Queria partilha uma noticia que li, e procurei a melhor forma de a partilhar sem ter que usar a palavra “inveja”. Não gosto dessa palavra, não o sinto o que sinto é uma vontade de querer/ir e aprender :)
A turma “T-550 | Designing for Learning by Creating” é uma turma especial. É uma classe, que desde este mês de Janeiro e até Abril vai ter como Professora a Karen Brennan. Nestas aulas vão ser explorados um conjunto de temas relacionados com o criar. Criar, desenhar e produzir tendo em mente que podemos colocar os “outros” (crianças) a aprender criando eles os artefactos e não só
Uma das tarefas horribilis destas aulas é a de “develop an interactive media project with Scratch.” ou então a de “Create a remix” :)
Destinatários: “Anyone who is interested in exploring the theory and practice of learning through designing, producing, making, and creating is encouraged to participate – no prior experience with technology or constructionist approaches to learning is required.”
e já agora viram a lista de convidados para as sessões? :) (para além da Karen Brennan, vai aparecer o Mitch Resnick (scratch team) e o Eric Rosenbaum da equipa Makey Makey)
far far far away….
Links de referência: http://isites.harvard.edu/icb/icb.do?keyword=k92981&pageid=icb.page563508
Trabalhos de casa propostos (leituras):
::sessão 1
Sawyer, K. (2006). Introduction: The new science of learning. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (Chapter 1). Cambridge: Cambridge University Press.
Singer, D., & Revenson, T. (1996). A Piaget primer: How a child thinks (Chapter 1). Plume Books.
Skinner, B.F. (1986). Programmed instruction revisited. The Phi Delta Kappan, 68(2), 103- 110.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas (Chapter 1). New York: Basic Books.
::sessão 2
Sawyer, K. (2006). Introduction: The new science of learning. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (Chapter 1). Cambridge: Cambridge University Press
Singer, D., & Revenson, T. (1996). A Piaget primer: How a child thinks (Chapter 1). Plume Books
Skinner, B.F. (1986). Programmed instruction revisited. The Phi Delta Kappan, 68(2), 103- 110
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas (Chapter 1). New York: Basic Books
::sessão 3
Ito, M. (2009). Engineering play: A cultural history of children’s software. Cambridge: MIT.
Palfrey, J. & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books.
Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60-67.
::sessão 4
Turkle, S. (Ed.) (2007). Evocative objects: Things we think with (Introduction). Cambridge: MIT Press.
Eisenberg, M. (2003). Mindstuff: Educational technology beyond the computer. Convergence, 9(2), 29-53.
Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., & Silverman, B. (1998). Digital manipulatives: New toys to think with. Proceedings of CHI’98 Human Factors in Computing Systems.
Diana, C. (2008). How I learned to stop worrying and love the hackers. interactions, 15(2), 46-49.
::sessão 5
Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes (Chapters 1, 2, 3, 4, and 11). Mariner Books
::sessão 6
Turkle, S., & Papert, S. (1990). Epistemological pluralism. Signs, 16(1).
Sternberg, R.J. (1999). Thinking styles (Chapter 1). New York: Cambridge University Press.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century (Chapter 6). New York: Basic Books.
::sessão 7
Lessig, L. (2008). Remix: Marking art and commerce thrive in the hybrid economy (Chapters 1, 4). New York: Penguin.
Knobel, M., & Lankshear, C. (2008). Remix: The art and craft of endless hybridization. Journal of Adolescent & Adult Literacy, 52(1), 22-33.
::sessão 8
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture and Activity, 1(4), 209–229.
Illich, I. (1971). Deschooling society (Chapter 6: Learning webs). Great Britain: Calder and Boyars.
Bruckman, A. (2006). Learning in online communities. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 461-472). Cambridge: Cambridge University Press.
::sessão 9
Schön, D.A. (1987). Educating the reflective practitioner (Chapters 1, 5). San Francisco: Jossey-Bass Publishers.
Conanan, D.M., & Pinkard, N. (2001). Students’ perceptions of giving and receiving design critiques in an online learning environment. In proceedings of the Second European Conference on Computer Supported Collaborative Learning
Brown, T. (2008). Optimism and critique
::sessão 10
Schoenfeld, A.H. (1987). What’s all the fuss about metacognition? In A.H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 189-216). Hillsdale, NJ: Lawrence Erlbaum
Bandura, A. (2008). Toward an agentic theory of the self. In H.W. Marsh, R.G. Craven, & D.M. McInerney (Eds.), Self-processes, learning, and enabling human potential (pp. 15-49). Information Age Publishing
::sessão 11 && sessão 12
sem leituras
