Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program

Denton-Calabrese, Tracey; Mustain, Paige; Geniets, Anne; Hakimi, Laura; Winters, Niall

doi:10.1016/j.compedu.2021.104321

Cited by 14 publications

(4 citation statements)

References 50 publications

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“…The growth in the use of digital communication tools in schools offers new opportunities to assist youth not only in achieving instrumental goals (e.g., improving learning performance) but also with career developmental goals (e.g., promoting career aspirations). The reported impact of school-based digital communications on instrumental goals is well established in the education and social psychology literature (Arulchelvan and Yunus 2020;Burnette et al 2013;Denton-Calabrese et al 2021;Akcaoglu and Green 2019). These studies provide insights on the positive effects of school-based digital communications on the career initiations of rural youth via their empowerment and learning skills, such as creating self-confidence, growth mindsets, increasing community engagement, promoting career aspirations; and improving cognitive skills (see Flynn et al 2022 for a review on rural youth).…”

Section: School-based Digital Communication Toolsmentioning

confidence: 94%

How digital communications contribute to shaping the career paths of youth: a review study focused on farming as a career option

Unay‐Gailhard

Brennen

2022

Agric Hum Values

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Can the power of digital communications create opportunities for overcoming generational renewal problems on farms? This interdisciplinary review explores the reported impacts of digital communication on career initiation into farming from a global perspective via the lens of career theories. Seventy-three papers were synthesized into two domains: (1) the impact of digital communication interactions on farming career initiation, and (2) the dynamics of digital communication initiatives that create opportunities to inspire youth into farming. The finding shows that the mainstream literature primarily aims to support the continuity of farming careers but pay little attention to the potential of digital communication to attract youth into farming. This review argues that career communications for farming receives insufficient attention, and could be better integrated into agricultural communications strategies by using the potential of digital communications. Study concludes that while economic and geographic factors, as well as societal and cultural norms, lead to negative perceptions on farming careers, there are three pathways that may contribute to breaking down these negative perceptions. Firstly, taking the changing nature of career motivations, such as the trend towards sustainable farming linked to self-fulfillment, among today’s youth into consideration is essential. Secondly, highlighting technological advances in digital agriculture practices, like geographical flexibility or innovation capacity of farming, for example, is important to increase awareness about new opportunities in the profession. Lastly, communication campaigns with targeted groups (e.g., young females) play a role to change the negative perceptions of the rural way of life and the farming profession.

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Section: School-based Digital Communication Toolsmentioning

confidence: 94%

How digital communications contribute to shaping the career paths of youth: a review study focused on farming as a career option

Unay‐Gailhard

Brennen

2022

Agric Hum Values

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“…There is a particular dearth of studies on theory-driven interventions (Mawn et al, 2017) and research on interventions for NEET young women specifically is virtually non-existent. One known study reports a small-scale qualitative evaluation of a computer coding intervention developed for NEET young women in England (Denton-Calabrese et al, 2021); this study showed promise in enhancing positive identity but did not robustly demonstrate intervention benefits. The research gap for NEET young women is especially problematic given the is an ongoing crisis of youth support provision in the UK; areas of which are then additionally affected by un-ameliorated coastal health inequalities (Whitty, 2021).…”

Section: Introductionmentioning

confidence: 99%

Developing a hope-focused intervention to prevent mental health problems and improve social outcomes for young women who are not in education, employment or training (NEET): A qualitative co-design study in deprived coastal communities in South-East England

Berry¹,

Fountain²,

Forbes³

et al. 2023

Preprint

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Young women who are not in education, employment or training (NEET) experience poorer health and social outcomes compared to non-NEET young women and to NEET young men, especially in deprived areas with intersecting inequalities. The evidence on effective interventions is scarce. Developing hopefulness, which NEET young women notably lack, offers a promising theory-driven target for preventing mental health problems and improving social outcomes in this vulnerable group. Hopefulness can be defined as a goal-focused mindset comprising self-agency (motivation and self-belief) and pathways (identifying routes to achieving goals). The current study used a phased qualitative research design and participatory methods to create a hope-focused intervention for NEET young women. Phase 1 investigated population needs and intervention parameters through semi-structured interviews with 28 informants living or working in disadvantaged coastal communities in England. This sample comprised eight NEET young women, four family members, and 16 practitioners from relevant support organisations. Phase 2 refined intervention parameters and outcomes through co-design sessions with four NEET young women, followed by an online theory of change workshop with 10 practitioners. The resulting intervention model is articulated as a mentor-supported, in-person psychosocial intervention that builds hopefulness by enhancing positive sense of self and increasing time spent in meaningful activities, before teaching the skills needed to identify, set and pursue personally meaningful goals.

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“…Rapid technological advancement has led to attempts to foster interdisciplinary computing competencies among 21st‐century digital natives with diverse disciplinary backgrounds and computing abilities [11, 13, 39]. Due to the rise of educational robots and the internet of things (IoT), there is an urgent need to train capable instructional designers to meet the job demands in the Fourth Industrial Revolution era.…”

Section: Introductionmentioning

confidence: 99%

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

Lin

Chen

2023

Comp Applic In Engineering

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The rise of robotics and the internet of things (IoT) has led to more interdisciplinary computing opportunities. With the real-life application of these new technological affordances across disciplines, more universities are engaging students in practical, hands-on interdisciplinary design. This case study aims to train two undergraduates from different disciplines to apply robots and IoT in instructional design to benefit young language learners. The two undergraduates, one majoring in engineering and the other majoring in applied foreign languages, voluntarily participated in this interdisciplinary project-based learning (iPjBL). By creating an emulated environment that connects educational robots and tangible objects, the two designers achieved a theme-based instructional game design. The researchers assessed the quality of their instructional design, compared their design processes, and identified three factors that led to differing designer perspectives-(a) disciplinary training, (b) prior experience, and (c) design beliefs. These different perspectives can be used to help design training for instructional designers from various disciplines on how to apply robots and IoT-based tangible objects in language education. Challenges faced by the two designers included insufficient cross-disciplinary expertise, existing knowledge and skill gaps, and the need to redefine design beliefs to achieve better design outcomes. Issues and needs related to interdisciplinary learning were addressed and synthesized into essential steps to guide future instructional design that incorporates robots and IoT-based tangible objects. Overall evaluation of the interdisciplinary learning outcome using the First Principles of Instruction model demonstrated that iPjBL can provide valuable learning for instructional designers from different disciplines.

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Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program

Cited by 14 publications

References 50 publications

How digital communications contribute to shaping the career paths of youth: a review study focused on farming as a career option

How digital communications contribute to shaping the career paths of youth: a review study focused on farming as a career option

Developing a hope-focused intervention to prevent mental health problems and improve social outcomes for young women who are not in education, employment or training (NEET): A qualitative co-design study in deprived coastal communities in South-East England

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

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