Nathan Holbert - Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs

1. Alan Kay

2. Nathan Holbert, Matthew Berland, and Yasmin B. Kafai

3. Sayamindu Dasgupta, Benjamin Mako Hill, and Andrs Monroy-Hernndez

4. Marina Umaschi Bers

5. Richard Noss, Celia Hoyles, Piers Saunders, Alison Clark-Wilson, Laura Benton, and Ivan Kalas

6. Rebecca Reynolds and Idit Harel

7. Chronis Kynigos

8. Seymour Papert

9. Karen Brennan and Raquel Jimenez

10. Nalin Tutiyaphuengprasert

11. Gary S. Stager

12. Paulo Blikstein

13. Kylie Peppler, Anna Keune, and Naomi Thompson

14. Nathan Holbert

15. Amon D. Millner, Edward Baafi, and Susan Klimczak

16. David Cavallo

17. Angela Calabrese Barton and Edna Tan

18. Kristin A. Searle, Breanne K. Litts, Bryan McKinley Jones Brayboy, Yasmin B. Kafai, Teresa Casort, Stephanie Benson, and Sequoia L. Dance

19. Anne Weibert, Konstantin Aal, Maximilian Krger, Michael Ahmadi, Gunnar Stevens, and Volker Wulf

20. Ricarose Roque

21. Matthew Berland

22. Michelle Hoda Wilkerson and Brian Gravel

23. Andrea Forte

24. Breanne K. Litts, Erica R. Halverson, and Kimberly M. Sheridan

25. Joshua A. Danish and Noel Enyedy

26. Deborah A. Fields and Sara M. Grimes

27. Arnan Sipitakiat

28. Edith K. Ackermann

29. Uri Wilensky

30. Yasmin B. Kafai and Gayithri Jayathirtha

31. Dor Abrahamson and Kiera Chase

32. Kimberly M. Sheridan

33. Jianwei Zhang

34. Vanessa Svihla and Tim Kubik

35. Eric Klopfer, Emma Anderson, and Judy Perry

List of Figures

Scratch code for a program that uses a cloud variable to keep track of global, community-wide high scores. This script compares the value of the cloud variable High Score to the score from the recently concluded game. If the score is higher, then High Score is set to the score. The cloud icon indicates that the variable High Score is a cloud variable. Cloud variables were inspired by the practice of Scratch users repurposing the comments section of the website to keep track of high scores and survey responses.

The KIBO robot.

Module 1 overview.

MaLT2Logo programming, 3D, Dynamic Manipulation, ChoiCo-Blockly programming, GIS, DB.

Students at DSIL construct extensive and complex projects throughout the year and frequently share this work with parents, educators, and others from the school community.

The project, speakers, and structure of CMK.

Top:Kade weaving (left), Kades project plan (center), Recursive function for Kades pattern (right).Center:Jasmines project plan (left), her weaving project (middle), parallel process translated into Python (right).Bottom:Twisted square technique (left); Emmas project (center); Python code of stitch pattern (right).

Strawberry poster.

Lightbulb rap.

Youth using an iPad to document Jerry talking about one of his sculptures.

Children use a GPS-device to choose a location to set free their crafted dragonflies.

The groups skeletal theory of causation (left, recreated) was populated by explanations from different members of the group (right), then linked to specific findings from data (bottom).

Artifacts created by Luis and Taddeo as they prototyped their design.

Puppet characters from left to right: Anne and Sams narrator, Sams shark, and Annes Sheila.

Students creating a participatory model (left) with a close-up view of what each state looks like (right).

The perk curve describing a natural progression of technology-rich educational initiatives.

Describing molecular mechanisms of genetic regulation through existing structurations of molecular biology.

Middle school students using an agent-based model to reason about emergent properties of molecular mechanisms of genetic regulation.

Various computational physical construction kits: Top row: (left) Makey Makey construction kit, (right) interface with Play-Doh; Middle row: (left) Paper construction kit and (right) a sketchbook integrated with circuit to highlight chosen page numbers; Bottom row: (left) e-textile construction kit with LilyPad Arduino microcontroller (center) with battery holder, buzzer, vibe board, accelerometer, light sensor, and tricolor LED and a Captain America shield (right).

Giant Steps for Algebra: example of diagrammatic activity and its cognitive modeling.Above:A students first attempt at solving a narrative instantiation of the algebraic proposition of 3+ 2 = 4- 1. On both Day 1 (3+ 2, above the horizontal path line) and Day 2 (4- 1, below the line) the giant traveled from the Start flag on the left to the Treasure flag on the right. Dark grey arcs represent giant steps (the variable x), and light grey arcs represent meters (the fixed integer units). In building this diagram the student has apparently attempted to maintain consistent measures (SILO 1) of giant steps and meters, respectively, but has not achieved equivalent expressions (SILO 2) above and below the line (note different end points of Day 1 and Day 2 journeys), consequently failing to create a shared frame of reference(SILO 3).Bottom-left: