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Cultural diversity as computational diversity: Software development for ethnocomputing.

机译：作为计算多样性的文化多样性：用于民族计算的软件开发。

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摘要

This paper describes the latest phase in the on-going development of the educational software known as Culturally Situated Design Tools (CSDTs). CSDTs are based on the idea that many cultural design---native beadwork, urban graffiti, and cornrow hairstyles, for example---include math and computing ideas in their creation. But these math and computing ideas are too "embedded" to see them directly. By simulating these patterns, those embedded ideas are brought to the surface. Thus the tools are primarily directed towards low-income, underrepresented youth: to help them see that they have "ownership" over math and computing ideas, and dispel myths of genetic or cultural determinism. This thesis examines the demands that these cultural simulations put upon the software. Intuitively it is assumed that the math and computing for Native American designs would have to be the same as that of African designs, but simulations help show that there are many conventions in formal systems, and thus keeping true to cultural differences sometimes requires different conventions. These differences were particularly well illuminated by my attempt to create a new CSDT, "Animator," which incorporates multiple cultural practices. The Animator approach makes use of cultural variation as a kind of "scaffolding" in which users gain increasing knowledge and skill with the software, moving from culturally specific applications to broader use. With each "step," the user is given more and more freedom. By the end, the user can create anything they want, but by going through this process, I hypothesized that they would be more at ease with the mathematics and computing ideas they learned at the beginning, and more likely to continue to incorporate culturally creative materials rather than simply replicating video games and other commercial media as is often seen in similar environments such as MIT's Scratch.
机译：本文介绍了称为文化定位设计工具（CSDT）的教育软件的持续开发的最新阶段。 CSDT基于这样的思想，即许多文化设计（例如本地珠饰，城市涂鸦和檐口发型）在其创作中都包含了数学和计算思想。但是这些数学和计算思想太“嵌入”而无法直接看到它们。通过模拟这些模式，可以将那些嵌入的想法浮出水面。因此，这些工具主要针对低收入，代表性不足的年轻人：帮助他们看到他们对数学和计算思想拥有“所有权”，并消除了遗传或文化决定论的神话。本文研究了这些文化模拟对软件的要求。直觉上假设美国原住民设计的数学和计算必须与非洲设计的数学和计算相同，但是模拟有助于表明正式系统中存在许多约定，因此要遵守文化差异，有时需要使用不同的约定。我试图创建一个包含多种文化实践的新CSDT“动画师”，这些差异特别明显。 Animator方法利用文化差异作为一种“脚手架”，使用户从该软件中获得的知识和技能不断增加，从特定于文化的应用程序转变为更广泛的用途。随着每个“步骤”，给用户越来越多的自由。最终，用户可以创建他们想要的任何东西，但是通过此过程，我假设他们会更轻松地了解他们在开始时学到的数学和计算思想，并且更有可能继续采用具有文化创意的材料而不是像在MIT的Scratch这样的类似环境中经常看到的那样，简单地复制视频游戏和其他商业媒体。

著录项

  • 作者

    Rodriguez, Elizabeth.;

  • 作者单位

    Rensselaer Polytechnic Institute.;

  • 授予单位 Rensselaer Polytechnic Institute.;
  • 学科 Computer Science.;African American Studies.;Native American Studies.;Education Technology of.
  • 学位 M.S.
  • 年度 2014
  • 页码 51 p.
  • 总页数 51
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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