Ackermann, Edith. "Constructing Knowledge and Transforming the World." A Learning Zone of One's Own: Sharing Representations and Flow in Collaborative Learning Environments, by Luc Steels and Mario Tukoro. IOS Press, 2004, pp. 15-37. www.web.media.mit.edu/~edith/publications/2004-Constructing_Knowledge.pdf. Accessed 2 Dec. 2017.
Ackermann writes this chapter in two parts. Part I compares and contrasts the developmental learning theories of Papert’s constructionism, Piaget’s constructivism, and Vygotsky’s socio-constructivist approach. Part II explores ideas about learning through virtual role-playing and imagination with examples that support Papert’s idea of learning in microworlds; or places where “learners can mess around with otherwise risky ideas, on safe ground” (Ackermann).
Dr. Edith Ackermann worked on a research team directed by Jean Piaget in Geneva, Switzerland where she earned two master’s degrees in developmental psychology and clinical psychology; and completed her PhD in developmental psychology in 1981 (MIT Edith). Ackermann was a member of the Epistemology and Learning Group at the MIT Media Lab in the 1980s under the direction of Seymour Papert.
Ackermann presents brilliant insights about developmental learning and offers a deeper understanding of Seymour Papert’s constructionist ideas.
Blikstein, Paulo, et al. Meaningful Making: Projects and Inspirations for Fab Labs and Makerspaces. Constructing Modern Knowledge Press, 2016. www.fablearn.stanford.edu/fellows/sites/default/files/Blikstein_Martinez_Pang-Meaningful_Making_book.pdf. Accessed 10 Dec. 2017.
This book contains the collective works of fifteen FabLearn Fellows documenting their experiences in constructionist learning environments with modern tools and technology. Numerous project ideas are well documented with photos, in-depth descriptions, reflections, and an appendix of charts outlining projects by age groups with tools, software, and materials used. Other highlights include a Foreword by Blikstein discussing Seymour Papert and constructionism; and chapters by Christa Flores addressing "inclusivity" in STEM fields and the misconceptions of "unstructured," constructivist classrooms.
Paulo Blikstein is Assistant Professor of Education and Computer Science at the Stanford University Graduate School of Education where he directs both the Transformative Learning Technologies Lab and FabLearn Program (Paulo). The 2014-2015 FabLearn Fellows are experienced makers and educators representing six countries working in a variety of institutions and demographics (Blikstein viii). The FabLearn Fellows Program is part of the “Infusing Learning Sciences Research into Digital Fabrication in Education and the Makers’ Movement” venture sponsored by the National Science Foundation.
This work illustrates what constructionism looks like in 2015 with modern tools and technology. Educators seeking to incorporate or integrate maker education and constructionism into their classrooms will find a wealth of inspiring projects and helpful strategies for designing constructionist learning environments.
Hall, Ted, and Peppler, Kylie. “The Make-to-Learn Youth Contest: Gaining Youth Perspectives on Learning Through Making.” Makeology: Makerspaces as Learning Environments. Vol. 1, by Kylie Peppler, et al., Routledge, 2016, pp. 141-157. www.kpeppler.com/Docs/2016_M2LContest_Makeology1.pdf. Accessed 10 Dec. 2017.
This chapter documents research of informal, constructionist learning environments that investigated what youth felt they learned from their independent maker projects. The Make-to-Learn contest, which took place in 2013, collected entries from 322 participants over nine weeks through the Instructables website. Peppler draws insightful results on significant aspects of learning in young makers and stresses that it is important for adult makers and educators to avoid narrow definitions of making in youth culture.
Dr. Kylie Peppler is Associate Professor of Learning Sciences at Indiana University and the Director of the university’s Creativity Labs. Dr. Peppler is a prolific writer and researcher in the learning sciences and "was a member of the original Scratch team contributing to the initial design and early study of the Scratch platform" (About par. 1). Peppler leads the Make-to-Learn initiative funded by the MacArthur Foundation to research the educational value in making and is a "member of the 2016 and 2017 National Educational Technology Plan Committee, sponsored by the U.S. Department of Education" (About par. 1).
In Makeology, Kylie Peppler contributes to significant research in constructionist learning environments. This book provides a contemporary look at constructionism and documents the research being done to help integrate maker education and constructionist learning into 21st-century classrooms.
Harel, Idit, and Papert, Seymour. Constructionism: Research Reports and Essays, 1985-1990. Ablex, 1991.
The first three chapters provide a nice introduction to constructionism with an essay by Seymour Papert entitled “Situating Constructionism;” as well as a brilliant, constructionist essay by Aaron Falbel: “The Computer as a Convivial Tool.” The research presented in Part II of this book, chapters 4-8, documents successful results of children learning in a constructionist environment, and delivers an in-depth look at the learning styles and social interactions of the children involved. Parts I and II of this book focus primarily on constructionism; however, Ackermann presents an interesting epistemological study with Piaget’s water-level experiment in Part III; and Segall provides an intriguing case study of learning styles in chapter 13.
