Analysis of U.S., Kenyan, and Finnish Discourse Patterns in a Cross-Cultural Digital Makerspace Learning Community through the IBE-UNESCO Global Competences Framework

Autor/inn/en	Espino, Danielle P.; Lee, Seung B.; Van Tress, Lauren; Baker, Toby T.; Hamilton, Eric R.
Titel	Analysis of U.S., Kenyan, and Finnish Discourse Patterns in a Cross-Cultural Digital Makerspace Learning Community through the IBE-UNESCO Global Competences Framework
Quelle	In: Research in Social Sciences and Technology, 5 (2020) 1, S.86-100 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-6891
Schlagwörter	Cross Cultural Studies; Entrepreneurship; STEM Education; Discourse Analysis; International Cooperation; Videoconferencing; Meetings; Feedback (Response); Foreign Countries; Educational Cooperation; Network Analysis; Ethnography; Cooperative Learning; Second Language Learning; Program Descriptions; Sustainable Development; Lifelong Learning; Personal Autonomy; Multiple Literacies; Interdisciplinary Approach; Global Approach; Independent Study; Kenya; Finland; United States + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Unternehmungsgeist; STEM; Diskursanalyse; Internationale Kooperation; Internationale Zusammenarbeit; Meeting; Tagung; Ausland; Education; cooperation; Kooperation; Netzplantechnik; Ethnografie; Kooperatives Lernen; Zweitsprachenerwerb; Nachhaltige Entwicklung; Life-long learning; Lebenslanges Lernen; Individuelle Autonomie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Globales Denken; Selbststudium; Kenia; Finnland; USA
Abstract	In 2017, the International Bureau of Education (IBE) at the United Nations Educational, Scientific and Cultural Organization (UNESCO) put forth seven global competences to address accelerating technological progress and increasing levels of complexity and uncertainty affecting many facets of society (Marope, 2017). These competences were used in examining participant discourse in a global, collaborative digital makerspace environment, where students ages 12 to 17 from six countries develop and share STEM-focused media artifacts. The participants communicate synchronously through video conference calls, referred to as online global meet-ups. The meet-ups allow students to present media artifacts they have created, share ideas, exchange information, and provide feedback. In this analysis, epistemic network analysis (ENA), a technique in quantitative ethnography, is used to examine the connections made among the IBE-UNESCO global competences in a meet-up involving participants from Finland, Kenya, and the U.S. ENA network models were created initially for the three sites, then further disaggregated by time segment to analyze how participant discourse patterns may have evolved in each context. Through this approach, the paper explores more broadly the interactive role of media making, cross-cultural engagement, and collaborative learning in the development of global competences in students. (As Provided).
Anmerkungen	Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01