Advertisement

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

Chapter
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.

References

  1. 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
  2. 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
  3. Bruckman, A. (1998). Community support for constructionist learning. Computer Supported Cooperative Work, 7, 47–86. doi: 10.1023/A:1008684120893.CrossRefGoogle Scholar
  4. 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
  5. Buckingham, D., & Willett, R. (Eds.). (2006). Digital generations: Children, young people, and new media. London, UK: Routledge.Google Scholar
  6. Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Perennial.Google Scholar
  7. Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1, 1–32. doi: 10.1080/1049482900010102.CrossRefGoogle Scholar
  8. Ito, M. (2009). Engineering play: A cultural history of children’s software. Cambridge, MA: MIT Press.Google Scholar
  9. 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
  10. 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
  11. Kafai, Y. B. (1995). Minds in play: Computer game design as a context for children’s learning. Hillsdale, NJ: Erlbaum.Google Scholar
  12. Kafai, Y. B., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Hillsdale, NJ: Erlbaum.Google Scholar
  13. 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.CrossRefGoogle Scholar
  14. 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
  15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  16. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.Google Scholar
  17. Perkins, D. N. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum.Google Scholar
  18. 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
  19. 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.CrossRefGoogle Scholar
  20. 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
  21. Salen, K. (2007). The ecology of games: Connecting youth, games, and learning. Cambridge, MA: MIT Press.Google Scholar
  22. Sawyer, K. (2006a). Explaining creativity: The science of human innovation. New York, NY: Oxford University Press.Google Scholar
  23. 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

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Media LabMassachusetts Institute of TechnologyCambridgeUSA

Personalised recommendations