D A Fields
Biographic Data
| ID | 53900 |
|---|---|
| NAME | D A Fields |
| GIVEN NAMES | D A |
| FAMILY NAME | Fields |
| SIGNATURE | FIELDS D A |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0003-1627-9512 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The situated nature of a computer science teacher's persistent engagement over a decade: A lines of practice perspective of learning, teaching, and leading
Consensual assessment in the new domain of e-textiles: Comparing insights from expert, quasi-expert, and novice judges
Establishing what constitutes creativity in a domain is something for which we often look to experts—individuals versed in a domain’s history and able to identify timeworn ideas from fresh ones. Such valuations of creative merit are tied to a familiarity with past and present trends and, therefore, opinions of newcomers are often ignored. However, what about domains that build upon new, unexplored practices? This study examines the creativity rat…
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education
The pandemic outbreak of COVID‐19 has highlighted an urgent need for infectious disease education for K‐12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher‐ and teacher‐designed studies conducted in the last 20 years that have reported on efforts to help K‐12 students learn about infectious diseases…
“The village that learns”: A learning journey across intraventions and domains over two decades in a rural Thai community
What does it mean to become a village that learns? In this paper we document the transformative learning journey of a small Thai village over 24 years, becoming a community that identified, tackled, and iterated on problems, altering their everyday practices and lives. In that process the village shifted from a subsistence agricultural community staggeringly in debt to one known for its sustainable environmental, agricultural, and financial initi…
Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts
Much attention in constructionism has focused on designing tools and activities that support learners in designing fully finished and functional applications and artefacts to be shared with others. But helping students learn to debug their applications often takes on a surprisingly more instructionist stance by giving them checklists, teaching them strategies or providing them with test programmes. The idea of designing bugs for learning—or debug…
STEAM Maker Education: Conceal/Reveal of Personal, Artistic and Computational Dimensions in High School Student Projects
Much of maker education’s expansion has focused on STEM (science, technology, engineering, mathematics) learning, leaving out equally promising opportunities for integrating arts learning. In this paper we share findings from a project in which high school students created electronic-textiles-based art representing features of a community important to them as a part of an elective high school computer science class. We addressed the following res…
Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students
The development of student identities-their interests in computer science, perceptions of the discipline, and sense of belonging in the field-is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to compu…
Children's Media Making, but Not Sharing: The Potential and Limitations of Child-Specific Diy Media Websites
From drawing pictures to making home movies, children have long produced their own, do-it-yourself (DIY) media at the individual and local scales. Today, children's DIY media creation increasingly takes place online, using digital technologies and tools that allow them to not only produce but also share their ideas with the world. This article relays findings from the first stages of a three-year inquiry project into the opportunities and challen…
DIY Media Creation
Arguing against the underpinnings of Piaget’s theory of development
Picking Up the Mantle of “Expert”: Assigned Roles, Assertion of Identity, and Peer Recognition Within a Programming Class
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established …
Negotiating the “Relevant” in Culturally Relevant Mathematics
Blacks Deserve Bodies Too: Design and Discussion About Diversity and Race in a Tween Virtual World
In this paper, we investigate racial diversity in avatar design and public discussions about race within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8—16. One unique feature of Whyville is the player’s ability to customize their avatars with various face parts and accessories, all designed and sold by other players in Whyville. Our findings report on the racial diversity of availabl…
Knowing and Throwing Mudballs, Hearts, Pies, and Flowers: A Connective Ethnography of Gaming Practices
Little is known concerning how young players learn to participate in various activities in virtual worlds. We use a new integrative approach called connective ethnography that focuses on how a gaming practice spread across a network of youth at an after school club that simultaneously participated in a virtual world, Whyville.net. To trace youth participation in online and offline social contexts, we draw on multiple sources of information: obser…
Stealing From Grandma'' or Generating Cultural Knowledge: Contestations and Effects of Cheating in a Tween Virtual World
Much research has described the various practices needed of gaining access and participation in multi-user game communities. Cheat sites are a continuation of game communities where players engage in knowledge building about game related challenges. In this paper we analyze the cheat sites created by players for a tween virtual world called Whyville.net, which encourages youth to participate in a range of social activities and play casual science…
