Tamara L. Clegg

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Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these(More)
Face-to-face design with child and adult design partners is not always possible due to distant geographical locations or time differences. Yet we believe that the designs of children in areas not co-located with system builders, or who live in locations not easily accessed, are just as important and valid as children who are easily accessible especially(More)
As science educators, we want all learners to see the relevance of science to their lives and the world in which they live. Achieving this goal, however, has proven to be a difficult endeavor. Many learners see science as useful only in school, and they face difficulties connecting science to the real world and to their own interests and goals. In our(More)
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(More)
Children often report that school science is boring and abstract. For this reason, we have developed <b>Life-relevant Learning (LRL) environments</b> to help learners understand the relevance that scientific thinking, processes, and experimentation can have in their everyday lives. In this paper, we detail findings that aim to increase our understanding of(More)
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(More)
Many learners think of scientific reasoning as something that is done only in the classroom. We aim to develop long-term scientific programs outside of school, helping learners to see and do science in their everyday lives, where the science is not simple and fixed (or pre-packaged). Our challenge is to facilitate the development of a learning community for(More)
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(More)
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(More)
In this paper, we present an evaluation of the role that software played in promoting collaborative scientific participation in a learning community driven by learners’ interests and goals. In our analysis of an out-of-school learning environment we designed and implemented to promote scientific engagement, we found that the software was not always at the(More)