdsourcing has shown promise in education domains. For example, researchers have leveraged the wisdom of the crowd to process grading in MOOCs and develop learning resources. An untapped domain is harnessing the crowd to systematically process educational data in classrooms -- data that provide key instructional insights but take time to process, such as paper-based assessments. In this paper, we describe an experiment of a crowdsourcing task to effectively process classroom-based data and explore the potential of crowdsourcing as a learning opportunity for the crowdworkers. We discuss implications for designing crowdsourced assessment tasks to yield both high quality output and enriching learning experiences for those involved in the crowdsourcing task.

The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community-focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6--16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.

A major challenge in education is understanding how to connect learning experiences across settings (e.g., school, afterschool, and home) for youth. In this paper, we introduce and describe the participatory design process we undertook to develop Science Everywhere (SE), which is a sociotechnical system where children share their everyday science learning via social media. Public displays installed throughout the neighborhood invite parents, adults, peers, and community members to interact with children's ideas to better develop connections for learning across settings. Our case study of community interactions with the public displays illuminate how these technologies encouraged behaviors such as the noticing of children's ideas, recognition of people in the neighborhood, and bridging to new learning opportunities for youth.

The rapid expansion of the Computer Science for All (CSforAll) movement in the United States has catalyzed promising policies, tools, and pedagogies for K-12 universal CS education. It has also created significant challenges for schools and districts, namely, decision-making around the programs, curricula, and professional development that will best align to their communities' broader visions and goals around equitable computing education for all.

Live streaming has become pervasive in digital game culture. Previous work has focused largely on technological considerations in streaming platforms. However, little is known about how streamers enter the practice, gain skills, and operate as content producers. We present a qualitative study of an online forum dedicated to streaming. By observing the conversations between veterans and newcomers to the practice, we develop an understanding of how streamers must tie together technological, social, and gameplay-based skills to craft an appealing performance of play. We find that a key skill in streaming is the development of a unique attitude and persona as a gamer, which permeates into every element of a streamer's performance. As individual identity becomes important in streaming practice, design considerations for platform features such as community moderation and stream metrics may help improve equitable participation in this increasingly important aspect of game culture.

An Alternate Reality Game (ARG) is an interactive storygame hybrid whose core mechanics include collaborative problem solving and storytelling. ARGs are also participatory experiences, because game designers dynamically adjust content in response to players' actions as game play progresses. What if the participatory process was extended during the design phase of an ARG as well? Few, if any, studies have explored how to include player populations in the ARG design process -- especially ARGs that target youth. In this paper, we share the process we followed to design a large-scale ARG to promote scientific inquiry for teenagers (13-17 years old) by partnering with them. Our findings suggest that co-designing with youth resulted in novel design features in the final game, and gave us insight into adolescent attitudes toward various scientific concepts. We also share co-design techniques that were not as effective and offer suggestions for future approaches.

Partnering with parents and children in the design process can be important for producing technologies that take into consideration the rich context of family life. However, to date, few studies have examined the actual process of designing with families and their children. Without understanding the process, we risk making poor design choices in user-interactive experiences that take into account important family dynamics. The purpose of this investigation is to understand how parent-child relationships in families shape co-design processes and how they are reshaped through co-design. We document the evolutionary process and outcomes that exist in co-design partnerships between researchers and families. We found that parents' engagement patterns shifted more slowly than that of children's from observing and facilitating to design partnering practices. Our analysis suggests the importance of establishing and nurturing social bonds among parents, children, and researchers in the co-design process.

The infusion of mobile and collaborative technologies into our everyday lives enables new forms of pervasive games and play. We use the term pervasive play as shorthand for technology-mediated, playful experiences that are tethered to our everyday lives through the physical and virtual spaces we inhabit. This includes a variety of game and play genres ranging from alternate reality games to urban games to mixed reality performance and playful uses of public displays. The goals of the workshop are to (a) strengthen and broaden the community of pervasive play researchers and practitioners, (b) explore design frameworks for creating novel pervasive play experiences, and (c) identify key research questions, methods, and challenges for future research in this area.

Many new technologies for children focus on fostering learning. However, designers and researchers often come from disparate traditions that either stress innovative design methodologies (e.g. participatory design) or rigorous examination of learning (e.g., design-based research). This workshop brings together researchers who are actively engaged in, or interested in, weaving together these research fields to develop usable, engaging, and innovative technologies that are also deeply grounded in theories of learning. We invite participants to submit position papers describing their work in progress. The goals of the workshop will be to better articulate the unique issues that arise at the intersection of interaction design and learning design, and develop an agenda for a next wave of research that draws a clear link between methodologies in these fields. All topic areas related to design, learning, and children are welcome.

The Peer 2 Peer University (P2PU) is an online, open education platform where any user can create a course, contribute content, or join an existing course as a learner. P2PU represents an experiment in organizing the production of entirely user-generated, open education. However, the open model of P2PU rests on the critical assumption that members can successfully coordinate and produce a sufficient supply of courses and motivate others to join in. In this paper, we use log data from P2PU to describe the dynamics of organizers -- members who try to produce and launch open courses -- and explore the factors related to their ability to successfully create courses on this open platform. We find that a critical predictor of successful course development is quickly finding like-minded organizers to collaborate with, suggesting that creating new education systems based on open, social computing platforms requires facilitation of key aspects of social coordination beyond providing platform and content resources.

