John H. Maloney, L. Burd, Y. Kafai, N. Rusk, Brian Silverman, M. Resnick
Scratch is a networked, media-rich programming environment designed to enhance the development of technological fluency at after-school centers in economically-disadvantaged communities. Just as the LEGO MindStorms robotics kit added programmability to an activity deeply rooted in youth culture (building with LEGO bricks), Scratch adds programmability to the media-rich and network-based activities that are most popular among youth at after-school computer centers. Taking advantage of the extraordinary processing power of current computers, Scratch supports programming paradigms and activities that were previously infeasible, making it better positioned to succeed than previous attempts to introduce programming to youth. Our working hypothesis is that, as kids work on personally meaningful Scratch projects such as animated stories, games, and interactive art, they develop technological fluency, mathematical and problem solving skills, and a justifiable self-confidence that serves them well in the wider spheres of their lives.
{"title":"Scratch: a sneak preview [education]","authors":"John H. Maloney, L. Burd, Y. Kafai, N. Rusk, Brian Silverman, M. Resnick","doi":"10.1109/C5.2004.1314376","DOIUrl":"https://doi.org/10.1109/C5.2004.1314376","url":null,"abstract":"Scratch is a networked, media-rich programming environment designed to enhance the development of technological fluency at after-school centers in economically-disadvantaged communities. Just as the LEGO MindStorms robotics kit added programmability to an activity deeply rooted in youth culture (building with LEGO bricks), Scratch adds programmability to the media-rich and network-based activities that are most popular among youth at after-school computer centers. Taking advantage of the extraordinary processing power of current computers, Scratch supports programming paradigms and activities that were previously infeasible, making it better positioned to succeed than previous attempts to introduce programming to youth. Our working hypothesis is that, as kids work on personally meaningful Scratch projects such as animated stories, games, and interactive art, they develop technological fluency, mathematical and problem solving skills, and a justifiable self-confidence that serves them well in the wider spheres of their lives.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115529959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Existing online learning experiences lack the social dimension that characterizes learning in the real world. This social dimension extends beyond the traditional classroom into the university's common areas where learners build knowledge and understanding through serendipitous and collaborative exchanges both within and across traditional subject area boundaries. A next generation virtual learning environment (VLE) can address the limitations of current online systems by providing a richer social context for online learning. We describe the end-user properties of a highly-scalable self-organizing Croquet-based VLE that fosters dynamic group learning experiences and the development of communities of practice. This proposed VLE provides the capacity to merge the institutional infrastructure for academic computing, enterprise-level networks, Squeak/Croquet-based content authoring, and the educational principles of constructivist pedagogy.
{"title":"Enabling social dimensions of learning through a persistent, unified, massively multi-user, and self-organizing virtual environment","authors":"J. Lombardi, M. McCahill","doi":"10.1109/C5.2004.1314386","DOIUrl":"https://doi.org/10.1109/C5.2004.1314386","url":null,"abstract":"Existing online learning experiences lack the social dimension that characterizes learning in the real world. This social dimension extends beyond the traditional classroom into the university's common areas where learners build knowledge and understanding through serendipitous and collaborative exchanges both within and across traditional subject area boundaries. A next generation virtual learning environment (VLE) can address the limitations of current online systems by providing a richer social context for online learning. We describe the end-user properties of a highly-scalable self-organizing Croquet-based VLE that fosters dynamic group learning experiences and the development of communities of practice. This proposed VLE provides the capacity to merge the institutional infrastructure for academic computing, enterprise-level networks, Squeak/Croquet-based content authoring, and the educational principles of constructivist pedagogy.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122883172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Connectors is a framework for building structured drawing editors using Squeak. The rich component library provided with Connectors makes it easy to customize shapes and connectors, in many cases without writing any code. This paper describes how Connectors can be used to quickly construct a Squeak application for editing and visualizing structured data. It describes the entire process of developing a simple Connectors application, including customizing connectors, connection policy, shapes, toolbars, flaps, and worlds. Integration with the Genie gesture recognition system and the eToy tile scripting system is also described.
