Uncategorized kimiko | 19 Feb 2008 06:29 pm
Week 5
Assignment Week 5
Please pick one of the two questions below, and post your writing on the course web site:
1) Reflect on your own learning experience. Can you identify and describe “Powerful Ideas” that served as your own tools-to-think-with?
or
2) Critique the Constructionist approach to learning.
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on 20 Feb 2008 at 8:16 am 1.maryanne_berry said …
With regard to teaching and learning a couple of powerful ideas come to mind. The first is linked to Dewey and that is that learning must have something to do with living–all to often the link is either too obscure for the students to see, or it’s non existent. This idea led me to devote energy to service-learning programs in which student investigated issues in the community (both local and global) and partnered with organizations and agencies devoted to creating postive change. There are many things to say about service-learning, (like all great ideas, it is often badly done) but what I think is significant in relation to this class is related to my second powerful idea that in learning, there must be something at stake. In other words, for someone to be fully engaged in a project he/she must feel that the possibilies are great and that the danger of failing is possible.
I understand what Papert is saying about it being okay to “fail” when working with LOGO, but I would suggest that on a higher level, part of what motivates student to learn how to operate the Turtle is that other students are “getting it,” making cool pictures and figuring it out. The idea that they could produce their own designs must compel them to work through frustrations, and to work together.
Leontiev, who worked with Vygotsky looked at the issue of motivation, but I think that generally we don’t spend enough time thinking about this issue. When we design a class, or project, it’s necessary to try to think like the student for whom we are designing. What will be exciting about this project? What will be scary? What will be at stake?
I have to admit to being nervous last week, both in the circle mime game of passing the object as well as in the subsequent activity of designing a new object with a partner–but it was exciting and I didn’t want to be embarassed, so in some ways I felt that I was taking a risk.
More learning should be planned this way-with the ideas of both real life and risk as central concerns!
on 20 Feb 2008 at 11:48 am 2.seungwan_hong said …
LEGO blocks: “Object-to-think-with” for spatial creativity
After reading forward, introduction, chapter one and eight in Mind-Storms by S. Papert
According to Papert’s argument, the primary characteristic of “object–to-think-with” is a flexible and expandable self-learning system. His sample, the Turtle project shows us how to children learn operating logics and invent new shapes according to such logics. I agree with his opinion that computer-aided education tools support children’s self-learning of such flexible systems and induce them to find their own creative thinking with variety. I also agree such “object-to-think-with” is more effective when children are in “formal” stage by Piaget, so I am introducing LEGO Blocks, my “object-to-think-with” for spatial creativity and story making.
As everybody knows, LEGO blocks are some systemic pieces with four or five colors. LEGOs’ convenient composition system aided me to learn their operating principles. After understanding some principles to handle such systemic shapes of LEGOs, I tried to build more interesting objects or buildings. Various compositions of the blocks gave me a chance to find unexpected discoveries of forms, and it also induced me to have structural ideas and spatial imagination. Such spatial imagination led me to create stories with small toys.
I used interesting spatial shapes of LEGOs as a stage for toy-playing. The gray blocks of LEGOs turned a castle for a battle among knights and monsters. The composition of red blocks and yellow blocks turned a lighthouse for pirates. Through playing with friends, I learned new shape-making principles and applied them for my playing. I also let them know my ideas to build interesting shapes and story making. Such social interactions through LEGOs also gave us a chance to share our knowledge.
Recently, I saw the computer-based LEGO blocks. Many children could access the playground and much more various shapes and colors of blocks were provided. The various shapes and colors gave children much more possibilities for searching interesting shapes and spaces. Simple construction games were also possible among children. Although the computer-based LEGOs could not provide children with the chances to make creativity from physical touching of toys and blocks, in the view of learning various principles to make shapes and social activities, it seems successful.
on 21 Feb 2008 at 9:10 am 3.liz_goodman said …
I was in high school, maybe even college, before I really learned how to read - not just reading for comprehension, but reading for metaphor. In particular, I remember suddenly realizing just how tricky metaphors were; that even very simple images could be read in trickily multiple ways, and that you could read not just into the metaphor itself but how it was repeated. The trickiness of metaphors has since been a useful tool-to-think-with — and one that’s useful in this week’s Papert readings.
One of Papert’s big metaphors is the comparison of learning math in “Mathland” to learning French (pp 8,9,16). It’s an interesting metaphor, and it’s a little more complicated than it looks. Papert begins with comparing an ideal learning process to learning how to talk — “painlessly, successfully, and without organized instruction.” (p9)
So what does this tell us about Constructionism? Well, one thing we could say is that the metaphor of learning a second (or a first?) language brings us back to Maryanne’s question of motivation. Later Papert suggests that learning in a LOGO environment will probably be more like learning French while on vacation than like learning to speak your first language. And that’s where the metaphor (for me) got a little tricky.