The various reports included in this book were written by the first generation of graduate students in the Epistemology & Learning Research Group at MIT under the direction of Seymour Papert. This all-star team included notables like Mitchel Resnick, Yasmin Kafai, Edith Ackermann, Idit Harel, and Aaron Falbel. Support for this research was funded by the National Science Foundation, MacArthur Foundation, Apple Computer Inc., LEGO Systems AS, IBM Corporation, and Nintendo Inc. Japan (Harel p. X).
The research reports in this collection thoroughly document constructionist learning environments with both children and adults. Essays included in this book introduce Papert’s learning theory and education strategy of constructionism from various points of view. This book is a must-read for anyone interested in learning about constructionism and designing constructionist learning environments.
Hoyles, Celia, and Noss, Richard. “Constructionism and Microworlds.” Technology Enhanced Learning: Research Themes, edited by Erik Duval, et al. Springer, 2017, pp. 29-36.
In this chapter, Hoyles and Noss give a clear description of constructionism through interpreting cited quotes from Seymour Papert’s writings and other constructionist authors. They also illustrate how Papert successfully created a constructionist learning environment for children in the subject of mathematics with the Logo programming language. Hoyles and Noss offer thought-provoking questions with a variety of cited sources – challenging the reader to absorb all that can be gleaned from Papert’s constructionist examples to create modern, relevant, constructionist learning environments for youth today.
Dr. Celia Hoyles is Chair of Mathematics Education at University College London. Dr. Richard Noss is Professor of Mathematics Education at University College London. Hoyles and Noss are advocates for constructionism and continue to research the design of constructionist learning environments.
This brief chapter offers a clear, thoughtful description of constructionism and cites a number of sources to explore for further insights. Novices and seasoned practitioners of constructionist learning will discover a myriad of ideas to think with in this concise, thought-provoking chapter.
Martinez, Sylvia Libow, and Stager, Gary. Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press, 2013.
This book provides a broad range of constructionist ideas, projects, tools, anecdotes, and resources for 21st century learning. Stager and Martinez share their own experiences and ideas in addition to referencing the constructionist writings of Seymour Papert throughout the book. The fourteen chapters in this book are well organized by topic and produce an engaging read to a wealth of information for modern-day, constructionist learning.
Dr. Gary Stager is an advocate for constructionism with more than thirty years of experience as an international educator, speaker, software developer, and consultant. With a background in electrical engineering and educational technology, Sylvia Martinez is principal advisor to Stanford University FabLab Fellows and serves as president of the education consulting company she co-founded with Stager called CMK Futures.
Invent to Learn gives the reader an idea of what constructionism might look like in the classroom today. 3D printers, programming languages, and Arduinos are just some of the modern tools discussed for fostering a constructionist learning environment. Educators looking to incorporate maker education and/or constructionist ideas into their classrooms will find this book helpful and inspiring.
Papert, Seymour. “A Word for Learning.” The Children’s Machine: Rethinking School in the Age of the Computer, by Seymour Papert. Basic Books, 1993, pp. 82-105.
In this chapter, Seymour Papert writes with metaphors and anecdotes to present powerful ideas about learning. Constructionism focuses on the student/learner taking an active role in their learning as opposed to the status quo in education where the emphasis is primarily on the teacher possessing the active role. Papert poetically unveils thoughts about why no word for “the art of learning” exists, and stresses the idea that meaningful, deep-rooted learning will occur when learners take the time to connect new, unfamiliar subjects to their existing knowledge within personal interests.
Dr. Seymour Papert was a mathematician who worked with the Swiss philosopher and psychologist Jean Piaget at the University of Geneva from 1958-1963. Papert augmented Piaget’s learning theory of constructivism when he proposed his own learning theory and "strategy for education" (Resnick 1) called constructionism. Papert developed the first computer programming language for children called Logo (MIT Professor), co-founded the MIT Media Lab in 1985, and directed the Epistemology and Learning Research Group at MIT until the late 1990s (MIT Professor).
This piece is important because it demonstrates how Papert thought about learning and how it is crucial to consider the ways in which others learn; especially when designing a constructionist learning environment.
Papert, Seymour. Mindstorms: Children, Computers, and Powerful Ideas. 2nd ed., Basic Books, 1993.
Mindstorms exhibits how the computer can function as a powerful tool for children to actively build their own knowledge or "intellectual structures" (Papert 32). Papert discusses Jean Piaget, provides examples of children learning through experimentation and play with Logo Turtle, and presents an inspiring strategy for education. Originally published in 1980, this second edition includes additional Forewords by Papert and others reflecting on the impact of the visionary work after a decade.
Dr. Seymour Papert was a mathematician who worked with the Swiss philosopher and psychologist Jean Piaget at the University of Geneva from 1958-1963. Papert augmented Piaget’s learning theory of constructivism when he proposed his own learning theory and "strategy for education" (Resnick 1) called constructionism. Papert developed the first computer programming language for children called Logo (MIT Professor), co-founded the MIT Media Lab in 1985, and directed the Epistemology and Learning Research Group at MIT until the late 1990s (MIT Professor).
