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Posts tagged ‘constructionism’

1
Apr

Role of Technology in Classrooms

I’m wondering why teachers use technology in the classroom…

Here are some of my reasons for using technology. Get more context by watching the video!

  • I love the notion of ‘cognitive residue’.
  • As learners, we are in the business of ‘building our own minds’.
  • We, as teachers, are in the business of helping kids to ‘build their own minds’.
  • Tools do shape behaviour.
  • We see that tools allow us to play ‘what if’…because of the affordances of the technology.
  • What is the difference between ‘effects with’ and ‘effects of’ computers. Kids may be better writers while using a computer. Are they better writers after ‘having used’ a computer?
  • Technologies should provide ‘mental models with which to think’.
  • It’s good for teachers to have a plan…but sometimes your plan can limit what you do.
  • Both teachers and students need to be passionate about what they are learning.

The video is from the learning exchange—a site of the Student Achievement Division of the Ontario Ministry of Education. It was recorded at The Quest 2016 conference – Deep Learning in a Digital World.

14
Aug

Remembering Seymour Papert in Ontario Education

PapertAs a long time member of the Educational Computing Organization of Ontario (since 1980), I wish to express my appreciation for the life and work of Seymour Papert. He contributed widely and significantly to Ontario education through those who have learned from him since the late 1970s. Countless Ontario students grew up with Logo and Lego TC Logo robotics—and, more importantly, in learning environments that honoured their freedom to invent, to err, to create and to tinker in wonderment.

This is rather a personal glimpse although I shall provide many wonderful tributes and resources from other members of this wonderful, brilliant community.

Many of you may know Seymour Papert as the co-creator of Logo. If you don’t know about Logo or Seymour’s role in its development, there are some resources below.

Dr. Seymour Papert has often been recognized as the Father of Educational Computing. His impact on the early world of information technologies in schools is legendary for it was borne from his collaboration with Jean Piaget, theories of constructivism, and the ‘tutee’ concept within Tool, Tutor, and Tutee.

But Seymour has been much bigger than Logo.

Papert & Negroponte

Seymour Papert & Nicholas Negroponte, Founder & Chairman of ‘One Laptop Per Child’ – photo by Bud the Teacher (by sa nc)

What You May Not Know

But what you possibly don’t know about Seymour Papert is his significant contribution to the field of cognitive science. With Marvin Minsky, he cofounded the Artificial Intelligence Laboratory at MIT.  He collaborated with Marvin Minsky on Perceptrons (1969), which temporarily reduced the focus on neural networks and encouraged increased study of symbolic models.  Indeed, in the early 80’s, the exploration of neural networks rebounded and became a prominent force in Artificial Intelligence (AI) research and development. I don’t pretend to understand the ins and outs of these very technical arguments among the Newell & Simon cognitivists, artificial intelligence supporters, and cyberneticists.  However, these times were central to the creation of the current theories of cognitive science.

The Human Side

I had the good fortune of spending some time with Seymour Papert.  I wish I’d had more time and I wish that I’d had more opportunities for debate with him—not about cognitive science but about cognitive psychology and his dreams for schools and children’s learning.

Conference Adventures

We were at a conference together in Israel in 1987 (Second International Congress on Early Childhood Education: Childhood in the Technological Era. I helped usher him away from the throngs of people after his presentation to his hotel in another city. He was always deluged in those days and he valued his privacy. He asked me if I wouldn’t mind driving his rental car for him. He found it crazy to drive there and, of course, I was happy to oblige. On the way, we stopped in the old city and were happily walking along, browsing at the stalls. Then, I turned around and he was gone! Oh my goodness! It took me some 20-30 minutes to find him.  He was contentedly sipping tea with a shopkeeper and deeply involved in a wonderful conversation about the state of the world.

RCX Programmable BrickMedia Lab Inquiries

Another meeting was at the Media Lab when he invited me to sit in with his graduate students to discuss the social implications of a group (gathering) of untethered, programmable turtles! You see, Fred Martin (one of his graduate students) had created what became the RCX programmable brick controlled by an IR sensor which received instructions from the computer. So the turtle no longer needed to be connected via cables! Freedom! 🙂

Seymour was asking the students to think what might happen if we tried to replicate human interactions based on cultural differences. Turtles could be designed differently in some way and the sensors on each could detect the differences. People across cultures have different comfort levels with proximity to other people. Some don’t mind being close. Others like to have a little more personal space. Could we replicate that with a turtle community? This was a fascinating time for me because, once again, it revealed to me Seymour’s humanitarian sensibilities blended with his expertise in artificial intelligence.

