Devan Walton's Portfolio Page

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About Me

I am currently serving as an Assistant Professor of Computer Science at Northern Essex Community College, where I've had the privilege of combining my passion for technology and education. My academic journey is deeply rooted in the exploration and implementation of innovative educational practices, with a particular focus on Open Educational Resources (OER). I am deeply committed to the democratization of education and believe that technology can play a pivotal role in making learning accessible to all.

I am currently developing an OER textbook titled 'Culturally Responsive Computing,' a project sponsored through the ROTEL (Resources for Open Technology-Enhanced Learning) grant. This initiative reflects my belief in the importance of integrating cultural responsiveness into the computing curriculum. By doing so, we can foster an inclusive learning environment that not only respects but also celebrates the diverse backgrounds of our students.

This work is not just a professional undertaking for me; it's a personal commitment to contributing to a more equitable and inclusive technological landscape. I believe that by developing resources that are both culturally responsive and freely accessible, we can empower a broader spectrum of learners to pursue careers in computer science and technology.

My Topic and Purpose

My mini-course, Cultural DataScape, is designed to introduce fundamental Information Technology (IT) concepts through a multicultural lens. This course is inspired by a chapter from my Open Educational Resource (OER) textbook project. With a unique twist, it aims to explore foundational data structure topics such as arrays, graphs, trees, and maps. Each module within this course is structured to give explorational opportunities for building technical knowledge and foster an appreciation for the rich diversity of cultural perspectives that influence technological solutions.

There are two critical reasons for selecting this topic: First, understanding data types and representations is foundational for computer science and IT students, providing the building blocks for more advanced studies in data structures and algorithms. Second, this topic offers a fertile ground for exploring how multicultural viewpoints can enrich our understanding and application of these fundamental concepts. By integrating design-based learning modules, the course encourages students to consider how diverse cultural insights can lead to innovative IT solutions, promoting a more inclusive and creative approach to problem-solving in technology.

The course structure is intentionally designed to engage students in a comprehensive learning journey, beginning with an introduction and context setting that highlights the relevance of multicultural perspectives to the IT concept at hand. Students are then guided through hypothesis formation, where they critically consider the potential impacts of integrating these diverse viewpoints. The heart of the course lies in the design and development phase, where students collaboratively create programs that embody their hypotheses. This hands-on approach is complemented by testing and iteration, allowing students to refine their projects based on real-world programming techniques. The course culminates in reflection and reporting, allowing students to articulate their learning journey and the value of incorporating multicultural perspectives into IT design.

Scope of Learning Outcomes and Content

Knowledge Objectives

Identify and describe key data structures (arrays, graphs, trees, maps) and their applications in computing.
Explain the impact of cultural perspectives on technological solutions and summarize global technological trends influenced by diverse cultural inputs.

Skills Objectives

Design and develop IT artifacts that reflect multicultural perspectives, demonstrating proficiency in software prototyping, system modeling, and digital media creation.
Analyze complex IT problems by integrating information from diverse sources and synthesize creative solutions that incorporate multicultural insights.
Collaborate effectively with peers from diverse backgrounds, leveraging cultural insights for project enhancement, and communicate complex ideas and solutions clearly to a diverse audience.

Disposition Objectives

Demonstrate openness to diverse cultures and perspectives, recognizing the value they add to technological innovation.
Advocate for innovation through inclusion, showing how technology can be designed to be accessible and beneficial for a broad spectrum of people.
Evaluate the ethical considerations in technology development, including respect for cultural differences and the responsible use of technology in diverse societal contexts.

Needs Assessment

The Educational Opportunity

Despite the critical role of data structures in computing, traditional educational resources often overlook the importance of cultural responsiveness in technological education. This gap limits students' ability to see the real-world applicability of technology across diverse cultural contexts, potentially stifling innovation and inclusivity in tech solutions. Leveraging Open Educational Resources (OER) to integrate culturally responsive pedagogy into the computing curriculum presents an opportunity to broaden students' perspectives, making learning more inclusive and preparing them to create technology that serves a diverse global community.

Overview of Needs

The "Cultural DataScape" course targets a wide-ranging demographic of introductory computer science students at a community college, prominently featuring learners from immigrant Dominican and Puerto Rican communities. This diverse learner base spans from early college students, who may have minimal computer science background, to adult learners aiming to supplement their careers with technological skills. These students face unique educational challenges, including varying levels of prior academic preparation and the need to balance their studies with personal and professional responsibilities. Moreover, the significant representation of Hispanic students underscores the necessity for cultural sensitivity in course content and delivery, ensuring that the curriculum resonates with the students' cultural backgrounds and experiences.

