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Martin Brigid Barron  \nSpring 2021  \nWith contributions from:  \nAngela Calabrese Barton Francisco Para Camacho  \nElizabeth A. Davis  \nAkeiylah DeWitt Alexis Hiniker  \nSusie Garcia  \nDay Greenberg  \nLeslie Rupert Herrenkohl Denise Jones  \nVeronica Joyce Lin Julie Kientz  \nCindy K. Lam Zohar Levy Rebecca Michelson  \nSean A. Munson  \nJudy Nguyen Rose K. Pozos  \nDevon Riter  \nPeter Siciliano  \nTammy Tasker Chandler Turner Jason Yip  \nThe Joan Ganz Cooney Center at Sesame Workshop  \nThis report is based upon work supported by the National Science Foundation under Grant No. 2028082. Additionally, the report describes research funded by Grant Nos. 2028370 and 2027525. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  \nABOUT THE AUTHORS  \nLori Takeuchi, PhD is a program director at the National Science Foundation in its Division of Research on Learning. Prior to joining NSF, she spent 12 years at the Joan Ganz Cooney Center at Sesame Workshop. A learning scientist by training, her research focuses on how children use media and technology across the various settings of their lives and the implications these tools hold for their learning and development. Before earning her PhD from Stanford’s Graduate School of Education, Lori spent over a decade designing curriculum-based science simulation and visualization software. She began her career managing Instructional Television at Thirteen/WNET.  \nCaitlin K. Martin is a consultant with over 20 years of experience researching and designing learning environments, with a focus on out-of-school opportunities, youth production with technology, data visualization, and community-informed design and interpretation. She regularly collaborates with Brigid Barron’s research lab at Stanford University, The Office of Community Education Partnerships (OCEP) at Northwestern University, and Technology for Social Good Lab (TSG Lab) at DePaul University.  \nCaitlin has also conducted evaluations of regional and national project including the American Library Association’s Libraries Ready to Code initiative.  \nBrigid Barron, PhD is a Professor of Education and the Learning Sciences at Stanford’s Graduate School of Education. Her research investigates the dynamics of learning ecologies with a focus on how digital technologies can serve as catalysts for collaborative and interest learning at home, school, and in the community with the goal of creating more equitable opportunities for the development of expertise and interest-driven learning.  \nA full-text PDF of this publication is available as a free download from [www.joanganzcooneycenter.org](www.joanganzcooneycenter.org).  \nSUGGESTED CITATION  \nTakeuchi, L., Martin, C. K., & Barron, B. (2021). Learning together: Adapting methods for family and community research during a pandemic. New York: Joan Ganz Cooney Center at Sesame Workshop.  \nLearning together: Adapting methods for family and community research during a pandemic is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.  \n4  \n7 About the Remote Methods Workshop  \n8  \n9 STUDY 1 Using remote diary methods to understand how families navigate emergency homeschooling driven by COVID-19 – Stanford University  \n13 STUDY 2 Education, work, and life during COVID-19:  \nSupporting families at home with technology – University of Washington  \n17 STUDY 3 Attending to political and ethical dimensions of remote research methods – University of Michigan  \n22  \n24 The opportunities and challenges of remote research methods  \n29  \n29 Build collective understanding of findings from COVID-19 research on learning and education  \n30 Strengthen the field’s capacity for rapid, collaborative, and useful remote research  \n33  \n34  \n34 More about ","cbCaiqxw8y0s1T4k","https://ap.wps.com/l/cbCaiqxw8y0s1T4k","pdf",684057,41,"English","# About the Remote Methods Workshop\n## Study 1 Using remote diary methods to understand how families navigate emergency homeschooling driven by COVID-19\n## Study 2 Education, work, and life during COVID-19: Supporting families at home with technology\n## Study 3 Attending to political and ethical dimensions of remote research methods\n## The opportunities and challenges of remote research methods\n## Build collective understanding of findings from COVID-19 research on learning and education\n## Strengthen the field’s capacity for rapid, collaborative, and useful remote research\n## Background\n## More about the Stanford study\n## More about the University of Washington study\n## More about the University of Michigan study","[{\"question\":\"What problem does the report address about schooling during COVID-19?\",\"answer\":\"It examines how the March 2020 shutdown forced millions of students and families to figure out school at home, often without sufficient hardware or bandwidth, and how this altered learning and family life.\"},{\"question\":\"What are the three study focuses described in the workshop?\",\"answer\":\"The report highlights Study 1 remote diary methods for emergency homeschooling, Study 2 education, work, and life at home supported by technology, and Study 3 political and ethical dimensions of remote research methods.\"},{\"question\":\"What broader goals does the report state for remote research methods?\",\"answer\":\"It aims to build collective understanding of COVID-19 learning and education findings and to strengthen the field’s capacity for rapid, collaborative, and useful remote research.\"}]","Learning together: Adapting methods for family and community research during a pandemic | PDF",1792051755,103]