In this paper, we present the design evolution of two social media (SM) tools: Scientific INQuiry (SINQ), which transformed into ScienceKit. We detail our motivations for using SM tools in science learning and the design decisions we made over a 2year, designbased research project. Our designs grew from our experiences using SM tools in the field and codesigning these systems with children. Our longitudinal case study and design narrative contribute to our understanding of the design and use of SM tools to support children's scientific inquiry. Specifically, we detail (1) the affordances and constraints we gleaned from the design evolution of SINQ to ScienceKit, (2) the potential of SM to guide learning behaviors, and (3) the role of SM for children and the community of adults and peers who support them.

Group exercise has multiple benefits including greater adherence to fitness regimens, increased enjoyment among participants, and enhanced workout intensity. While a large number of technology tools have emerged to support real-time feedback of individual performance, tools to support group fitness are limited. In this paper, we present a set of wearable e-textile displays for running groups called Social Fabric Fitness (SFF). SFF provides a glanceable, shared screen on the back of the wearer's shirt to increase awareness and motivation of group fitness performance. We discuss parallel prototyping of three designs-one flexible e-ink and two flexible LED-based displays; the selection and refinement of one design; and two evaluations'a field study of 10 running groups and two case studies of running races. Our qualitative findings indicate that SFF improves awareness of individual and group performance, helps groups stay together, and improves in-situ motivation. We close with reflections for future athletic e-textile displays.

Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages children to practice Scientific INQuiry skills through collaborative participation. Second, we conducted a case study of SINQ with six children, ages 8-11, and collected log data of their interactions in the app. We applied learning analytics on this log data using a visual analytic tool called LifeFlow. The event-sequence visualizations showed how children engaged with scientific inquiry within the SINQ app, and most importantly illuminated how inquiry is not a linear process with a defined start and end. The children in our study traversed the inquiry process via diverse pathways, all of which were supported by the SINQ app.

In this paper, we describe a mobile, social media app called SINQ that was the product of a 15-month co-design process with a child design team. The goal of SINQ is to utilize social media design features in ways that help children conceptualize Scientific INQuiry practices through intuitive sharing of media and ideas from their everyday lives. We describe how SINQ builds from prior work in software for science learning and mobile technology for children. We also highlight how SINQ is a distinct evolution of technology for scientific inquiry learning. We argue that by taking seriously, the affordances of social media applications, new opportunities and design challenges arise for interaction design for learning technologies.