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Learning to learn, learning to code in 21C Cathleen Galas Smalltalks 2013 Rosario, Argentina
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Learning to learn, learning to code in 21C
Cathleen GalasSmalltalks 2013
Rosario, Argentina
What is happening to
learning as our world is characterized by
constant change and connectivity with almost unlimited access to
knowledge resources?
PlayingQuestioningImagination
AGENCYCapacity to act in a worldBeyond skills and “know
how”Ability to form and carry
through projects
What frameworks do we need to make sense of
learning in our constantly changing world?
What frameworks do we need to make sense of learning in
our constantly changing world?
Massive information network
Bounded and structured environment
What frameworks do we need to make sense of learning in
our constantly changing world?
Massive information network
Bounded and structured environment
New ways of learning
HOW do we accommodate new practices?
NO LEARNING OCCURS WITHOUT A RELATIONSHIP
Connections
Relationships
LOGO show and 2 = 2 3 = 5
false
cg
show and pos = [0 0] heading = 0
true
show (and 2 = 2 5 = 5 6 = 6)
true
Longitudinal Study
New ways of learningThe old ways are UNABLE TO KEEP UP
with the changing world
New media makes peer – to – peer learning easier and more natural
Peer to peer is amplified: the new media purports a COLLECTIVE nature of participation
ACM-explaining LOGO
Squeak Etoys
Users of LOGO Squeak Etoys
adaptive lessons needed
COMMUNITY—You learn in order to belong
COLLECTIVE– You belong in order to learn
Create stories, games, and animations
Share with others around the world
Definition of LiteracyLiteracy can now be broadly defined as including all types of communication
interactions that involve speaking, reading, listening, and writing with text
both in print and non-print forms.
(Hagood, Stevens, & Reinking, 2002)
Three challenges in participatory competencies that need to be addressed in preparing youth for
full digital culture participation (Jenkins et. al. 2006)
Participation
Transparency
Ethics
Expand competencies
Challenge youth to participate as
PRODUCERS
As well as CONSUMERS of technology(Peppler & Kafai 2007)
http://muve.gse.harvard.edu/rivercityproject/
The River City ProjectA Multi-User Virtual Environment for Learning Scientific Inquiry
and 21st Century Skills
Whyville is an educational Internet site geared towards children from ages 8–14.
•engage its users in learning about a broad range of topics, including science, business, art and geography.
•more than 7 million users.Whyville's (Whyvillians)
•engage in virtual world simulation based games and role play sponsored by a wide range of governmental, non-profit, and corporate entities.
http://www.whyville.net/smmk/nice
The collective
Produces INQUIRY
Meaningful Learning
WHAT are the epistemic mentalities and identities that
will enable people to thrive in a complex, changing, and
ambiguous world?
Hewlett Foundation 2010
“In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively.”
“Hewlett envisions a new generation of schools and community colleges…harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects.”
http://www.hewlett.org/2010-annual-report
EDUCATIONTECHNOLOGYLEARNING TO
EMBRACE CHANGE
Culture of Learning
Teaching Based Approach
Learning Based Approach
BIG difference between
LEARNING
And
BEING TAUGHT
“We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.”
“Shift Happens”
www.shifthappens.wikispaces.com
EMBRACE CHANGE
EMBRACE CHANGE
CHANGE MOTIVATES AND CHALLENGES
CHANGE FORCES US TO LEARN DIFFERENTLY
How did kids learn about Harry Potter?
Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
Today’s world is ever-changing, expanding
Learning through play and imagination
PIAGET- young children learn through play
Need for play is perceived as less as they grow older and world is more stable
HOWEVER…
Today’s world is ever-changing, expanding
PLAY IS A STRATEGY FOR EMBRACING CHANGE, rather than growing out of it.
There is a generic set of skills and dispositions that are characteristic of
good learners. If learners can be taught a language for these, they can
get better at “learning to learn” across different contexts.
