Virtual Relational Representation: Designing for Youth-Centered Experiences in Informal STEM-Rich Making (Poster 6)

• In Event: Reengaging (With) Care in Equity-Based STEM Research

Abstract

Purpose
Learning environments remain unstable with the ongoing effects of the Covid-19 pandemic. While COVID-context research around formal learning environments has been fairly robust (McKinney de Royston & Vossoughi, 2021), it is not so for informal settings. This proposal investigates the virtual pedagogical practices of informal STEM educators in a community-based makerspace (Make Club) at a local Boys and Girls Club (BGC), during the pandemic. Specifically, we look at design features built into virtual pedagogical practices aimed at fostering and maintaining youth maker agency amidst the pandemic.


Theoretical Framework
We draw on Cultural-Historical Activity Theory (CHAT) (Engeström, 2001; Gutiérrez & Arzubiaga, 2012) and youth identities (Holland et al., 2001) in learning as guiding frameworks. Youth bring other identities into Make Club and there is a plurality and fluidity between their identities-in-practice as youth engage in particular figured worlds. CHAT, as a framework, helps us probe youth engagement on two levels: 1) It allows us to unpack how youth are utilizing pedagogical tools; 2) it makes visible how particular dynamics within an activity system impact youth engagement.

Methods, Data Sources & Data Analysis
Since the pandemic, Make Club has been drastically reconfigured by youth working solo through virtual facilitation. We engaged in participatory design (Bang & Vossoughi, 2016) in our dual roles as Make Club facilitators and researchers. Data includes fieldnotes, videos, surveys, and educator-made artifacts related to learning experiences of each youth, analyzed in the grounded theory (Glaser, 1992). Youth focused on creating light-up, pop-up books that documented pandemic-based experiences. For data analysis, we mapped pedagogical design decisions as informed by; pre-pandemic norms, features of pedagogical materials, and how youth took up, changed or resisted the activities.

Substantiated Conclusions
Through mapping CHAT triangles for virtual sessions layered with identity analysis, a recurring theme emerged –the imbricated nature of relational representation with pedagogical content modeling and community building. Though youth were physically together in rooms, they were isolated. We mapped how relational representations were made manifest through powerpoints. First, video representation featuring an established presence was helpful in creating short videos featuring Author 1, who shares identifiers with the youth. These videos resulted from the shift to virtual facilitation. It was important and meaningful for youth to “see Ms. T show us” featuring her hands “making”. This included doing intricate pop-up folds, and explaining her social reasons for designs of cards. This way, we were “there” with youth modeling the technicality as we engaged in real-time virtual dialogue. To exemplify relational representation we intentionally included Black imagery, cultural references, as well as pictures of BGC staff. We analyze how these representations impacted how tools were taken up by youth as they navigated the new activity systems, in connection with salient identities.

Significance.
In our years as STEM facilitators, youth have consistently remarked of the lack of representation of Black people in online STEM-based videos. We are further investigating how youth-centered design for virtual programming could facilitate needed caring during stressful times as such.

Authors

• Ti'Era Worsley, University of North Carolina - Greensboro
  Presenting Author

• Edna Tan, University of North Carolina - Greensboro
  Presenting Author