Your Second Selves: Player-Designed Avatars
Avatars in online games and worlds are seen as players' key representations in interactions with each other. In this article, we investigate the avatar design and identity play within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8-16. One unique feature of Whyville is the players' ability to customize their avatars with various face parts and accessories, all designed and sold by oth…
Cheating in virtual worlds: Transgressive designs for learning
Purpose This paper aims to present and discuss cheat sites and cheating practices associated with Whyville.net, a virtual world with over 1.7 million registered players aged eight to 16 that includes game and science activities. The goal is to examine how the development of cheats can present learning opportunities for players and designers alike. Design/methodology/approach The types of cheats were categorized and science content examined in hun…
Your Second Selves: Player-Designed Avatars
Avatars in online games and worlds are seen as players' key representations in interactions with each other. In this article, we investigate the avatar design and identity play within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8-16. One unique feature of Whyville is the players' ability to customize their avatars with various face parts and accessories, all designed and sold by oth…
Blacks Deserve Bodies Too: Design and Discussion About Diversity and Race in a Tween Virtual World
In this paper, we investigate racial diversity in avatar design and public discussions about race within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8—16. One unique feature of Whyville is the player’s ability to customize their avatars with various face parts and accessories, all designed and sold by other players in Whyville. Our findings report on the racial diversity of availabl…
Stealing From Grandma'' or Generating Cultural Knowledge: Contestations and Effects of Cheating in a Tween Virtual World
Much research has described the various practices needed of gaining access and participation in multi-user game communities. Cheat sites are a continuation of game communities where players engage in knowledge building about game related challenges. In this paper we analyze the cheat sites created by players for a tween virtual world called Whyville.net, which encourages youth to participate in a range of social activities and play casual science…
Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students
The development of student identities-their interests in computer science, perceptions of the discipline, and sense of belonging in the field-is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to compu…
Knowing and Throwing Mudballs, Hearts, Pies, and Flowers: A Connective Ethnography of Gaming Practices
Little is known concerning how young players learn to participate in various activities in virtual worlds. We use a new integrative approach called connective ethnography that focuses on how a gaming practice spread across a network of youth at an after school club that simultaneously participated in a virtual world, Whyville.net. To trace youth participation in online and offline social contexts, we draw on multiple sources of information: obser…
Cheating in virtual worlds: Transgressive designs for learning
Purpose This paper aims to present and discuss cheat sites and cheating practices associated with Whyville.net, a virtual world with over 1.7 million registered players aged eight to 16 that includes game and science activities. The goal is to examine how the development of cheats can present learning opportunities for players and designers alike. Design/methodology/approach The types of cheats were categorized and science content examined in hun…
Children's Media Making, but Not Sharing: The Potential and Limitations of Child-Specific Diy Media Websites
From drawing pictures to making home movies, children have long produced their own, do-it-yourself (DIY) media at the individual and local scales. Today, children's DIY media creation increasingly takes place online, using digital technologies and tools that allow them to not only produce but also share their ideas with the world. This article relays findings from the first stages of a three-year inquiry project into the opportunities and challen…
Cheating in virtual worlds: Transgressive designs for learning
Purpose This paper aims to present and discuss cheat sites and cheating practices associated with Whyville.net, a virtual world with over 1.7 million registered players aged eight to 16 that includes game and science activities. The goal is to examine how the development of cheats can present learning opportunities for players and designers alike. Design/methodology/approach The types of cheats were categorized and science content examined in hun…
Blacks Deserve Bodies Too: Design and Discussion About Diversity and Race in a Tween Virtual World
In this paper, we investigate racial diversity in avatar design and public discussions about race within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8—16. One unique feature of Whyville is the player’s ability to customize their avatars with various face parts and accessories, all designed and sold by other players in Whyville. Our findings report on the racial diversity of availabl…
Knowing and Throwing Mudballs, Hearts, Pies, and Flowers: A Connective Ethnography of Gaming Practices