Overview of Solution

To address these diverse educational needs and backgrounds, "Cultural DataScape" incorporates a multifaceted approach that includes an online learning platform, collaborative workspaces, and hands-on learning environments. Utilizing a wiki site and Google Sheets, the course offers accessible and interactive content tailored to students' varying skill levels. Discord and Zoom facilitate real-time communication and collaboration, fostering a supportive community that enhances the learning experience. Trinket.io provides a practical, hands-on component, allowing students to apply concepts through coding exercises connected to real-world scenarios. Structured over 6 weeks with a commitment of 3 to 5 hours per week, the course curriculum is designed to bridge the knowledge gap, integrating foundational computing concepts, data structures, and cultural insights. This comprehensive strategy aims to equip students with the technical skills and cultural competencies necessary for success in the ever-evolving field of computer science.

Analysis of the Learner and Context

The Learners

Demographic Overview

The learner population for "Cultural DataScape" primarily consists of students enrolled in introductory computer science courses at a community college. This demographic is notably diverse, with a significant portion coming from immigrant Dominican and Puerto Rican communities. The age range is broad, encompassing early college students who are directly transitioning from high school to adult learners pursuing a second career or enhancing their current job with new skills in technology.

Diverse Educational Needs and Backgrounds

Early College Students: These learners are typically fresh out of high school, possibly with limited exposure to computer science. Their educational needs include foundational knowledge of computing concepts and encouragement towards exploring technology-related fields. Given the diversity of high school experiences, their prior knowledge in computer science can vary widely.
Adult Learners/Second Career Students: This group brings a wealth of life and professional experience to the classroom but may face challenges adapting to new learning environments and technologies. Their educational needs focus on practical, applicable knowledge that can be directly linked to career opportunities. They may require more support to develop confidence in their technical abilities and navigate career transitions.

Cultural Considerations

Given the significant representation of students from Hispanic communities, the course must be sensitive to cultural backgrounds and experiences. This involves not only the inclusion of multicultural perspectives in course content but also adopting pedagogical strategies that recognize and value the students' cultural heritage. Engaging these students means connecting learning materials to their experiences, addressing language barriers, and fostering an inclusive environment that respects and celebrates diversity.

Preferences and Challenges

Community college students often balance education with other responsibilities, such as work or family. Flexibility in course design, such as asynchronous learning options and explicit, concise learning materials, can help accommodate their schedules.
A strong community and support network are crucial, especially for those who may be the first in their family to attend college or are navigating a career change. Mentorship programs, peer tutoring, and group projects can foster a sense of belonging and community among students.
Incorporating real-world examples that reflect the cultural and practical realities of the students’ lives can enhance engagement and the relevance of the material. This approach also helps demonstrate computer science's applicability in solving community-specific problems, thereby making the field more accessible and appealing.

Gap Analysis

Current Knowledge (Reality)

Lack of Computing Background: Many students entering "Cultural DataScape" might not have prior experience or familiarity with computing concepts. This lack of background includes a basic understanding of programming concepts such as variables, control structures, and data representations, which are foundational to computing and IT fields.
Mathematical Preparation: Most students will have completed high school algebra, providing them with a basic quantitative skill set. However, applying these mathematical concepts to computational problems and data structures is not intuitive and requires explicit teaching and learning experiences.
Cultural and Technological Perspectives: While students may possess a rich understanding of their cultural backgrounds, they may not see the relevance of these perspectives in the context of technology and computing. This gap highlights a missed opportunity for innovation and inclusivity in technological solutions.

Required Knowledge (Ideal)

Understanding of Basic Computing Concepts: Students should gain a foundational understanding of computing concepts, including variables, how data is represented in a computer system, and the basics of programming logic. This knowledge is essential for grasping more complex topics in computer science.
Concrete Knowledge of Data Structures: Ideally, students will learn what data structures are and gain familiarity with common types such as arrays, linked lists, graphs, trees, and maps. More importantly, they should understand how these structures organize, store, and manage data efficiently in various computing contexts.
Application to Real-World Problems: Students should be able to relate their understanding of data structures and computing concepts to real-world scenarios, especially those relevant to their daily lives and communities. This connection helps demystify technology and illustrates computing knowledge's practical value and applicability.
Integration of Cultural Perspectives: The course aims to show students how diverse cultural insights can enhance technological solutions, making them more innovative and inclusive. Students should learn to appreciate and leverage their cultural backgrounds as valuable assets in technology design and problem-solving.