{"title":"Connectors - a framework for building graphical applications in Squeak","authors":"N. Konz","doi":"10.1109/C5.2004.1314375","DOIUrl":"https://doi.org/10.1109/C5.2004.1314375","url":null,"abstract":"Connectors is a framework for building structured drawing editors using Squeak. The rich component library provided with Connectors makes it easy to customize shapes and connectors, in many cases without writing any code. This paper describes how Connectors can be used to quickly construct a Squeak application for editing and visualizing structured data. It describes the entire process of developing a simple Connectors application, including customizing connectors, connection policy, shapes, toolbars, flaps, and worlds. Integration with the Genie gesture recognition system and the eToy tile scripting system is also described.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117017015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Kanemune, Takako Nakatani, R. Mitarai, S. Fukui, Y. Kuno
The Japanese government has been promoting IT education, including programming, at elementary and secondary (K12) schools since 2002. We have developed Dolittle, an object-oriented programming language suitable for K12 education, and evaluated it through the teaching opportunities available in classrooms. This work describes the outline and the future outlook of Dolittle, and reports on the examples of how it is used in classes.
{"title":"Dolittle - experiences in teaching programming at K12 schools","authors":"S. Kanemune, Takako Nakatani, R. Mitarai, S. Fukui, Y. Kuno","doi":"10.1109/C5.2004.1314390","DOIUrl":"https://doi.org/10.1109/C5.2004.1314390","url":null,"abstract":"The Japanese government has been promoting IT education, including programming, at elementary and secondary (K12) schools since 2002. We have developed Dolittle, an object-oriented programming language suitable for K12 education, and evaluated it through the teaching opportunities available in classrooms. This work describes the outline and the future outlook of Dolittle, and reports on the examples of how it is used in classes.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132531399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Skeleton is a visual scripting environment as an extension of Squeak etoy with Connectors system to make mathematical and physical simulation for non professional computer user. Squeak etoy system is a unique attempt to provide effective way of programming for children in learning environment. Skeleton makes logical relationships among graphical objects in the etoy system with spreadsheets-style interface, and users can describe object's behavior in declarative representation. Concreteness is one of the key words of end user scripting. Direct manipulation with objects on the screen is helpful to understand what is happened in your computer. Skeleton's spreadsheets style interface realizes this concreteness to show any input and output data same time. Sometime user scripting system like etoy has a problem of modularity. This aspect is important as a basis of reusing, thus Skeleton has some features for reusing. Tree structured naming system like ECMAScipt is used to access to Skeleton object by name. And modularity is realized by sheet-card mechanism that is possible to reuse a behavior of objects in another context in Skeleton.
{"title":"Skeleton - easy simulation system","authors":"T. Yamamiya","doi":"10.1109/C5.2004.1314368","DOIUrl":"https://doi.org/10.1109/C5.2004.1314368","url":null,"abstract":"Skeleton is a visual scripting environment as an extension of Squeak etoy with Connectors system to make mathematical and physical simulation for non professional computer user. Squeak etoy system is a unique attempt to provide effective way of programming for children in learning environment. Skeleton makes logical relationships among graphical objects in the etoy system with spreadsheets-style interface, and users can describe object's behavior in declarative representation. Concreteness is one of the key words of end user scripting. Direct manipulation with objects on the screen is helpful to understand what is happened in your computer. Skeleton's spreadsheets style interface realizes this concreteness to show any input and output data same time. Sometime user scripting system like etoy has a problem of modularity. This aspect is important as a basis of reusing, thus Skeleton has some features for reusing. Tree structured naming system like ECMAScipt is used to access to Skeleton object by name. And modularity is realized by sheet-card mechanism that is possible to reuse a behavior of objects in another context in Skeleton.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130156240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yuichi Itoh, Shintaro Akinobu, Hiroyasu Ichida, R. Watanabe, Y. Kitamura, F. Kishino
Young children often build various structures with wooden blocks; structures that are often used for pretend play, subtly improving children's creativity and imagination. Based on a traditional Japanese wooden block toy, Tsumiki, we propose a novel interactive toy for children, maintaining the physical assets of wooden blocks and enhancing them with automation. We name our interactive toy "TSU.MI.KI." "TSU.MI.KI" consists of a set of computerized blocks equipped with several input/output devices. Children can tangibly interact with a virtual scenario by manipulating and constructing structures from the physical blocks, and by using input and output devices that are integrated into the blocks. TSU.MI.KI retains the physical advantages of its ancient predecessor and adds a distinct interactive layer that supports creativity by imitating a storyteller or a supportive caregiver.
