Skip to main content

Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media

Part of the Explorations in the Learning Sciences, Instructional Systems and Performance Technologies book series (LSIS)

Abstract

As young people design interactive media, they go through an iterative process of imagining, creating, playing, sharing, and reflecting. In this chapter, we describe how this iterative design process is ideally supported by having access to other people. We illustrate this through case studies of young people using the Scratch programming environment to create their own interactive media with support from the Scratch online community.

Keywords

  • Young People
  • Young Person
  • Online Community
  • Interactive Medium
  • Media Element

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-1-4614-4696-5_17
  • Chapter length: 16 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   59.99
Price excludes VAT (USA)
  • ISBN: 978-1-4614-4696-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   79.99
Price excludes VAT (USA)
Hardcover Book
USD   109.00
Price excludes VAT (USA)
Fig. 17.1
Fig. 17.2

References

  • Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., et al. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, 271–310. doi:10.1080/10508406.1998.9672056.

    Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi:10.3102/0013189X018001032.

    Google Scholar 

  • Bruckman, A. (1998). Community support for constructionist learning. Computer Supported Cooperative Work, 7, 47–86. doi:10.1023/A:1008684120893.

    CrossRef  Google Scholar 

  • Bruckman, A. (2006). Learning in online communities. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 461–472). New York, NY: Cambridge University Press.

    Google Scholar 

  • Buckingham, D., & Willett, R. (Eds.). (2006). Digital generations: Children, young people, and new media. London, UK: Routledge.

    Google Scholar 

  • Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Perennial.

    Google Scholar 

  • Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1, 1–32. doi:10.1080/1049482900010102.

    CrossRef  Google Scholar 

  • Ito, M. (2009). Engineering play: A cultural history of children’s software. Cambridge, MA: MIT Press.

    Google Scholar 

  • Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., et al. (2009). Hanging out, messing around, geeking out: Living and learning with new media. Cambridge, MA: MIT Press.

    Google Scholar 

  • Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.

    Google Scholar 

  • Kafai, Y. B. (1995). Minds in play: Computer game design as a context for children’s learning. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Kafai, Y. B., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by DesignTM into practice. The Journal of the Learning Sciences, 12, 495–548. doi:10.1207/S15327809JLS1204_2.

    CrossRef  Google Scholar 

  • Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 317–334). New York, NY: Cambridge University Press.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

    CrossRef  Google Scholar 

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.

    Google Scholar 

  • Perkins, D. N. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceedings of the 6th creativity & cognition conference (pp. 1–6). New York, NY: Association for Computing Machinery. doi: 10.1145/1254960.1254961

  • Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., et al. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67. doi:10.1145/1592761.1592779.

    CrossRef  Google Scholar 

  • Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind Culture and Activity, 1, 209–229. doi:10.1080/10749039409524673.

    Google Scholar 

  • Salen, K. (2007). The ecology of games: Connecting youth, games, and learning. Cambridge, MA: MIT Press.

    Google Scholar 

  • Sawyer, K. (2006a). Explaining creativity: The science of human innovation. New York, NY: Oxford University Press.

    Google Scholar 

  • Sawyer, K. (2006b). The new science of learning. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 1–16). New York, NY: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Karen Brennan .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Brennan, K., Resnick, M. (2013). Imagining, Creating, Playing, Sharing, Reflecting: How Online Community Supports Young People as Designers of Interactive Media. In: Mouza, C., Lavigne, N. (eds) Emerging Technologies for the Classroom. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4696-5_17

Download citation