Learning a second language — or a first one — can be frustrating. Being misunderstood, or fumbling for words, or being asked questions one cannot answer — all of those situations can be difficult. Contrary to what Papert suggests, it’s not painless, and there’s definitely instruction involved. But we have no choice about learning to talk, or often whether we learn a second language as immigrants.
It’s a minor critique of Papert, but I think the metaphor of language acquisition points to one of his unexamined assumptions: motivation. As Maryanne points out, we have to pay attention to why students might participate when learning is not a temporary escape, and they’re not on vacation.
on 23 Feb 2008 at 11:44 am 4.katherine_ahern said …
I think the idea that kids would inspire each other using the LOGO environment, as described by Papert, sounds true. Particularly Papert’s description of how seeing other kids’ creations would give a student the stamina to continue despite frustration when things don’t go perfectly.
When I was in highschool I met with a group of friends at a local cafe regularly. We were pretty arrogant about our intelligence, and enjoyed one-upmanship. I figured out early that quoting philosophers is a great way to sound smart, so I started studying philosophy independantly at age 16. My English teacher in highschool was willing to meet with me and go over the work I was doing - little did she know that my motivation was to impress the brainy boys!
on 24 Feb 2008 at 6:03 pm 5.hsin_hsien_chiu said …
“Learning through designing” is quite powerful and innovative approach for education. It’s especially beneficial for creativity training during childhood. Regarding the concept of the Constructionist to learning, children are provided fundamental ingredients, e.g. prepackaged computer language, and are allowed to create, design, and share their ideas with others. Compare to traditional children education, the constructive education enable children to learn and think subjectively. Moreover, they are encouraged to cooperate and interact with others through the new technologies.
In respect to psychology about the development of human intelligent, encouraging children to create could stimulate the growth of brain. Some theorists argue that learning activities could be categorized by the performance of right or left brain. The applications of constructive education mentioned in the reading are suitable for learning requiring right brain, e.g. the ability of creating and designing. On the country, the left-brain learning activities, e.g. remembering and learning language, might need something different. For instance, when we are reading poetries, there are many beauty of “vague” and “equivoque” contained in language. The approach of constructive education might help children to have a fundamental concept of sentence structure, but still might encounter limitations in terms of “uncertain variables” in several disciplines, such as “emotion” ,“sensation”, “psychology”, or “physiological thinking” of human beings.
on 24 Feb 2008 at 7:25 pm 6.anirban_sen said …
Papert seems to argue that the presence of an actual learning artifact is helpful in the development of early skills as well as later on in life. He uses the example of “gears” from his own life to illustrate how he learned math and how he was able to relate a lot of his mathematical education to the interaction of gears. He also seems to believe that a computing environment can provide a versatile artifact that each child would be able to fashion into his or her own artifact or device. In my case, the learning artifact was comic books. I use comics to this day to learn valuable lessons and to think about the world around me in ways that I would normally not. I do agree that a computer is versatile enough to translate media into multiple different forms and material that each child could find useful and interesting in his or her own learning process.
on 26 Feb 2008 at 12:23 am 7.aylin_selcukoglu said …
The constructionist approach to learning focuses on experiential learning and the idea that children learn effectively through making things and constructing a meaningful product.
Papert’s ideas are intriguing and I can see how this approach can be beneficial when learning “hard” topics such as math or science. He focuses on “mathphobia” in society and concentrates his examples of objects-to-think-with on gears (from his childhood) and LOGO (geometry). Many of the examples we talked about in class also focused around science and math related topics such as the Phun demo we watched (physics), K’nex (gears, pulleys, cranks, machines), and Legos.
What I don’t think Papert adequately addressed was applying his vision to other “soft” topics such as English and history. The future world he envisions is centered around “educationally powerful computational environments that will provide alternatives to traditional classrooms and traditional instructions” (p. 182). I can see such environments used to teach English or history by providing the ability to construct a story, but the options for use seem much more limited to me. I think such construction kits are good for learning specific themes, but I don’t think we’re yet at the point Papert envisions for all subjects of learning.
on 26 Feb 2008 at 11:14 pm 8.jon_breitbart said …
for me, one artifact for learning has been the computer, but not in the ways we have been talking about in class, per se. while the computer, and the rich learning environments it provides the potential for, have been extremely meaningful to me, i have been thinking about the computer’s physical nature as well. i became interested in computers and various technologies as a hobby through my childhood. as i became more involved in the computer and the online world, i learned, mostly through trial and error and by doing research online, more about how to troubleshoot problems. i never had any formal computer science or computer architecture classes until after i graduated from undergrad, but had built up some rich experiences in these other ways. i also became especially interested in customizing computers to me needs, to deals i found online, and for different purposes. i read up and taught myself about the different components of computers, learned how to open up the case, take the computer apart, and put it back together. this experience, reflecting on it now, taught me some essential concepts for programming, including the nature of modularity, and how different parts are dependent on others, how they can be interchanged without affecting the other parts in some cases, etc. i had also never had any formal learning experience with electronics until the tangible user interface class last semester. but this experience physically taking apart and putting together computers inspired to learn (at least enough) of the background information i had never been exposed to that opened up some new and different worlds i had yet been exposed to and helped inspire me to study how people interact with and use technology in different aspects of their lives and for different purposes.