{"title":"TSU.MI.KI: stimulating children's creativity and imagination with interactive blocks","authors":"Yuichi Itoh, Shintaro Akinobu, Hiroyasu Ichida, R. Watanabe, Y. Kitamura, F. Kishino","doi":"10.1109/C5.2004.1314370","DOIUrl":"https://doi.org/10.1109/C5.2004.1314370","url":null,"abstract":"Young children often build various structures with wooden blocks; structures that are often used for pretend play, subtly improving children's creativity and imagination. Based on a traditional Japanese wooden block toy, Tsumiki, we propose a novel interactive toy for children, maintaining the physical assets of wooden blocks and enhancing them with automation. We name our interactive toy \"TSU.MI.KI.\" \"TSU.MI.KI\" consists of a set of computerized blocks equipped with several input/output devices. Children can tangibly interact with a virtual scenario by manipulating and constructing structures from the physical blocks, and by using input and output devices that are integrated into the blocks. TSU.MI.KI retains the physical advantages of its ancient predecessor and adds a distinct interactive layer that supports creativity by imitating a storyteller or a supportive caregiver.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124640743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of programming education is not only to memorize the knowledge of programming language but also to let the learners acquire useful concepts for realizing one's idea in the form of a program. It requires such activities as logical thinking, problem solving, modeling and abstraction. However, most of beginners are bothered to memorize a lot of knowledge of the programming language and to eliminate compile errors. It prevents learners from concentrating on their concept acquisition. We think that Squeak proposed by Alan Kay has potential to solve this problem. However, if a teacher teaches only the knowledge of Squeak and its environment, the problem is not resolved. In this report, we propose a Squeak based curriculum and its concept for education of programming.
{"title":"A trial course of programming with Squeak","authors":"Yoshiaki Matsuzawa, Manabu Sugiura, H. Ohiwa","doi":"10.1109/C5.2004.1314394","DOIUrl":"https://doi.org/10.1109/C5.2004.1314394","url":null,"abstract":"The purpose of programming education is not only to memorize the knowledge of programming language but also to let the learners acquire useful concepts for realizing one's idea in the form of a program. It requires such activities as logical thinking, problem solving, modeling and abstraction. However, most of beginners are bothered to memorize a lot of knowledge of the programming language and to eliminate compile errors. It prevents learners from concentrating on their concept acquisition. We think that Squeak proposed by Alan Kay has potential to solve this problem. However, if a teacher teaches only the knowledge of Squeak and its environment, the problem is not resolved. In this report, we propose a Squeak based curriculum and its concept for education of programming.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133975526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is obvious that in ten years, more and more students, whether teachers want it or not, will bring some computing devices equipped with wireless communication capabilities into the classrooms. This remarkably changes the way of teaching and learning. This work discusses a framework for orchestrating global collaborative activities towards some common goal that represents a grand challenge and beneficial both on local and global levels. This framework consists of some common goals, a group of leading researchers, some international industries, a forum, Web sites for resource sharing, and a collaboration-model. A prominent common goal is optimum curriculum design. How people learn with technology is a scientific inquiry, and by its own has been the aim of such endeavors. But, from the application point of view, one can say that all these endeavors are for accumulating knowledge in the hope that one day such knowledge can lead to optimum curriculum design. This work presents some arguments of this challenge.