21C SkillsCritical thinking
Problem solving
Communication
Collaboration
Creativity
innovation
Bill Gates on the future of education,
programming
“ we are in the “golden age of computer science” thanks to the nearly limitless amounts
of power and storage at our fingertips.
http://gigaom.com/2013/07/15/bill-gates-on-the-future-of-education-programming-and-just-about-everything-else/
the world of programming probably has to evolve if we’re going to accomplish some grander goals such as large, complex systems spanning entire industries.
There are more programmers and they’re better than they were 10 or 20 years ago, …. Things have changed, ….. but there’s still serious work to do on knowledge representation and logic representation….
The way it was(19th-20th century)
John DeweyAmerican philosopher, psychologist, educational reformer
1859-1952
The teacher is not in the school to impose certain ideas or to form certain habits in the child ……. Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the subject area. (Dewey, 1897)
The way it still is?(20th century education)
The way it could be?
What is the message?
Should computer science
be part
of formal schooling?
CS will be part of the EBacc http://www.education.gov.uk/get-into-teaching/subjects-age-groups/computer-
science
April 3, 2012
Computer Science Transitions From Elective to Requirement
…..so some colleges are updating mandatory general education
courses.http://www.usnews.com/education/best-colleges/articles/2012/04/03/computer-science-transitions-from-elective-to-requirement-computer-science-
transitions-from-elective-to-requirement
AustraliaLearnable.com donates $10M of training to
teach Aussie kids to code
Melbourne, Monday 19 August 2013: Australian students are today being given $10 million of technical training free from Learnable.com, a
global online learning company founded in Melbourne, which believes that every student should have the opportunity to learn to code.
Former US PresidentBill Clinton
At a time when people are saying "I want a good job - I got out of college and I couldn’t find one," every single year in America there is a standing
demand for 120,000 people who are training in computer science.
US President Barack Obama"I think it makes sense, I really do,”….. "I want to make sure that (young people) know how to produce stuff using
computers and not just consume stuff.”
C/NET, February 14, 2013 http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/
Mark Zuckerberg
There just aren't enough people who are trained and
have these skills today.
Is this the
WRONG Message?
Instead…
WHAT are the epistemic mentalities and identities that
will enable people to thrive in a complex, changing, and
ambiguous world?
Bill Gates Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains.
Steve JobsI think everybody in this country should learn how to program a computer because it teaches you how to think.
Coding becoming
“cool”
Code.org
Code.orgComputer Science Education Week
December 9-15, 2013
An Hour of Code for every student (US)
Computer Science is a foundation for every student. Help introduce it to 10 million.
All it takes is one Hour of Code.
Ages 6-106 No math needed
No computers either
Coding Resolutionshttp://www.codeyear.com/
Learn to build something in 2013.It's easier than ever to make something.
In 2012, 450,000+ people started learning to code.
Mark GuzdialElliot Soloway
Computer Science is more important than Calculus:
The challenge of living up to our potential
Calculus vs. Computer Science?Calculus
Generally considered part of a liberal education program
Study of rates
Rates are important to many fields
Computer Science Generally considered an “extra”
course or skill
Study of process Specification Execution Compositions limitations
Process is important to EVERYBODY
Changed the software paradigm,
BUT
the education paradigm stayed the same?
WHY
What revolutions made us ask this
question?Who started those
revolutions?
COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
Child Development When you teach a
child something you take away forever
his chance of discovering it for
himself.”
-Jean Piagetwww.LifeLearningMagazine.com
Piaget’s “Child”
A young scientist whose purpose is to find stasis in an ever changing world.Like a Robinson Crusoe: curious, inner-driven, independent, solitary conquest.Edith Ackerman, “Piaget’s Constructivism, Papert’s Constructionism: What’s the Difference?”
Piaget to Papert
Jean Piaget Constructivism Seymour
Papert Constructionism
Seymour Papertby growing up with a few very powerful theorems one comes to appreciate how certain ideas can be used as tools to think with over a lifetime. One learns to enjoy and to respect the power of powerful ideas. …the most powerful idea of all is the idea of powerful ideas..
