Making Learning Visible in Constructionist Learning Contexts

Ricarose Roque, Mariana Aki Tamashiro

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

Abstract

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
Pages69-81
ISBN (Electronic)9781450391979
DOIs
Publication statusPublished - Jun 2022
Event21st ACM Interaction Design and Children Conference, IDC 2022 - Virtual, Online, Portugal
Duration: 27 Jun 202230 Jun 2022

Conference

Conference21st ACM Interaction Design and Children Conference, IDC 2022
Country/TerritoryPortugal
CityVirtual, Online
Period27/06/202230/06/2022
SeriesProceedings of Interaction Design and Children, IDC 2022

Keywords

  • 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

Cite this