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The digital revolution necessitates, but also makes possible,
radical changes in how and what we learn. This book describes a set
of innovative educational research projects at the MIT Media
Laboratory, illustrating how new computational technologies can
transform our conceptions of learning, education, and knowledge.
The book draws on real-world education experiments conducted in
formal and informal contexts: from inner-city schools and
university labs to neighborhoods and after-school clubhouses. The
papers in this book are divided in four interrelated sections as
follows:
* "Perspectives in Constructionism" further develops the
intellectual underpinnings of constructionist theory. This section
looks closely at the role of perspective-taking in learning and
discusses how both cognitive and affective processes play a central
role in building connections between old and new knowledge.
* "Learning through Design" analyzes the relationship between
designing and learning, and discusses ways that design activities
can provide personally meaningful contexts for learning. This
section investigates how and why children can learn through the
processes of constructing artifacts such as games, textile
patterns, robots and interactive devices.
* "Learning in Communities" focuses on the social aspects of
constructionist learning, recognizing that how people learn is
deeply influenced by the communities and cultures with which they
interact. It examines the nature of learning in classroom,
inner-city, and virtual communities.
* "Learning about Systems" examines how students make sense of
biological, technological, and mathematical systems. This section
explores the conceptual and epistemological barriers to learning
about feedback, self-organization, and probability, and it
discusses new technological tools and activities that can help
people develop new ways of thinking about these phenomena.
The digital revolution necessitates, but also makes possible,
radical changes in how and what we learn. This book describes a set
of innovative educational research projects at the MIT Media
Laboratory, illustrating how new computational technologies can
transform our conceptions of learning, education, and knowledge.
The book draws on real-world education experiments conducted in
formal and informal contexts: from inner-city schools and
university labs to neighborhoods and after-school clubhouses. The
papers in this book are divided in four interrelated sections as
follows:
* "Perspectives in Constructionism" further develops the
intellectual underpinnings of constructionist theory. This section
looks closely at the role of perspective-taking in learning and
discusses how both cognitive and affective processes play a central
role in building connections between old and new knowledge.
* "Learning through Design" analyzes the relationship between
designing and learning, and discusses ways that design activities
can provide personally meaningful contexts for learning. This
section investigates how and why children can learn through the
processes of constructing artifacts such as games, textile
patterns, robots and interactive devices.
* "Learning in Communities" focuses on the social aspects of
constructionist learning, recognizing that how people learn is
deeply influenced by the communities and cultures with which they
interact. It examines the nature of learning in classroom,
inner-city, and virtual communities.
* "Learning about Systems" examines how students make sense of
biological, technological, and mathematical systems. This section
explores the conceptual and epistemological barriers to learning
about feedback, self-organization, and probability, and it
discusses new technological tools and activities that can help
people develop new ways of thinking about these phenomena.
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Start Making (Paperback)
Museum Martin, Alisha Panjwani, Natalie Rusk, Mitchel Resnick
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R561
R472
Discovery Miles 4 720
Save R89 (16%)
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Ships in 10 - 15 working days
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Start Making! is a program developed by the Clubhouse Network to
engage young people all over the world in Maker-inspired
activities. With this guide, you will discover how to plan and
coordinate Start Making! projects in your home, school, library,
community center, after-school club, or makerspace. You'll learn
strategies for engaging young people in creative thinking,
developing individual and team projects, and sharing and reflecting
on their creations. Each session includes a list of the supplies
you'll need, step-by-step instructions for completing the projects,
and prompts for stimulating discussion, curiosity, and confidence.
These fun do-it-yourself (and do-it-together) projects teach
fundamental STEAM concepts -- science, technology, engineering,
art, and math -- while introducing young people to the basics of
circuitry, design, coding, crafting, and construction. They'll make
paper cards and creations that light up, play music using a MaKey
MaKey keyboard and Scratch programming, join together to make
paintings with light, design and construct 3D sculptures, build a
vibrating art-bot that makes drawings, and sew fabric creations
with wearable circuits. Dip into the activities once a week, run
them as a week-long summer activity, or go through the guide in any
way that works for you. By offering your own Start Making! program,
you can inspire young people in your community to develop creative
ideas, learn new skills, and share their creations. The Clubhouse
Network is a global network of community-based centers led by
Boston's Museum of Science in collaboration with the MIT Media Lab.
