Connected Spaces (C/S) is an NSF funded project researching and developing a technological toolkit and design framework to connect youth makers with peers, mentors, and technical assistance. Makers tinker, design, create, and invent, often working with peers in makerspaces equipped with traditional materials and tools as well as with 3-D printers, electronics, computer design and other technologies. However, this can often happen in physically distributed spaces making it hard for students to connect with a broader community of like-minded enthusiasts. This connection is critical in developing a sense of identity and belongingness, particularly for those traditionally underrepresented in maker education.

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In response, C/S builds upon our theory of Computational Action which focuses on three key factors: (a) computational identity, which is a person's recognition of themselves as capable of identifying and creatively implementing computational solutions to issues in their lives, schools and communities; (b) digital empowerment, which focuses on people's ability to put their computational identity into action in authentic and personally meaningful ways; and (c) computational design thinking, in which learners' can successfully articulate the processes by which they will design and develop their solutions.

 

In partnership with the Snow day Learning Lab at Teachers College, Columbia University and working with youth and undergraduate mentors through university and community organization partners, C/S investigates how supporting these cross-site connections, participants grow their sense of identity and empowerment as makers and develop increased interest in pursuing STEM career pathways.

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To achieve this, C/S aims to connect geographically distributed middle and high school makers with peers, mentors, and technical assistance. C/S includes several primary technological components: