Making Learning Visible in Constructionist Learning Contexts

Ricarose Roque, Mariana Aki Tamashiro

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review


In this pictorial, we present an approach to using documentation as a means to enable learners and facilitators to recognize and reflect on learning. We build on an approach developed by the Reggio Emilia network of schools in Reggio Emilia, Italy. We share our iterative design and describe our approach where facilitators documented families' experiences making and tinkering with construction kits such as Scratch and Makey Makey. Facilitators then reflected on, curated, and shared documentation with families. We illustrate this approach with documentation from three families. We conclude with reflections on what these visuals of learning afford for interaction design.

Original languageEnglish
Title of host publicationProceedings of Interaction Design and Children, IDC 2022
Number of pages13
PublisherAssociation for Computing Machinery
Publication dateJun 2022
ISBN (Electronic)9781450391979
Publication statusPublished - Jun 2022
Event21st ACM Interaction Design and Children Conference, IDC 2022 - Virtual, Online, Portugal
Duration: 27 Jun 202230 Jun 2022


Conference21st ACM Interaction Design and Children Conference, IDC 2022
CityVirtual, Online
SeriesProceedings of Interaction Design and Children, IDC 2022


  • and shared with us. This project was made possible in part by the Institute of Museum and Library Services LG-96-17-0176-17
  • made
  • met
  • We would like to thank the families and facilitators that ate

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