Culture based computing for adult learners (c-cal)

This dissertation presents the design, implementation, and evaluation of the novel Cultural based Computing for Adult Learners (C-CAL) system, a self-directed online learning application utilizing culture to support adult learners in grasping computing concepts. C-CAL contains four major components – Culture Inquiry Form, Cultural Data Mining, Links for Learning, and Learning Modules – seeking to enhance the learning experience of non-traditional adult learners. Through a series of experiments, the C-CAL system has been found to be a viable alternative to introducing computing concepts to adult learners. As a result, using the general technology acceptance model (TAM), there was no statistical difference between the C-CAL system and traditional, non-culturally engaging methods currently used in regards to perceived ease of use and perceived usefulness. Thus indicating the C-CAL system performed just as well as traditional methods. However, C-CAL was consistently rated higher than the control on along all measures. Thus indicating the C-CAL system is a feasible system to utilize, whose benefits can manifest itself in the array of adult learners returning to education. This dissertation work demonstrates a deepening effort in applying culture norms and understanding to the design of computing technology, which will allow for more empowered uses of technology for learning and innovations among adult learners.

[1]  Gloria J. Ladson-Billings,et al.  Toward a Theory of Culturally Relevant Pedagogy , 1995 .

[2]  Juan E. Gilbert,et al.  Teaching Algebra Using Culturally Relevant Virtual Instructors , 2008, Int. J. Virtual Real..

[3]  Shelley Goldman,et al.  The Tanda: A Practice at the Intersection of Mathematics, Culture, and Financial Goals , 2009 .

[4]  M. David Merrill,et al.  Instructional Transaction Theory: Instructional Design Based on Knowledge Objects. , 1996 .

[5]  Juan E. Gilbert,et al.  Applications quest , 2006, Commun. ACM.

[6]  Shaundra B. Daily,et al.  The Development of Social Capital in Engineering Education to Improve Student Retention , 2007 .

[7]  Talmadge C. Guy,et al.  Culture as Context for Adult Education: The Need for Culturally Relevant Adult Education , 1999 .

[8]  Fred D. Davis.  Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology , 1989, MIS Q..

[9]  Richard E. Mayer,et al.  The Psychology of How Novices Learn Computer Programming , 1981, CSUR.

[10]  Amy C. Ciaccia.  The Achievement Gap , 2009 .

[11]  Julia Wrigley,et al.  Other People's Children , 1894, The Hospital.

[12]  Dirk Siefkes,et al.  Computer Science as Cultural Development: Toward a Broader Theory , 1997, Foundations of Computer Science: Potential - Theory - Cognition.

[13]  P. Kommers,et al.  Appreciating the knowledge of students in computer science education in developing countries , 2003, International Conference on Information Technology: Research and Education, 2003. Proceedings. ITRE2003..

[14]  Mark Guzdial,et al.  EducationPaving the way for computational thinking , 2008, CACM.

[15]  Knud Illeris,et al.  Adult education as experienced by the learners , 2003 .

[16]  Ann Swidler.  CULTURE IN ACTION: SYMBOLS AND STRATEGIES* , 1986 .

[17]  George H. L. Fletcher,et al.  Thinking about computational thinking , 2009, SIGCSE '09.

[18]  N. Nasir,et al.  Exploring Sociocultural Perspectives on Race, Culture, and Learning , 2006 .

[19]  Paul Barry,et al.  Head First Programming: A Learner's Guide to Programming Using the Python Language , 2009 .

[20]  Ron Eglash,et al.  African Fractals: Modern Computing and Indigenous Design , 1999 .

[21]  T. P. Hughes,et al.  Networks of Power: Electrification in Western Society , 1984 .

[22]  G. Saxe.  The Mathematics of Child Street Vendors. , 1988 .

[23]  Marjorie Faulstich Orellana,et al.  Cultural Diversity Research on Learning and Development: Conceptual, Methodological, and Strategic Considerations , 2003 .

[24]  Min Hu.  A Case Study in Teaching Adult Students Computer Programming , 2003 .

[25]  Luis C. Moll,et al.  Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms , 1992 .

[26]  S. Davies,et al.  The effects of emphasizing computational thinking in an introductory programming course , 2008, 2008 38th Annual Frontiers in Education Conference.

[27]  Jeannette M. Wing.  An introduction to computer science for non-majors using principles of computation , 2007, SIGCSE.

[28]  LevySuzanne Pawlan.  Computer language usage in CS1 , 1995 .

[29]  Felicia R. Doswell,et al.  Lifelong Learning: Becoming Computer Savvy at a Later Age , 2008 .

[30]  Kris D. Gutiérrez,et al.  Cultural Ways of Learning: Individual Traits or Repertoires of Practice , 2003 .

[31]  Susan Gasson,et al.  A social action model of situated information systems design , 1999, DATB.

[32]  Manuel Castells,et al.  The Internet Galaxy: Reflections on the Internet, Business, and Society , 2001 .

[33]  E. W. Gould,et al.  Crosscurrents: cultural dimensions and global Web user-interface design , 2000, INTR.

[34]  Nichole Pinkard,et al.  Rappin' Reader and Say Say OH Playmate: Using Children's Childhood Songs as Literacy Scaffolds in Computer-Based Learning Environments , 2001 .

[35]  Linda McIver.  Evaluating Languages and Environments for Novice Programmers , 2002, PPIG.

[36]  S. Merriam.  Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory , 2001 .

[37]  Wayne A. Nelson,et al.  Situated Learning and the Limits of Applying the Results of These Data to the Theories of Cognitive Apprenticeships. , 1994 .

[38]  Brigid Barron.  Learning Ecologies for Technological Fluency: Gender and Experience Differences , 2004 .

[39]  S. Brophy,et al.  Work in progress - adaptive expertise: beyond apply academic knowledge , 2004, 34th Annual Frontiers in Education, 2004. FIE 2004..