In this paper, we present the design evolution of two social media (SM) tools: Scientific INQuiry (SINQ), which transformed into ScienceKit. We detail our motivations for using SM tools in science learning and the design decisions we made over a 2year, designbased research project. Our designs grew from our experiences using SM tools in the field and codesigning these systems with children. Our longitudinal case study and design narrative contribute to our understanding of the design and use of SM tools to support children's scientific inquiry. Specifically, we detail (1) the affordances and constraints we gleaned from the design evolution of SINQ to ScienceKit, (2) the potential of SM to guide learning behaviors, and (3) the role of SM for children and the community of adults and peers who support them.

This paper presents a curated collection of fictional abstracts for papers that could appear in the proceedings of the 2039 CHI Conference. It provides an opportunity to consider the various visions guiding work in HCI, the futures toward which we (believe we) are working, and how research in the field might relate with broader social, political, and cultural changes over the next quarter century.

Open, online learning environments, such as massive open online courses (MOOCs) and open learning communities have been promoted as a way to expand equitable access to quality education. Such learning experiences are potentially enriched via extensive networks of peer learners. Even though challenges exist to realize these aspirations, open, online learning environments can serve as a mechanism for how we provide transformative learning experiences. This workshop aims to bring researchers and practitioners from diverse disciplinary backgrounds to explore how the body of CSCW knowledge can better support the vision of sustaining peer-to-peer learning in online environments. Integrating contributions from designers, researchers, and practitioners at the intersection of CSCW & education, participants will co-create future visions and proposed implementations for open, online learning environments.

In this paper, we detail our initial analyses of the ways in which youth engage in collaborative learning using ScienceKit, a mobile, social media application designed to support scientific inquiry in informal learning contexts. We focus on the ways in which ScienceKit orients small groups in different configurations of collaborative work, as they engage in informal learning activities.

An Alternate Reality Game (ARG) is a form of transmedia storytelling that engages players in scavenger hunt-like missions to collectively uncover, interpret, and reassemble the fragments of a story that is distributed across multiple media, platforms, and locations. ARGs are participatory experiences, because players have a central role in reconstructing the storyline. Furthermore, players interact with the game as themselves, not via avatars. Although transmedia formats like ARGs have garnered increasing attention in entertainment and education, most have been targeted for adults 18 and older. Few studies have explored the design process of education-based ARGs for children. In this paper, we detail the design and implementation of an ARG for middle school students (13--15 years old). We describe the strategies we used to distribute story elements across various media and to encourage players to participate in an authentic inquiry process. We found that a "protagonist by proxy", or in-game character with whom players related closely, served as a strong motivator and a model for positive participation. We highlight student interactions and offer insights for designers who implement ARGs and similar immersive learning experiences.

Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.

In this paper, we describe a mobile, social media app called SINQ that was the product of a 15-month co-design process with a child design team. The goal of SINQ is to utilize social media design features in ways that help children conceptualize Scientific INQuiry practices through intuitive sharing of media and ideas from their everyday lives. We describe how SINQ builds from prior work in software for science learning and mobile technology for children. We also highlight how SINQ is a distinct evolution of technology for scientific inquiry learning. We argue that by taking seriously, the affordances of social media applications, new opportunities and design challenges arise for interaction design for learning technologies.

Social media platforms such as Facebook are now a ubiquitous part of everyday life for many people. New media scholars posit that the participatory culture encouraged by social media gives rise to new forms of literacy skills that are vital to learning. However, there have been few attempts to use analytics to understand the new media literacy skills that may be embedded in an individual's participation in social media. In this paper, I collect raw activity data that was shared by an exploratory sample of Facebook users. I then utilize factor analysis and regression models to show how (a) Facebook members' online activity coalesce into distinct categories of social media behavior and (b) how these participatory behaviors correlate with and predict measures of new media literacy skills. The study demonstrates the use of analytics to understand the literacies embedded in people's social media activity. The implications speak to the potential of social learning analytics to identify and predict new media literacy skills from data streams in social media platforms.

In this paper we describe CTArcade, a web application framework that seeks to engage users through game play resulting in the improvement of computational thinking (CT) skills. Our formative study indicates that CT skills are employed when children are asked to define strategies of common games such as Connect Four. In CTArcade, users can train their own virtual characters while playing games with it. Trained characters then play matches against other virtual characters. Based on reviewing the matches played, users can improve their game character. A basic usability evaluation was performed on the system, which helped to define plans for improving CTArcade and assessing its design goals.

In this paper we describe SINQ, a prototype web application that utilizes social participation to guide learners through the scientific inquiry process. The paper outlines the challenges associated with scientific inquiry learning within natural environments, and describes initial research to leverage technology mediated social participation (TMSP) to scaffold inquiry learning.