LCSI (Logo Computer Systems Incorporated)

I started using Logo with my Grade 2s in 1980. Seymour, Brian Silverman and others started LCSI (Logo Computer Systems Incorporated) in 1981. It is based in Montreal, Canada. I switched to using LCSI’s logo shortly after that. Then my job changed in North York Schools. I became a centrally-assigned instructional leader and was able to make central purchases and decisions about professional learning at the district level. This gave me the opportunity to become friends with the folks at LCSI—including Susan Einhorn and Michael Quinn (current president). Now, that sounds like a conflict of interest (LOL), but the reality was that we were all part of the Logo community and ended up at the Logo conferences at MIT through the 80s.

Educational Computing Organization of Ontario (ECOO)

I regret that we never had Seymour at our ECOO conference. I don’t know why! It was an error. I take some responsibility for that as I was involved with both the ECOO Board and conference committees over the years (since 1980).


Look to the Learner Poster SmallerSIG Logo

But, we did have a Special Interest Group for Logo (SIG-Logo) from approximately 1983 – 1989 or so. I was honoured to be its leader for most of that. In 1986, we had a wonderful conference called Look to the Learner. Many of the famous Logophiles of the day presented. (See So You Want Kids to Code! Why? for the agenda—along with some other Logo bits and pieces.)

Many influenced by Seymour have spoken at ECOO

Gary Stager (keynote many times), Sylvia Martinez (keynoted in 2015), Artemis Papert and Brian Silverman (keynoted and ran Minds On Media centre in 2014), David Thornburg (featured speaker several times), Norma Thornburg, Bonnie Bracey (featured), Mitch Resnick (keynote), Ron Canuel, Judi Harris, Margaret Riel,  Brenda Sherry, and many more have shared his work and his influence on their own practice over the years. Indeed, I also have shared much Logo related work and thinking many times as a speaker—both featured and regular.

I miss Seymour’s presence. He was severely injured in a motorcycle accident several years ago. His strength of passion and genius should not be missed. Read his work.

A Last Word about Logo

If you have not explored using Logo with kids, I can still recommend that you do this.  I am sure it must fit a 21st Century Skill or two.  🙂  There are many versions available.  Seymour Papert was the Chair of the Board of LCSI for many years and they have, in my opinion, made the best versions of this computer language.

Check out MicroWorlds EX and MicroWorlds Jr (the latter is for primary kids). Also consider Turtle Art. It is a lovely version of the turtle graphics aspect of Logo and is elegant in its simplicity.

Please check out some of these wonderful resources and tributes to this revolutionary educator.

RESOURCES

 

Thank you Seymour.

And thank you to all in that community who have impacted children in Ontario and beyond.

 

 

1
Apr

The Design of Everyday Things: Think about your classroom culture

What affordances do technologies provide for deep learning in students?

One of my favourite books ever – got a revision in 2013!

design of everyday thingsThe Design of Everyday Things by Don Norman is a must-read, in my humble opinion, for every educator. It’s really a book about the intersection between design and human interaction/behaviour.

I will quote the simple example I have repeated for years as a teaser for you to think about your classroom and how it is designed. Also, think about working with your students to understand design as they are making their artifacts in these revised constructionist classroom cultures of design thinking.

This book will also help you to think seriously about the affordances that newer technologies provide for deep learning within, and among, students. The book is not focused on that topic—but might be a provocation for you to think about it!

“If I were placed in the cockpit of a modern jet airliner, my inability to perform well would neither surprise nor bother me. But why should I have trouble with doors and light switches, water faucets and stoves? ‘Doors?’ I can hear the reader saying. ‘You have trouble opening doors?’ Yes. I push doors that are meant to be pulled, pull doors that are meant to be pushed, and walk into doors that neither pull or push, but slide. Moreover, I see others having the same troubles—unnecessary troubles.”

door-handles pull sliding door handleHe continues to explain that the “design of the door should indicate how to work it without any need for signs, certainly without any need for trial and error.” In other words, a flat panel on the door tells you to push whereas a rounded bar tells you to pull. An indented handle invites sliding the door. But this is often not the case!

So, read the book just for your own interest!

But, more importantly, think about what you provide to students and how it invites their actions.

4
Jul

‘Making’ Does Not Equal ‘Constructionism’

‘Making’ is about empowering students to ‘make their own minds.’

‘Making’ is about empowering students to ‘make up their own minds’—quite literally—regardless of the artifacts being constructed. This is the view I prefer to take.

