Honoring practices of community-based educators: lessons learned from the collaborative design of a creative mobile app
Name
Honoring practices of community-based educators lessons learned from the collaborative design of a creative mobile app.pdf
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1.2 MB
Format
Adobe PDF
Checksum (MD5)
44c1c3b463b890adfdfafbbc1732220f
Author(s)
Rusk, Natalie
Jain, Rupal
Martin, Caitlin K.
Roque, Ricarose
Freitas, João Adriano
Molaodi, Linford
Date Issued
November 29, 2024
Journal
Learning, Media and Technology
Publisher
Taylor & Francis
Citation
Rusk, N., Jain, R., Martin, C. K., Roque, R., Freitas, J. A., & Molaodi, L. (2024). Honoring practices of community-based educators: lessons learned from the collaborative design of a creative mobile app. Learning, Media and Technology, 49(5), 794–810.
Version
Final published version
Abstract
This paper shares reflections and stories from a collaborative design process between the Lifelong Kindergarten group at the MIT Media Lab and a global network of community-based educators to develop a creative coding app called OctoStudio, which supports children and families to create and share interactive projects on mobile devices. The app design is grounded in practices that community-based educators who are primarily from the Global South have developed around strengths, needs, and interests of children and their communities, as well as constraints and affordances of local infrastructure. We use the lens of minimal computing – which focuses on community context and constraints in decisions about technology – to describe our collaborative work on OctoStudio. We describe trade-offs involved in the design decisions, and highlight insights from the process of collaboration to develop tools and practices that are more responsive and meaningful to communities who are often excluded from design decisions that impact them.
MIT Department
Massachusetts Institute of Technology. Media Laboratory
Terms of Use
Creative Commons Attribution-NonCommercial-NoDerivatives
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1080/17439884.2024.2435202