Bridging the Gap

Building Foundations: Start with the basics of computing concepts, ensuring all students, regardless of their prior knowledge, can grasp the fundamentals of variables, data representation, and simple algorithms. Use analogies and examples from daily life to make these concepts more accessible.
Contextual Learning: Integrate mathematical concepts from high school algebra in computing problems to help students see the relevance of their existing skills. Provide opportunities for applying these skills in computational contexts, bridging the gap between abstract math and practical computing.
Culturally Relevant Examples: Use case studies and examples that reflect the cultural backgrounds and experiences of the students. This approach makes the learning material more engaging and demonstrates the value of cultural perspectives in technology.
Hands-On Projects: Facilitate hands-on projects that require students to apply data structures in solving problems relevant to their communities or interests. This experiential learning approach reinforces technical concepts and showcases the impact of computing in real-world scenarios.
Reflective Learning: Encourage students to reflect on how integrating diverse cultural insights into computing can lead to better technological solutions. Reflection activities can help solidify their understanding of the material and its broader implications.

Learning Settings

Online Learning Platform

Wiki Site: The course will leverage a wiki site to host its core content, including the syllabus, video lecture links, reading materials, and assignment instructions. This platform facilitates easy navigation and allows for the dynamic updating of course materials. It is a central hub for students to access all necessary information and resources.
Google Sheets: For activities that involve data manipulation, analysis, and sharing of results, Google Sheets will be utilized. This tool supports real-time collaboration and is ideal for exercises that require data organization, calculation, and visualization.

Collaborative Workspaces

Discord: This platform will be used for real-time communication among students and instructors, offering a space for text, voice, and video discussions. Discord channels will be organized by topic or project teams, allowing for focused discussions, peer support, and community building.
Zoom: For synchronous class meetings, guest lectures, and live discussions, Zoom will be the primary tool. It will enable interactive sessions where students can engage directly with instructors and peers, ask questions, and participate in live demonstrations or presentations.

Hands-on Learning Environment

Trinket.io: A vital course component will be hands-on coding exercises and projects, for which Trinket.io will be used. This online platform allows students to write, run, and share code directly from their web browsers, supporting various programming languages relevant to the course. Trinket.io's ease of use and accessibility ensure that students can focus on learning programming concepts and applying them in practical scenarios without the need for complex setup or installation.

Time Commitment

Overview

The mini-course is designed to be completed over a period of 6 weeks, with a suggested time commitment of 3 to 5 hours per week. This schedule is designed to accommodate the diverse schedules of community college students, including those who are balancing coursework with employment or family responsibilities.

Weekly Breakdown

Week 1: Understanding Basic Data Types and Cultural Perspectives

Topic Covered: Introduction to basic data types in computing (integers, floats, strings, booleans) and their cultural implications.
Guiding Question of Inquiry and Discussion: How do basic data types serve as the foundation of computing across cultures, and how can cultural perspectives influence the understanding and application of these data types?
- Lecture and Reading: 1.5 hours to cover lectures and supplementary reading materials on basic data types and their cultural implications.
- Discussion and Inquiry: 1 hour for engaging in online discussions and inquiry-based learning on cultural perspectives in computing.
- Trinket.io Activity: 1.5-2 hours to create and refine a simple program that formats and displays dates and currency in different cultural formats.

Week 2: Numeric and Character/String Data Types in Depth

Topic Covered: Detailed exploration of numeric data types and character/string data types, including the role of Unicode in global text representation.
Guiding Question of Inquiry and Discussion: How do numeric and text data representations vary across different computing applications, and what role does Unicode play in bridging cultural differences in text representation?
- Lecture and Reading: 1.5 hours to explore numeric data types and character/string data types, including the significance of Unicode.
- Discussion and Inquiry: 1 hour for discussion on the role of Unicode in bridging cultural differences in text representation.
- Trinket.io Activity: 1.5-2 hours for activities focused on converting numeric data types and encoding/decoding text strings using different Unicode representations.