Papert’s Child
Diving into unknown situations is a crucial part of
learning
Piaget Stepping
back
Papert Diving in
Diving in
Stepping back
Detachment and reflection
reengagement
Piaget and Papert“A cognitive dance”
Lev Vygotsky1896-1934, Russian
Social Constructivist Theory
(1) Children construct knowledge
(2) Learning can lead development
(3)Development cannot be separated from its social context
(4) Language plays a central role in mental development.
(ZPD) Zone of Proximal Development
COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
Artificial Intelligence
COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
COMPUTER TECHNOLOGIES FOR EDUCATION
ARTIFICIAL INTELLIGENCE
(AI)
CHILD DEVELOPMENT
Three Revolutions of the Twentieth Century
WHOIs at the center of these three
revolutions?
WHOIs at the center of these three
revolutions?
Seymour PapertPapert extends Piaget to include diving into
experiences
Papert in AI by designing neural nets with Minsky and assisting development of the Society of the Mind
Papert is key in developing LOGO, developing theory of constructionism
From Rethinking Education…constructionism, …. its main feature the fact that it looks more closely than other educational -isms at the idea of mental construction….. and by asking questions about the methods…
How can one become an expert at constructing knowledge? What skills are required? And are these skills the same for different kinds of knowledge? (pp. 142-143)
Programming is applied logicto break a problem into its component
parts
to construct those parts from a set of logical building-blocks
to combine those solved parts into a greater whole
Programming
is
applied logic
Programming to Learn
LOGOEtoys
Squeak
ScratchBYOBSNAP
Programming to Learn
LOGOEtoys
Squeak
ScratchBYOBSNAP
"At Learning Labs, we've spent hours and hours discussing how we can help students follow their interests and passions, and also help students learn powerful ideas and develop as systematic thinkers.” – Mitchell Resnick
The way it wasSchool's hierarchical organization is
intimately tied to its view of education and in particular to its commitment to hierarchical
ways of thinking about knowledge itself. School on the heterarchy-hierarchy scale … depends on the location of one's theory of
knowledge on the heterarchy-hierarchy scale of epistemologies. (pp. 61-62)
The way it still is?Video games teach children …. some
forms of learning are fast-pased, immensely compelling, and
rewarding. ……
by comparison School strikes many young people as slow, boring, and
frankly out of touch. (p. 5)
The way it could be?Teachers who give …..radically different
theory of knowledge. (p. 63)
What would happen if children who can't do math grew up in Mathland, a place that is to math what France is to French? (p. 64)
...they [the children] become producers instead of consumers of educational software. (p. 107)
Learning to Learn: 7 Dimensions of “Learning Power” (ELLI)
Changing & Learning
Meaning Making
Critical Curiosity
Creativity
Learning Relationships
Strategic Awareness
Resilience
Being Stuck & Static
Data Accumulation
Passivity
Being Rule Bound
Isolation & Dependence
Being Robotic
Fragility & Dependence
www.vitalhub.net/index.php?id=8(Deakin Crick, Broadfoot and Claxton, 2004)
Why CodeCritical thinking skills
Learn to break down and solve complex problems
Programming Jobs
Programming ubiquitous—basic literacy
Programming is a language like any other (will it become the world’s language?)
The semantic web
Programming is Fun! (PAPERT-”HARD FUN!”)
Alan Kayon children and computers
The reason, therefore, that many of us want children to understand computing deeply and fluently is that like literature, mathematics, science, music, and art, it carries special ways of thinking about situations that in contrast with other knowledge and other ways of thinking critically boost our ability to understand our world. Kay, Alan, The Early History of Smalltalk, 1993http
://gagne.homedns.org/~tgagne/contrib/EarlyHistoryST.html, accessed October 2013.
Douglas Rushkoff
“Understanding programming — either as a real programmer or even, as I’m suggesting, as more of a critical thinker — is the only
way to truly know what’s going on in a digital
environment, and to make willful choices about the
roles we play.”
“Programming is debugging. So being wrong is not so much something to
be avoided at all costs, but should be seen as a clue to the right way of
doing it. That's why it was actually an environment rather than just an
instructional program. “
Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8
Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8
How do we teach and learn programming?
