Pianos not stereos

Resnick, Mitchel; Bruckman, Amy; Martin, Fred

doi:10.1145/234757.234762

Cited by 131 publications

(62 citation statements)

References 6 publications

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“…Thus their digital literacy is to the one of pupils only using any Office suite or similar, as the musical technique of piano players is to the one of stereo players, following the Pianos Not Stereos paper by M. Resnick, Bruckman and Martin (1996).…”

Section: Discovering What Problem a Given Code Solvesmentioning

confidence: 99%

Programming Robots in Primary Schools Deserves a Renewed Attention

Demo

2008

Emerging Technologies and Information Systems for the Knowledge Society

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How to use computers in primary schools is often discussed among those i nvolved in education. In our project we introduce robot programming in order to give both children and teachers the opportunity of concretely approaching the basics of informatics as a science while performing activities concerning the standard curricula subjects. Fundamental components of our proposal are: a) the use of different types of small autonomous robots as computer systems children develop programs for, b) programming with a textual, Logolike language in order to avoid problems due to the language in use during first programming activities, c) a cross-disciplinary didactical methodology where each robot activity is a learning environment nurturing as its principal concern concepts from traditional primary school subjects, such as mathematics, physics, geography, music. Also grammar and linguistic abilities are concerned because the programming language introduction is harmonized with pupils learning of their native language writing. The choice of rather using a textual language is also for having the same representation for programming the robot and for the written natural language; d) a community of practice teachers can count on, so that they do not hesitate experimenting, after an introduction to robots, because they are guaranteed of pedagogical and quick technical helps. During the current 2007/2008 school year the project involved five primary schools, three kindergarten and four secondary, first level, schools for about 50 classes using various robots. Here different aspects of the experience are sketched.

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Section: Discovering What Problem a Given Code Solvesmentioning

confidence: 99%

Programming Robots in Primary Schools Deserves a Renewed Attention

Demo

2008

Emerging Technologies and Information Systems for the Knowledge Society

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“…The work presented in this paper is deeply influenced by research on the design of constructionist learning environments (Resnick et al 1996). Two key aspects from this work inform the design of ICE.…”

Section: Technological Tools For Learningmentioning

confidence: 99%

Identity Construction Environments: Developing Personal and Moral Values Through the Design of a Virtual City

Bers¹

2001

Journal of the Learning Sciences

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We live in a society where concepts of self, community and "what is right and wrong" are constantly changing. This makes it particularly challenging for young people to construct a sense of self and to identify their most cherished values. Therefore, there is an amounting pressure in schools and society to create learning environments to explore these issues. Two research questions are at the heart of the work presented in this paper: What kind of learning environment will afford opportunities for young people to naturally engage in reflection and discussion about issues of identity, in particular personal and moral values? And, how can technologies have an impact on character and moral education? I propose identity construction environments as technological tools purposefully designed with the goal of supporting young people in the exploration of these issues.I first describe the design principles that distinguish these environments from other learning technologies. I also specify the learning experiences they do afford_ namely the understanding of identity as a complex construction composed by different elements, including personal and moral values. Then I present the conceptual foundations and implementation of the Zora identity construction environment. Zora is a 3D multi-user virtual environment that engages learners in the design of a graphical virtual city and its social organization. I describe a summer workshop conducted with a multi-cultural group of teenagers using Zora. They designed a virtual city populated with objects and characters representing aspects of themselves and their values. In this participatory micro-community those values were put to test. Finally I conclude with reflections and future work that points towards a new research agenda in the area of the learning sciences. In this paper, I show how the Zora identity construction environment embodies these design principles. I also show how teenagers in an intensive summer workshop built and inhabited a virtual city using Zora. They explored personal identity and values in a small micro-community self-organized by principles of participatory democracy. Identity construction environments are meant to engage young people in a learning process that integrates personal development with civic education. They support the formation of a person with a well-grounded sense of self that participates in community life. 2.2.Learning afforded by identity construction environments Theoretical foundationsBoth abstract theories and concrete tools inform the design of ICE such as Zora (see figure 1). Identity Construction EnvironmentsThe Journal of the Learning Sciences. Vol 10 N 4. NJ: Lawrence Erlbaum. Pp 365-415 9In the next sub-sections I present each of the components, first the theories and then the tools, that form the foundations for the design and study of identity construction environments. I focus on how this foundational work informs the design of Zora. Theories of learning: constructionismZora's design is based on the constructionist ...

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“…Instead, we are interested in developing strategies and materials to help children construct. We call this effort constructional design (Resnick, 1996b;Resnick, Bruckman, & Martin, 1996). Constructional design is a type of meta-design: it involves the design of new tools and activities to support children in their own design activities.…”

Section: Facilitate Personal Connections Encourage Design Projectsmentioning

confidence: 99%