‘Making’ should focus on taking charge of, and constructing, your mind—your learning. Making objects and artifacts is a means to that end. ‘Making’ is a central tenet of constructionism, tinkering and inquiry—or ‘tinkquiry’ as my colleague Brenda Sherry and I like to say. But it is not the whole story.

Don’t equate ‘making’ with ‘constructionism’.  ‘Making’ ≠ ‘constructionism’— necessarily.  One cannot assume that because kids are ‘making’ that they are building new schema—that you are embedding them in a constructionist pedagogy.

Seymour Papert and Idit Harel in 1991 said,

“It is easy enough to formulate simple catchy versions of the idea of constructionism; for example, thinking of it as ‘learning-by-making’. One purpose of this introductory chapter is to orient the reader toward using the diversity in the volume to elaborate—to construct—a sense of constructionism much richer and more multifaceted, and very much deeper in its implications, than could be conveyed by any such formula.” In Constructionism (Ablex Publishing Corporation, 1991).

The ‘Maker Movement’ isn’t Just About Electronics and Coding!

carbon monoxide detectorKinetic SculptureThe maker movement has become extremely popular in the last few years and is usually associated with the ‘making’ of things with circuit boards, 3D printers, lego, found materials, wood shops, metal shops, coding/programming and other electronic gadgetry.  It’s similar to DIY (Do It Yourself) – and ‘craft nights’. There are countless Maker Faires and Maker studios all over the globe.

But, is it only about ‘making with electronics’ and ‘coding’? No. I don’t believe it should be.

‘Making’ isn’t only about electronics and coding.

Building poems, art, music, mathematical solutions and so on are all part of the ‘maker movement’ in my mind. I think Seymour Papert might agree with me as you will read later on.

Building poems, art, music, mathematical solutions and so on are all part of the ‘maker movement’…

The Critical Part is the ‘Making of One’s Own Mind’.

Indeed, the critical part is the ‘making of one’s own mind’—the constructionist piece—not the nature of the artifact being made. As I suggested, making artifacts is the means to an end, in my opinion. Constructing one’s schema and texture of mind is the end-goal.

Now, of course, here I am telling you what I think about ‘making’ and ‘constructionism’ but I cannot think that you will merely learn it by reading. It will take my provocations and your efforts for you to construct your own understandings of these ideas—these constructs. As Papert and Harel said,

“If one eschews pipeline models of transmitting knowledge in talking among ourselves as well as in theorizing about classrooms, then one must expect that I will not be able to tell you my idea of constructionism. Doing so is bound to trivialize it. Instead, I must confine myself to engage you in experiences (including verbal ones) liable to encourage your own personal construction of something in some sense like it. Only in this way will there be something rich enough in your mind to be worth talking about.”

A long time coming!

DeweyPiagetWell, this kind of thinking and practice has been a long time coming—well, this time around! Let’s face it. Dewey spoke of it early last century when he spoke of experiential learning.

This time, since information technology has been affordable and accessible, it was Seymour Papert and his colleagues who founded this notion of ‘children as makers’ – when he coined the term ‘constructionism’.  Seymour studied with, and subsequently worked with, Jean Piaget who was instrumental in the origins of the constructivist learning theory—along with Jerome Bruner, Lev Vygotsky and others.

What is constructivism?

BrunerVygotskyConstructivism is a theory which suggests that people actively construct their own understanding and knowledge of the world and are not merely passive recipients. These understandings arise through experiencing events and then reflecting on those experiences.  If we encounter something new, we either assimilate it into our previous ideas and knowledge—our schema—or we must accommodate it by changing what we believe, therefore modifying our schema.  Or maybe we just discard the new information as irrelevant.

Regardless, we are active creators of our own knowledge. This occurs through asking questions, exploring, and assessing what we know.  It happens through inquiry.

Does this mean the teacher’s role is diminished?

Not at all. A constructivist approach celebrates the active role of the teacher in helping students to construct knowledge rather than to merely regurgitate meaningless facts. In constructivist classrooms, you will see project-based learning, problem-generation and problem-solving approaches, and inquiry-based activities where students are generating driving questions, generating potential solution strategies and digging into investigations.

You will see students making their knowledge and processes visible to the other students where it is all available for discussion and collaboration. Meaningless facts aren’t memorized in a decontextualized fashion but rather a meaningful body of knowledge is constructed and becomes part of the student’s interrelated collections of memories. The teacher’s role is far from irrelevant. It is critical as a facilitator, educator, and co-investigator.

Constructivism leverages the student’s natural curiosity about the world and how things work. Their engagement is invoked through respect of their current knowledge and real-world experience. Their hypotheses and investigative methods are honoured and honed.