Web 3.0 Changes Education?
Table by Dr. John Moravec, http://www.edudemic.com/what-is-web-3-0-and-how-will-it-change-education/
The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things in Motion
by John Hagel III , John Seely Brown , Lang Davison
information now flows like water
must learn how to tap into its stream
Individuals and companies can no longer rely on the stocks of knowledge that they’ve carefully built up and stored away.
we must learn how to tap into the stream.
many of us remain stuck in old practices—practices that could undermine us as we search for success and meaning.
Changing Paradigms:Push to Pull
PUSH• Stocks of
Information
PULL• Flows of
Information
Via• Social
Interaction & Social Media Forums
The Power of Pull
Educational system called into QUESTION?
"institutions will be shaped to provide platforms to help individual achieve their full potential by connecting with others and better addressing challenging performance needs”( page 8)
Teaching and learningPiaget Papert
“dwelling in” and “stepping back” are equally important in getting such a cognitive dance going. How could people learn from their experience as long as they are totally immersed in it. ….. translate the experience into a …… model gains a life of its own, and description or a model can be addressed as if it were “not me.” From then on, a new cycle can begin, because as soon as the dialogue gets started (between me and my artifact), the stage is set for new and deeper connectedness and understanding.
Edith Ackerman
The skill of coding is no different from the skill of reading and writing ….. we live in a coding illiterate world where the skill of programming computers belongs to a priesthood.John Pavley, The Huffington Post http://www.huffingtonpost.com/john-pavley/learning-to-code_b_3337098.html
The Global Demand for Learning
“Projections indicate that the world’s higher education system must accommodate nearly 80 million more students by 2025. To do so in conventional campuses would require the opening of three large (30,000 students) campuses every week for the next 13 years. Some of these campuses will be built but most will not.”http://www.col.org/resources/speeches/2012presentations/Pages/2012-02-01.aspx
The Global Demand for Learning
“Projections indicate that the world’s higher education system must accommodate nearly 80 million more students by 2025. To do so in conventional campuses would require the opening of three large (30,000 students) campuses every week for the next 13 years. Some of these campuses will be built but most will not.”http://www.col.org/resources/speeches/2012presentations/Pages/2012-02-01.aspx
What are the implications for assessment and learning at massive scale?
Heritage and kind of MOOCs matterscMOOCs
“Connectivist” educational theory
Run on Open Source learning platforms
Led by academics as part of their university activity
xMOOCs
Online versions of traditional learning formats on propietary specialist learning platforms owned by private enterprise
Contractual and commercial relationships between Universities who create content, and technology providers
Mostly 3 largest platforms: edX, Udacity, and Coursera
Conflicting perspectiveson MOOCs divide education communities
Elite institutions, primarily US are widely engaging
Opportunities for brand enhancement, pedagogical experimentation, recruitment, and business opportunites
Pro-MOOC producing conspicuous literature and positive reports
Smaller or less presigious less engagement, perhaps due to lack of appetite, capacity, or opportunity
See threats of being left behind, losing market share and recruits
The skeptical literature is less visible and less extensive
Learning practioners disagree about the value of MOOCs
Enthusiasts
welcomes the shake-up and energy MOOCs bring to learning, teaching and assessment.
Report positively on access, empowerment, relationship building and community.
Skeptics
The MOOC format itself suffers from weaknesses around access, content, quality of learning, accreditation, pedagogy, poor engagement of weaker learners, exclusion of learners without specific networking skills.
Consensus and Controversy Importance, popularity,
expansion
Engagement reasons: brand extension, recruitment, educational innovation, and revenue opportunity or cost reduction
Learners mostly satisfied, not currently looking for awards
Impacts on HE will be profound and enduring
Disagreement over whether effects will be destructive or creative
Provokes vocal and emotive polemic—can influence its trajectory—universities change tack in face of strong opinions
xMOOC subject of intense comment and speculation in the academic community
Strong commitments from top universities—some say tonic, some say poison for ailing education system
Other headlines about MOOCsFormal comprehensive analyses of MOOCs mostly concur
that they are disruptive and possibly threatening to current HE models
Reporting of MOOC learner experiences is positive
The MOOC is maturing – and engaging with its business
and accreditation issues
ConnectivismNew Learning theory
Emphasizes how knowledge and skills emerge from making connections between different domains of activity such as experience, learning and knowledge, as well as between individuals in a social network.