{"title":"A grand challenge: optimum curriculum design","authors":"T. Chan","doi":"10.1109/C5.2004.1314383","DOIUrl":"https://doi.org/10.1109/C5.2004.1314383","url":null,"abstract":"It is obvious that in ten years, more and more students, whether teachers want it or not, will bring some computing devices equipped with wireless communication capabilities into the classrooms. This remarkably changes the way of teaching and learning. This work discusses a framework for orchestrating global collaborative activities towards some common goal that represents a grand challenge and beneficial both on local and global levels. This framework consists of some common goals, a group of leading researchers, some international industries, a forum, Web sites for resource sharing, and a collaboration-model. A prominent common goal is optimum curriculum design. How people learn with technology is a scientific inquiry, and by its own has been the aim of such endeavors. But, from the application point of view, one can say that all these endeavors are for accumulating knowledge in the hope that one day such knowledge can lead to optimum curriculum design. This work presents some arguments of this challenge.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116968302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, an increasing number of junior and senior high schools, and universities use computer-network-based distance learning systems. However, teachers face a cost problem when developing learning materials for such systems. It takes much time, practice, and devotion to design and develop learning materials from scratch. The cost is particularly high when teachers try to create distance learning systems to help students interactively and naturally. I believe that we can leverage knowledge bases and semantic Web technologies for most of this work, and thereby largely relinquish it to computers. To justify this belief, we have developed a prototype system that can automate Web-based learning materials. The target problem is a mathematical optimization problem. This paper outlines the system and provides a concrete description of the automation process.
{"title":"Knowledge-based automation of Web-based learning materials using semantic Web technologies","authors":"Y. Shirota","doi":"10.1109/C5.2004.1314365","DOIUrl":"https://doi.org/10.1109/C5.2004.1314365","url":null,"abstract":"Today, an increasing number of junior and senior high schools, and universities use computer-network-based distance learning systems. However, teachers face a cost problem when developing learning materials for such systems. It takes much time, practice, and devotion to design and develop learning materials from scratch. The cost is particularly high when teachers try to create distance learning systems to help students interactively and naturally. I believe that we can leverage knowledge bases and semantic Web technologies for most of this work, and thereby largely relinquish it to computers. To justify this belief, we have developed a prototype system that can automate Web-based learning materials. The target problem is a mathematical optimization problem. This paper outlines the system and provides a concrete description of the automation process.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"23 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125888165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the spread of computers and networks into schools, it becomes more and more important to make them useful for education. We are currently working on the project of holding Squeak workshops in schools. In these workshops, students try to make their original works, but there is no method to see the building process of their works and share their ideas. We propose an action history model for managing user operations on SqueakToys. In the model, the object manipulation events for the SqueakToys application level are captured and stored with the associations to mouse and keyboard events for the operating system level, so that we can focus on the important part of the building process. We have also designed the playback function of action histories at varying speed, as a visualization of action histories. In addition, analysis on the action histories and its utilization are discussed.
{"title":"Visualizations and analyses of elementary school students' actions on Squeak environments","authors":"T. Ogino, H. Takada, Y. Kambayashi","doi":"10.1109/C5.2004.1314367","DOIUrl":"https://doi.org/10.1109/C5.2004.1314367","url":null,"abstract":"With the spread of computers and networks into schools, it becomes more and more important to make them useful for education. We are currently working on the project of holding Squeak workshops in schools. In these workshops, students try to make their original works, but there is no method to see the building process of their works and share their ideas. We propose an action history model for managing user operations on SqueakToys. In the model, the object manipulation events for the SqueakToys application level are captured and stored with the associations to mouse and keyboard events for the operating system level, so that we can focus on the important part of the building process. We have also designed the playback function of action histories at varying speed, as a visualization of action histories. In addition, analysis on the action histories and its utilization are discussed.","PeriodicalId":344350,"journal":{"name":"Proceedings. Second International Conference on Creating, Connecting and Collaborating through Computing, 2004.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117211261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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