Week 3: Complex Data Structures I - Arrays and Linked Lists

Topic Covered: Introduction to arrays and linked lists, focusing on their structure, usage, and importance in computing.
Guiding Question of Inquiry and Discussion: In what ways can arrays and linked lists be used to manage data efficiently, and how can these structures be seen in everyday technology use?
- Lecture and Reading: 1.5 hours on the introduction to arrays and linked lists.
- Discussion and Inquiry: 1 hour to discuss the efficiency and real-world applications of arrays and linked lists.
- Trinket.io Activity: 1.5-2 hours to develop an array-based application for organizing a multicultural recipe book.

Week 4: Complex Data Structures II - Maps, Trees, and Graphs

Topic Covered: Examination of maps/dictionaries, trees, and graphs, with an emphasis on their applications in modeling real-world relationships and data organization.
Guiding Question of Inquiry and Discussion: How do complex data structures like maps, trees, and graphs enable the modeling of complex relationships and data sets in computing, and what are some real-world examples of their use?
- Lecture and Reading: 1.5 hours on maps/dictionaries, trees, and graphs.
- Discussion and Inquiry: 1 hour to explore the modeling of complex relationships and data sets.
- Trinket.io Activity: 1.5-2 hours to create a graph-based program mapping a social network, emphasizing connections between individuals from diverse cultural backgrounds.

Week 5: Cultural Sensitivity in Data Representation

Topic Covered: The importance of cultural sensitivity in data categorization, organization, and representation, including special data types like dates/times.
Guiding Question of Inquiry and Discussion: How can software developers ensure their applications respect cultural differences in data representation, particularly for global applications?
- Lecture and Reading: 1.5 hours on cultural sensitivity in data categorization, organization, and representation.
- Discussion and Inquiry: 1 hour to discuss strategies for developing culturally sensitive software applications.
- Trinket.io Activity: 1.5-2 hours to build a calendar application that supports multiple date formats and languages, reflecting the global diversity of users.

Week 6: Integrating Technical Skills and Cultural Competences

Topic Covered: Integration of course learnings into a final project that demonstrates an understanding of data types, structures, and cultural sensitivity in computing.
Guiding Question of Inquiry and Discussion: How can the principles learned in this course be applied to develop computing solutions that are both technically sound and culturally responsive?
- Project Development: 3-4 hours for learners to apply course concepts by developing a mini-application that demonstrates an understanding of data types, structures, and cultural sensitivity.
- Discussion and Presentation: 1-2 hours for sharing project outcomes with peers, providing feedback, and reflecting on the learning experience.

Required Resources

Access Requirements

Students will need a computer with internet access to utilize the wiki site, Google Sheets, Discord, Zoom, and Trinket.io. These tools have been selected for their broad accessibility and compatibility with standard, consumer-grade hardware.

Software and Tools

All platforms used (wiki, Google Sheets, Discord, Zoom, Trinket.io) are web-based and do not require any software installation. Instructions for accessing and using these tools will be provided, ensuring students can navigate the course environment effectively.

Supportive Materials

Course materials will be provided digitally and are designed to be freely accessible. Additional resources for academic and technical support will be outlined, including how to access help with Discord, Zoom, and Trinket.io, ensuring a smooth learning experience.

Performance-Based Objectives

After completing Cultural DataScape, learners will be able to:

Implement culturally responsive data structures (arrays, graphs, trees, maps) in a programming environment, demonstrating an understanding of how these structures organize and manage data efficiently while reflecting diverse cultural perspectives.
Develop a software application that solves a real-world problem relevant to their community or cultural background, leveraging appropriate data structures and algorithms to ensure efficiency, inclusivity, and cultural sensitivity.
Collaborate with a diverse team of peers to design and present a technology solution that addresses a global challenge, integrating multicultural insights into the design process and effectively communicating the solution's impact and relevance to a diverse audience.
Analyze a complex IT problem scenario, identifying key cultural considerations and proposing data structure and algorithm solutions that demonstrate cultural awareness, inclusivity, and ethical responsibility.
Create a personal reflection piece (blog post, video, or presentation) that showcases their growth in understanding the significance of cultural perspectives in technology development, particularly in the context of data structures and algorithms, and advocates for inclusive and ethically responsible innovation.
Engage in a community forum discussion, providing constructive feedback on peer projects and contributing insights on how data structures and algorithms can be designed to support diverse cultural needs and promote accessibility in technology.

Task and Content Analysis