Foregrounds learners’ exposure to social and cultural experiences, rather than their exposure to didactic transmission OR self-directed enquiry.
http://www.elearnspace.org/Articles/connectivism.htm
George Siemens, U of A
Women represent 12% of all computer science graduates.
In 1984, they represented 37% of all computer science graduates.
http://www.girlswhocode.com/
number of women entering STEM higher education programs higher education and fields is dropping.….52% leave because of macho culture…. the innovative and enormously successful CS program at Harvey Mudd College is a shining example of gender balance. And there’s a rapidly growing movement of women teaching women technology skills: all over the Americas self-starting organizations are running hands-on classes to huge success. Coinciding with a rising tide of newcomer-welcoming efforts, there’s no question that enthusiasm for women doing web technology is growing.
Giving women the access code
Maria Klawe became president of Harvey Mudd College in 2006, she was dismayed — but not surprised — at how few women were majoring in
computer science.
How did she do it?CS 5, hard-core programming, appealing to young men, already
seasoned programmers--- dominated the class. reinforced the women’s sense that computer science was for geeky know-it-alls.
“Most of the female students were unwilling to go on in computer science because of the stereotypes they had grown up with,” “We realized we were helping perpetuate that by teaching such a standard course.”
To reduce intimidation factor, divided course into 2 sections: “gold,” for those with no prior experience, “black” for everyone else.
Java was replaced by Python.
Course focus changed to computational approaches to solving problems across science.
“We wanted them to learn how to write a business plan but also give them the
experience of building something by having them learn how to program,”
Recoding Gender
how gender has shaped the culture of computing,
she offers a valuable historical perspective on
today’s concerns over women’s
underrepresentation in the field.
Recoding GenderWomen’s Changing Participation in ComputingBy Janet Abbate
East Palo Alto girls create app to clean up graffiti, trash
EPA CHICA SQUAD
http://appinventor.mit.edu/explore/stories/east-palo-alto-girls-create-app-clean-graffiti-trash.html
http://girlsinict.org/sites/default/files/resources/docs/exec.sum-e.pdf
How to be a woman programmer by Ellen Ullman
The New York Times, May 18, 2013
The first requirement for programming is a passion for the work, a deep need to probe the mysterious space between human thoughts and what a machine can understand; between human desires and how machines might satisfy them.
The second requirement is a high tolerance for failure. Programming is the art of algorithm design and the craft of debugging errant code. In the words of the great John Backus, inventor of the Fortran programming language: “You need the willingness to fail all the time. You have to generate many ideas and then you have to work very hard only to discover that they don’t work. And you keep doing that over and over until you find one that does work.”
http://www.nytimes.com/2013/05/19/opinion/sunday/how-to-be-a-woman-programmer.html?pagewanted=all&_r=1&
Over the 20 years that followed, I found that being a woman put me at one remove from the general society of programmers. I resented that distance, but I liked to think that it was in some way fortunate — that my standing back gave me a clearer view of our profession and its effects on society at large.
I looked around and wondered, “Where are all the other women?” We women found ourselves nearly alone, outsiders in a culture that was sometimes boyishly puerile, sometimes rigorously hierarchical, occasionally friendly and welcoming. This strange illness meanwhile left the female survivors with an odd glow that made them too visible, scrutinized too closely, held to higher standards. It placed upon them the terrible burden of being not only good but the best.
The question is how we react to this great prejudice against women. The rule of law and social activism certainly are crucial. But no matter how strong the social structure, there is always that cheek-slapped moment when you are alone with the anti-woman prejudice: the joke, the leer, the disregard, the invisibility, the inescapable fact that the moment you walk through the door you are seen as lesser, no matter what your credentials.””
How do we teach and learn programming?