How lessons from kindergarten can help everyone develop the
creative thinking skills needed to thrive in today's society. In
kindergartens these days, children spend more time with math
worksheets and phonics flashcards than building blocks and finger
paint. Kindergarten is becoming more like the rest of school. In
Lifelong Kindergarten, learning expert Mitchel Resnick argues for
exactly the opposite: the rest of school (even the rest of life)
should be more like kindergarten. To thrive in today's
fast-changing world, people of all ages must learn to think and act
creatively-and the best way to do that is by focusing more on
imagining, creating, playing, sharing, and reflecting, just as
children do in traditional kindergartens. Drawing on experiences
from more than thirty years at MIT's Media Lab, Resnick discusses
new technologies and strategies for engaging young people in
creative learning experiences. He tells stories of how children are
programming their own games, stories, and inventions (for example,
a diary security system, created by a twelve-year-old girl), and
collaborating through remixing, crowdsourcing, and large-scale
group projects (such as a Halloween-themed game called Night at
Dreary Castle, produced by more than twenty kids scattered around
the world). By providing young people with opportunities to work on
projects, based on their passions, in collaboration with peers, in
a playful spirit, we can help them prepare for a world where
creative thinking is more important than ever before.
How does a bird flock keep its movements so graceful and
synchronized? Most people assume that the bird in front leads and
the others follow. In fact, bird flocks don't have leaders: they
are organized without an organizer, coordinated without a
coordinator. And a surprising number of other systems, from termite
colonies to traffic jams to economic systems, work the same
decentralized way. Turtles, Termites, and Traffic Jams describes
innovative new computational tools that can qhelp people (even
young children) explore the workings of such systems--and help them
move beyond the centralized mindset.
Autobiographical essays, framed by two interpretive essays by the
editor, describe the power of an object to evoke emotion and
provoke thought: reflections on a cello, a laptop computer, a 1964
Ford Falcon, an apple, a mummy in a museum, and other
"things-to-think-with." For Sherry Turkle, "We think with the
objects we love; we love the objects we think with." In Evocative
Objects, Turkle collects writings by scientists, humanists,
artists, and designers that trace the power of everyday things.
These essays reveal objects as emotional and intellectual
companions that anchor memory, sustain relationships, and provoke
new ideas.These days, scholars show new interest in the importance
of the concrete. This volume's special contribution is its focus on
everyday riches: the simplest of objects-an apple, a datebook, a
laptop computer-are shown to bring philosophy down to earth. The
poet contends, "No ideas but in things." The notion of evocative
objects goes further: objects carry both ideas and passions. In our
relations to things, thought and feeling are inseparable. Whether
it's a student's beloved 1964 Ford Falcon (left behind for a
station wagon and motherhood), or a cello that inspires a
meditation on fatherhood, the intimate objects in this collection
are used to reflect on larger themes-the role of objects in design
and play, discipline and desire, history and exchange, mourning and
memory, transition and passage, meditation and new vision.In the
interest of enriching these connections, Turkle pairs each
autobiographical essay with a text from philosophy, history,
literature, or theory, creating juxtapositions at once playful and
profound. So we have Howard Gardner's keyboards and Lev Vygotsky's
hobbyhorses; William Mitchell's Melbourne train and Roland Barthes'
pleasures of text; Joseph Cevetello's glucometer and Donna
Haraway's cyborgs. Each essay is framed by images that are
themselves evocative. Essays by Turkle begin and end the
collection, inviting us to look more closely at the everyday
objects of our lives, the familiar objects that drive our routines,
hold our affections, and open out our world in unexpected ways.
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