Papert and Minsky were building on some of the ideas of Piaget, specifically that learning is experiential and constructed process. It is not merely transmitted, but built up by the learner as they reconstruct the concepts and build mental models of things in the world. Constructioninsm places an emphasis in engaging with tangible things in the world and physically, and consttues the learner as literally building knowledge as she makes things in the world.
Electronics & Robotics were made more possible for the average person. Microcontrollers made practical home robotics a possibility for the first time.
TEL it to the People
TEL it to the People:Technology Enhanced Learning and theMaking and Hacking Communities<br />Dr. Brock Craft<br />
“Democratizing” learningw/ tangibles?<br />Internet and communication<br />Online learning communities of practice + Making & hacking<br />Informal, self-guided<br />Sharable learning designs<br />“Internet of Things” creates new learning opportunities<br />
The new potential in using small programmable object technologies (SPOTs) and robotics (“physical computing”)…<br />...to support embodied and kinaesthetic learning<br />...examined for the case of secondary mathematics education<br />A 2-month exploratory project to design hardware and software prototypes, tested in classrooms for “proof of concept”<br />
Project partners:<br />Dr. Philip Kent (LKL)<br />Dr. Nicolas Van Labeke (LKL, now LSRI)<br />2 month duration<br />Funded by Becta (RIP)<br />
Educational premise<br />As children grow learning progresses from physical (bodily-based) to symbolic<br />Presumption is that physical mode is left behind; can the physical/kinaesthetic contribute to symbolic conceptual learning?<br />As abstract conceptual content increases, the intellectual distance from physical activity increases - how to maintain the connections for learners? This is where the SPOT technology supports learning<br />
A case study in mathematics<br />(mathematics being a subject whose abstraction is notorious)<br />Bodily Interaction with mathematical ideas in non-Euclidean geometry a sphere<br />Problematise concepts that students would consider obvious and beyond question: <br />Are there “straight lines” and “angles” on the surface of a sphere? <br />If so, what do these have to do with the familiar straight lines and angles of the two-dimensional plane? <br />
Devices and activities<br />Virtual angles<br />Spherical Geometry (great circles and triangles)<br />DODO (double odometer)<br />Maps and journeys: translations from spherical to plane geometry<br />
Proof of concept trials<br />Selected Year 10s in: academy school, independent school, G&T summer school. <br />Trials of 2 to 2.5 hours, 5 to 7 students in group <br />Can students use the devices we created?<br />Can students engage with the ideas that we intended? Indications for learning?<br />
Results<br />Students can create their own tests and activities. What other things will they do?<br />Teachers can engage with this approach to learning <br />Teachers’ enthusiasm to hack learning designs and build with small programmable objects themselves? (Mathematics meets D&T??)<br />Where are we with programmables/SPOTs?…<br />
Designing tangibles for learning(www.lkl.ac.uk)<br />