on 27 Feb 2008 at 7:27 pm 9.sally_maki said …
First of all, I want to say that one of my main critiques of all of the constructionist learning is that social sciences or systems seemed completely neglected. Weird to say this because often in education today we think that science is neglected, and that science is harder to teach. I disagree, I feel that just now, in grad school, and I getting a chance to really learn and appreciate social sciences. I feel like it is very hard to make concrete but that it can be done and I would love to see learning kits designed to do this. Beyond just having dolls and stuff. Okay… moving on.
There are two ideas that I want to talk about though. Modularity, and improvisation. Things that are designed with modularity are compatible, extensible and easily reproduceable, but they’re not all the same. With a few pieces, you can make many things. I do think that Legos is the first exposure I got to modularity. The pieces are all each their own very simple module that can create all sorts of combinations of things. A lot of building kits are modular.
Playsets are sometimes modular. You can add a swing extension, or a teeter totter extension, etc. Magic cards, (as dorky as this makes me sound) are also modular in a way. Each new deck can be used with the others.
Drupal, the content management system, is also modular. This really got me to start thinking about the possibilities of modularity. For one of my iSchool papers last semester I wrote about how language learning systems can be modular too, making them so much more easy to create, and yet much more complex and customizable at the same time. Things that are designed to be modular, in general can have lots of efficiencies, be easy to learn/use, and yet be sophisticated and tailored to your needs. People are starting to design modular houses, which has a lot of positive implications for sustainability.
About improvisation, I don’t really have an “object-to-think-with” example for this, but it is what I would call one of my “powerful ideas” so I wanted to talk about it real quick. I think, particularly, about using objects for things that they weren’t meant for. A cigarette lighter as a bottle opener, a dime as a screwdriver, a key as a “knife” to cut tape on boxes. I came to learn this idea after many experiences of seeing other people do this kind of improvisation. This is a powerful idea to me because whereas before objects had specified purposes, I now see objects completely differently. I am much more open minded to them and see the concepts behind them and how they work rather than what their name is.
on 04 Mar 2008 at 7:44 pm 10.pierre_tchetgen said …
This week’s reading prompts me to think about social constructionist learning in communities (see Pinkett, 2000) as it relates to media production and self-expression in communities. When children pick up a camera at home or school, how do they view and approach this tool? My observation from working in various schools and community programs (after-school and out-of-school) is that there is a popular education model for engaging learners around new tools, process or technologies, which takes a politicized view of the social and cultural context of learning (see Paulo Freire, Pedagogy of the Oppressed). In a politicized environment, the ideas and objects of learning are generally not viewed as abstract concepts to be manipulated in a play mode, but instead the present technologies are to be used as tools for greater self-expression, identity formation, economic empowerment or cultural production.
The uses and products from such a mode of interaction differ qualitatively from a play approach. Sophocles’ Antigone comes to mind as an example of a drama that engages both the audience (readers, viewers) and actors (on stage, screen) in a dialectical process of political reflection, as these very themes are encoded in the play in a way that ensures this. Similarly, when the conversation in a particular learning environment is grounded in a process of inquiry into the facts and norms that maintain a given situation, the introduction of technology tools and media objects have the capacity to lead learners towards a liberatory praxis, once they have adopted the ideas, tools or processes to their own goals and uses.
on 04 Apr 2008 at 5:43 am 11.jessica_kline said …
Papert describes “Powerful Ideas” as tools that help you make sense of the world and that can be used over a lifetime. I suppose my own powerful ideas are the source of inspiration for my final project in this class: cooking. To explain, it’s best to start with my childhood reaction to the Easy Bake Oven. As a kid (and I suppose today too) I didn’t understand the attraction to this toy. I would watch the commercials of friends sharing their “homemade” cakes and cookies and I would wonder why they don’t just use a real oven and make real desserts. In essence, cooking provided an understanding of food and its ingredients. I knew that cookies weren’t magical creations but instead were a combination of butter, sugar, eggs, and flour.
Cooking also provided an understanding of where food originates and what people eat in different cultures. I would often ask questions such as “how does wheat turn into flour?” or “what is this yellow part of the egg”. I would also reflect on the food traditions of my family, why one side of the family ate bagels and lox and the other side ate adobo and lumpia. I suppose it might have been easier for my parents to buy me an Easy Bake Oven as it would have required less supervision. But this would have been far less powerful – cooking remains as my powerful idea; I love researching and writing about it (my favorite projects and papers here at the iSchool have been somehow related to food), I love traveling and eating local cooking, and I love making (and eating) my own cookie dough.
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