Mathematics was a study in which we took order and analyzed it to
understand it.
With the computer revolution…
Mathematics ceased to be only ANALYTIC
And became SYNTHETIC
Now…
We can take the understandings we have
and BUILD THINGS
Mathematics was a study in which we took order and analyzed it to understand it.
With the computer revolution…
Mathematics ceased to be only ANALYTIC
And became SYNTHETIC
Now…
We can take the understandings we have
And BUILD THINGS
(points often made by Dan Ingalls!)
HowKnowledge is constructed
through the active engagement of a learner
within an active community of practice
For those of you who aspire to understand technology — and if you’re reading this then that’s most of you — there’s no better way to do that then to build things. …..
those of you who do not aspire to make things for a living will come away with a more critical understanding of the way the world works…….
as a programmer you learn to think about problems both objectively and by taking into account all outcomes. There are only positive outcomes that can come from learning a new skill, and programming is the skill of our future.
Constructivism is the idea that knowledge is something you build in
your head.
Constructionism reminds us that the best way to do that is to build
something tangible—outside of your head—that is personally meaningful.
(Papert, 1990)
If you can use technology to make things you can make a lot more interesting things.
And you can learn a lot more by making them.
(Papert, 1999)
Constructionism is not a spectator sport
"Whatever you can do, or dream you can, begin it. Boldness has genius, power, and magic in it.”
Johann Wolfgang von Goethe
References Hagood, M.C., Stevens, L. P. & Reinking, D. (2002) What do THEY Have to Teach
US? Talkin’ ‘Cross Generations! In D. E. Alvermann (Ed.) Adolescents and Literacies in a Digital World. New York: Peter Lang Publishing.
Jenkins, H., Clinton, K., Purushotm, R., Robison, A., & Weigel, M. (2006) “confronting the challenges of participation culture: Media eduation for the 21st century.” White paper. Chicago, IL: The John D. and Catherine T. MacArthur Foundation.
Peppler, K.A. & Kafai, Y.B. “What video game making can teach us about learning and literacy: Alternative pathways into participatory culture,” in Akira Bab (Ed.), Situated Play: Proceedings of the Third International Conference of the Digital Games Research Association. (DiGRA) (Tokyo, Japan, September 2007) The University of Tokyo, pp. 369-376.
Salen, K., & Zimmerman, E. Rules of Play: Game design Fundamentals. The MIT Press, Cambridge, MA, 2004. MIT
John Hagel III, John Seely Brown: Lang Davison, The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things In Motion, Basic Books 2010.
Ackerman, E. , “Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?”, IDC, 2013, NYC.
Fry, Spencer, Should You Learn to Program?, accessed October 21, 2013, http://blog.teamtreehouse.com/should-you-learn-to-program, May 25, 2013.
How to be a woman programmer by Ellen Ullman The New York Times, May 18, 2013, accessed October 21, 2013, http://www.nytimes.com/2013/05/19/opinion/sunday/how-to-be-a-woman-programmer.html?pagewanted=all&_r=1&.
Kafai, Y., and Resnick, M., eds. (1996) Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Mahwah, NJ: Lawrence Erlbaum.
Papert, Seymour. (1990) “A Critique of Technocentrism in Thinking About the School of the Future,” MIT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory.
Papert, Seymour (1981) Mindstorms: Computers, Children and Powerful Ideas. NY: Basic Books.
Papert, Seymour (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York:Basic Books.
Stager, Gary. (2001) "Computationally-Rich Constructionism and At-Risk Learners." In Computers in Education 2001: Australian Topics – Selected Papers from the Seventh World Conference on Computers in Education. McDougall, Murnane & Chambers editors. Volume 8. Sydney: Australian Computer Society.
Stager, Gary. (2002) “Papertian Constructionism and At-Risk Learners” In the Proceedings of the 2002 National Educational Computing Conference. Eugene, OR: ISTE
Seymour Papert Tribute at IDC 2013
High resolution video of the entire session: http://vimeo.com/69471812
Contact InformationCathleen Galas
Cathleengalas.com
LinkedIn: Cathleen Galas