PapertConstruct ‘a sand castle on the beach or a theory of the universe‘.

So along comes Seymour Papert – and in the mid-sixties – begins to think very deeply about the role of kids making things——>publicly.

This is, as I said, when he coined the term ‘constructionism’.

“Constructionists believe that deep, substantive learning and ‘enduring understandings’ occur when people are actively creating artifacts in the real world.” Papert & Harel “http://www.papert.org/articles/SituatingConstructionism.html”

Constructionism holds that children learn best when they are in the active role of the designer and constructor. But the theory goes a step further.

Constructionism “is the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe.”

Constructionism Relies on Visible Thinking & Conversation. Making May Not.

But it is not merely the act of constructing that is essential. Powerful things happen when that act of constructing mediates deep conversation with others. The very act of articulating ideas, sharing thoughts, confusions, ahas, questions, potential solutions makes knowledge building explicit. Sometimes words are spoken. Oftentimes facial expressions and body language communicate. We might draw diagrams or build prototypes. All these serve to make the thinking visible and, therefore, discussable—not only with others but for oneself. We learn our subject matter well as we think hard about it and are very intentional about constructing not only the artifact at hand but also our knowledge and success.

…constructing, or making, is not enough…

Constructionist learning is very powerful due to the rich texture of this public creation of artifacts.

Let’s look at some of Papert’s work in action.

Alright. So it is clear that today’s ‘maker movement’ has strong roots in Papert’s ‘constructionism’, in Piaget’s constructivism, in Vygotsky’s social constructivism, in Dewey’s experientialism, and in Scardamalia & Bereiters’ theories of intentional learning and knowledge construction.

However, today’s maker movement is nearly always described in terms of ‘electronic’ making—or making with coding or robotics or lately 3d printing.

Making Up One’s Own Mind

But, I maintain that the real focus should be on helping students to ‘construct their own mind’—for to do so helps them to ‘take charge of their own learning’—which is not just a matter of student agency. It is also a matter of intentionality and skill in knowledge construction. The wraparound of a knowledge-building culture is essential in a ‘making’ environment to reach this goal.

So What Do You Make?

As Papert said, and I totally agree, it matters not whether one is making a sandcastle on the beach or a theory of the universe. I think what is important is that we understand the breadth and depth of constructionism and related theories and that we don’t merely equate making with constructionist learning.

So what do kids make? Have them make what moves them. Make something that matters. Make something hard. Have ‘hard fun’ as Seymour would say. But, above all, focus on crafting the surrounds—the culture—that encourages and supports kids in constructing new knowledge. Focus on the building of the mind as they are creating their public entities—be they poems, songs, multimedia presentations, other works of art or indeed more ‘maker faire’ robotics-based artifacts.

Make up your own mind on how to do this best.

RESOURCES

Books

Invent to LearnThere are now many books on the topic of ‘making’—but, these two are deeply rooted in a constructionist approach to ‘making’ because all of these authors have been central to building of this theory as colleagues of Seymour Papert.Guide to 3D printing

“Using technology to make, repair, or customize the things we need brings engineering, design, and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing.”

 

Screen Shot 2014-07-04 at 2.15.25 PM

Idit Harel at ISTE

K-12 Learning Platform

Globaloria – Idit Harel is the founder and CEO of this online platform for courses in STEM, computing, game design and coding.

Relevant Posts

12
Oct

Co-creation Viewed Differently…

One of the things I have loved over the years is coming to understand the difference between novice and expert learners. I have realized that experts take multiple passes at information and often revisit the same constructs at different times – with different lenses – with new sets of experiences under their belts.

Here I am in this situation myself.  I am thrilled with these new perspectives.

Produced for LCSI’s Journal Zone

I have spent a great deal of my professional life encouraging students to collaborate – both socially and cognitively. This has taken many forms and you can browse other posts in this blog to see those efforts and strategies. As you will see, co-creation of artifacts has been central to those efforts. Co-creation of artifacts is, after all, the heart of ‘social constructionist’ theory and practice.

In studying evocative coaching in the Powerful Learning Practice’s Connecting Coaching course, I have been amazed at the power of co-creation to build trust. I guess it has been implicit in all that I have done. But, now that it has been made explicit for me, I can leverage its power in building relationships and in building even more vibrant learning communities among students and among colleagues in professional learning scenarios.

This opportunity to zoom out and to be open to new perspectives on previous themes is a lesson for us all.

Gaining expertise is a lifelong attitude.

Co-creation of content encourages and supports the building of relationships and trust.

——-

RESOURCES

See also Constructivism in Action by @brendasherry