Little is known concerning how young players learn to participate in various activities in virtual worlds. We use a new integrative approach called connective ethnography that focuses on how a gaming practice spread across a network of youth at an after school club that simultaneously participated in a virtual world, Whyville.net. To trace youth participation in online and offline social contexts, we draw on multiple sources of information: obser…
Stealing From Grandma'' or Generating Cultural Knowledge: Contestations and Effects of Cheating in a Tween Virtual World
Much research has described the various practices needed of gaining access and participation in multi-user game communities. Cheat sites are a continuation of game communities where players engage in knowledge building about game related challenges. In this paper we analyze the cheat sites created by players for a tween virtual world called Whyville.net, which encourages youth to participate in a range of social activities and play casual science…
Your Second Selves: Player-Designed Avatars
Avatars in online games and worlds are seen as players' key representations in interactions with each other. In this article, we investigate the avatar design and identity play within a large-scale tween virtual world called Whyville.net, with more than 1.5 million registered players of ages 8-16. One unique feature of Whyville is the players' ability to customize their avatars with various face parts and accessories, all designed and sold by oth…
Negotiating the “Relevant” in Culturally Relevant Mathematics
Arguing against the underpinnings of Piaget’s theory of development
Picking Up the Mantle of “Expert”: Assigned Roles, Assertion of Identity, and Peer Recognition Within a Programming Class
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established …
DIY Media Creation
Children's Media Making, but Not Sharing: The Potential and Limitations of Child-Specific Diy Media Websites
From drawing pictures to making home movies, children have long produced their own, do-it-yourself (DIY) media at the individual and local scales. Today, children's DIY media creation increasingly takes place online, using digital technologies and tools that allow them to not only produce but also share their ideas with the world. This article relays findings from the first stages of a three-year inquiry project into the opportunities and challen…
Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students
The development of student identities-their interests in computer science, perceptions of the discipline, and sense of belonging in the field-is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to compu…
STEAM Maker Education: Conceal/Reveal of Personal, Artistic and Computational Dimensions in High School Student Projects
Much of maker education’s expansion has focused on STEM (science, technology, engineering, mathematics) learning, leaving out equally promising opportunities for integrating arts learning. In this paper we share findings from a project in which high school students created electronic-textiles-based art representing features of a community important to them as a part of an elective high school computer science class. We addressed the following res…
Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts
Much attention in constructionism has focused on designing tools and activities that support learners in designing fully finished and functional applications and artefacts to be shared with others. But helping students learn to debug their applications often takes on a surprisingly more instructionist stance by giving them checklists, teaching them strategies or providing them with test programmes. The idea of designing bugs for learning—or debug…
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education
The pandemic outbreak of COVID‐19 has highlighted an urgent need for infectious disease education for K‐12 students. To gather a better understanding of what educational interventions have been conducted and to what effect, we performed a scoping review. We identified and examined 23 empirical researcher‐ and teacher‐designed studies conducted in the last 20 years that have reported on efforts to help K‐12 students learn about infectious diseases…
“The village that learns”: A learning journey across intraventions and domains over two decades in a rural Thai community
What does it mean to become a village that learns? In this paper we document the transformative learning journey of a small Thai village over 24 years, becoming a community that identified, tackled, and iterated on problems, altering their everyday practices and lives. In that process the village shifted from a subsistence agricultural community staggeringly in debt to one known for its sustainable environmental, agricultural, and financial initi…
Consensual assessment in the new domain of e-textiles: Comparing insights from expert, quasi-expert, and novice judges
Establishing what constitutes creativity in a domain is something for which we often look to experts—individuals versed in a domain’s history and able to identify timeworn ideas from fresh ones. Such valuations of creative merit are tied to a familiarity with past and present trends and, therefore, opinions of newcomers are often ignored. However, what about domains that build upon new, unexplored practices? This study examines the creativity rat…
The situated nature of a computer science teacher's persistent engagement over a decade: A lines of practice perspective of learning, teaching, and leading
Computer Science (13 works) · Psychology (13 works) · Sociology (13 works) · Pedagogy (9 works) · Mathematics education (7 works) · Digital Games and Media (6 works) · Human–computer interaction (6 works) · Internet privacy (5 works) · Political science (5 works) · Teaching and Learning Programming (5 works)