One of the biggest thinking points that I took from this paper had to do with the tension between understanding and accepting a learner’s previous conceptions and then trying to have them discover/learn the “right” answer. Regardless of how much we attempt to take into account previous perspectives, it seems as though we’ll always be […]

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Late nights Chaos And lots of love

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Dr. Wagon

December 15, 2012

Designed by Kunal Chawla, Alfredo Sandes, Megan Chiou What is Dr. Wagon: Dr. Wagon is a tangible programming toy which includes a series of programming blocks and a wagon-shaped robot. The programming blocks include basic functions (move), conditions (if statements), and loops (repeat). The blocks can be snapped together in various ways to control the […]

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The Future of Learning in Schools

December 15, 2012

In 2022, schools will be a futuristic echo of the past days of hands-on work; of woodworking and sewing and carpentry and…the list goes on and on. It is reminiscent of a vocational school but much more open-ended. Instead of learning one trade and getting your hands dirty and full of one specific subject, students […]

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BeatTable

December 15, 2012

“Music is the arithmetic of the soul, which counts without being aware of it” Leibnitz BeatTable is a microworld designed for making salient the relation between two pair of concepts: tempo and rhythm, and ratio and proportion. These concepts are omnipresent and at the core of so many different domains ranging from mathematics to architecture to […]

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Marco and Freire

December 15, 2012

Marco initially responds mostly with “I don’t know.” This is an answer that needs to be accepted, but not as a final answer. The important part about Marco responding with an “I don’t know” is that by responding, he is participating. If he was afraid to provide something other than the right answer, he wouldn’t […]

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Microworlds and Mindstuff

December 15, 2012

One of the most meaningful similarities that I found in Microworlds and Mindstuff was also one of my most significant takeaways from the class. Virtual and physical microworlds begin with the user’s initial understanding and assumptions. That is, they take into account and test the user’s explanations or understanding of the phenomenon that they encapsulate […]

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Obama and Misconceptions

December 15, 2012

In “Misconception Reconceived,” the authors examine student misconceptions within math and science. One strategy for countering misconceptions is challenge the misconception with the expert concept. I recently read about the team of behavioral scientists that advised Obama in the most recent election cycle. Similarly, when faced with rumors, “the best strategy is not to deny […]

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The ARTBARK Toolkit – Final Blog post

December 14, 2012

Overview The ARTBARK toolkit is designed to aid abstract thinking for middle-school learners with dyslexia. Students with dyslexia benefit from a host of modern technologies such as voice-to-text software and text-to-audio readers, but neither of these technologies provide the user with support for manipulating the thematic and logical aspects of a story or essay. ARTBARKs […]

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Progress of the ARTBARK project

December 14, 2012

The design of the ARTBARK devices was very clear from the beginning and the last version remained pretty faithful to the original idea. Compare below the original idea and the final version: After buying all the material to start building ARTBARKs, we realized that the digital voice recorder module that we bought was not going […]

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