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Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship

Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship

Ugochi Acholonu, Jessa Dickinson, Dominic Amato, Nichole Pinkard
Copyright: © 2018 |Pages: 19
ISBN13: 9781522554721|ISBN10: 1522554726|EISBN13: 9781522554738
DOI: 10.4018/978-1-5225-5472-1.ch042
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MLA

Acholonu, Ugochi, et al. "Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship." Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 818-836. https://doi.org/10.4018/978-1-5225-5472-1.ch042

APA

Acholonu, U., Dickinson, J., Amato, D., & Pinkard, N. (2018). Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship. In I. Management Association (Ed.), Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 818-836). IGI Global. https://doi.org/10.4018/978-1-5225-5472-1.ch042

Chicago

Acholonu, Ugochi, et al. "Minecraft Server Project: Designing Synchronous Blended Learning Environments to Support Distributed Mentorship." In Online Course Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 818-836. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5472-1.ch042

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Abstract

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

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