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SINQ: designing social media to foster everyday scientific inquiry for children.

, , and . IDC, page 503-506. ACM, (2013)

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What can we learn from Facebook activity?: using social learning analytics to observe new media literacy skills.. LAK, page 135-144. ACM, (2013)Teenagers and social network sites: Do off-line inequalities predict their online social networks?. First Monday, (2012)Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design., , , and . J. Learn. Anal., (July 2019)Playing for real: designing alternate reality games for teenagers in learning contexts., , , , , and . IDC, page 237-246. ACM, (2013)Where's the Learning in Education Crowdsourcing?, , , and . L@S, page 305-308. ACM, (2020)CHI 2039: speculative research visions., , , , , , , , , and 18 other author(s). CHI Extended Abstracts, page 761-770. ACM, (2014)Science Everywhere: Designing Public, Tangible Displays to Connect Youth Learning Across Settings., , , , , , , , , and 3 other author(s). CHI, page 278. ACM, (2018)The Role of Identity Development within Tensions in Ownership of Science Learning., , , , , , and . ICLS, International Society of the Learning Sciences, (2014)Projected Worlds: How Informal Digital Learning Organizations Conceptualize Organizing Youth Futures., , and . ICLS, International Society of the Learning Sciences, (2018)Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts., , , , , , and . CSCL, International Society of the Learning Sciences, (2019)