This book is considered to be Seymour Papert's seminal work. Although the word "constructionism" does not appear in the book, the ideas expressed about children and learning would come to be known as constructionism. This book is a must-read for educators, parents, and anyone working with children in a formal or informal learning environment. With permission from Seymour Papert's family, MIT has posted the original 1980 publication of Mindstorms at https://mindstorms.media.mit.edu/.
Dittert, Nadine, Katterfeldt, Eva-Sophie, and Schelhowe, Heidi. “Designing Digital Fabrication Learning Environments for Bildung: Implications from Ten Years of Physical Computing Workshops.” Digital Fabrication in Education, special issue of International Journal of Child-Computer Interaction, vol. 5, Sept. 2015, pp. 3-10, www.sciencedirect.com/science/article/pii/S2212868915000112?via%3Dihub. Accessed 28 Nov. 2017.
This article presents three principal ideas, identified after ten years of research, for creating constructionist learning environments, or “deep, sustainable learning” [bildung] (Dittert 3), with digital technologies. Schelhowe’s team compares and contrasts the use of digital fabrication technology (3D printers & laser cutters) and programmable construction kits (LilyPad Arduino & MaKey-MaKey) with examples of workshops and children’s original project creations.
Dr. Heidi Schelhowe leads a team at the University of Bremen in Germany, Digitale Medien in der Bildung (dimeb), that researches teaching in computer science and media informatics to help bridge the gap between pedagogy and technology culture (dimeb par. 1). Dr. Dittert and Dr. Katterfeldt are both dimeb Fellows assisting with research on Schelhowe’s team. The International Journal of Child-Computer Interaction is an online, subscription-based journal and “a forum to communicate original, high-quality research in child-computer interaction and interaction design and children” (International par. 1).
This resource documents the possibilities for, and challenges of, using digital fabrication technology in constructionist learning environments. In addition to insightful research, the article provides examples of unique, youth maker projects and cites a wealth of constructionist-rooted resources to explore. Educators looking to incorporate maker education and/or constructionist ideas into their classrooms will find this article helpful and inspiring.
Eisenberg, Michael, et al. “Machines and Minds: The New Cognitive Science, and the Potential Evolution of Children’s Intuitions about Thinking.” International Journal of Child-Computer Interaction, vol. 14, Oct. 2017, pp. 1-4, www.sciencedirect.com/science/article/pii/S2212868917300041?via%3Dihub. Accessed 2 Dec. 2017.
Eisenberg’s article reflects on Papert’s constructionist ideas presented in Mindstorms nearly forty years ago, and identifies important evolutions in technology and cognitive science since the seminal work. Eisenberg proposes open-ended sketches for modern-day projects to inspire thought and research for implementing new, relevant methods that remain true to Papert’s often overlooked, yet most important, ideas about children, thinking, and learning.
Dr. Michael Eisenberg is a professor at the University of Colorado, Boulder in the Department of Computer Science, the Institute of Cognitive Science, and the Center for Lifelong Learning and Design. Eisenberg and his wife Ann both direct the CU Boulder Craft Tech Lab that experiments with new technologies to expand the possibilities for children’s craft activities by creating “craft objects with embedded intelligence” (CU Boulder par. 1).
This resource presents a current view of constructionism and provokes thought for future constructionist visions of learning environments rooted in the ideas of Seymour Papert.
Falbel, Aaron. Constructionism: Tools to Build (and Think) With. Toronto: LEGO DACTA, 1993, www.issuu.com/luys/docs/constructionism_eng. Web. Accessed 8 Dec. 2017. www.learning.media.mit.edu/courses/mas713/readings/Constructionism%20-%20Falbel.pdf. Web. Accessed 8 Dec. 2017.
This is a brief, six-page article that presents Papert’s "education theory" (Falbel) of constructionism and how it relates to Piaget’s learning theory of constructivism. It briefly contrasts constructionism to differing opinions of learning and offers clear examples for creating a constructionist learning environment. The article also touches on the anecdotes featured in the writings of Seymour Papert and provides a short bibliography for further reading.
At the time this article was written, Aaron Falbel was a research assistant at MIT under the direction of Dr. Seymour Papert. The publisher name, LEGO Dacta, was assigned to LEGO’s department of educational products in 1989 — the same year Dr. Papert became LEGO Professor of Learning Research (1980's).
Falbel's article provides a concise, informative introduction to Papert’s constructionism. It lists construction materials to foster creativity and discusses ideal traits for a good learning environment. Although this resource is no longer in print, digital copies are available at the provided links.
Papert, Seymour. “Eight Ideas Behind the Constructionist Learning Lab.” 1999. An Investigation of Constructionism in the Maine Youth Center, by Gary Stager, Diss. University of Melbourne, 2007. www.stager.org/articles/8bigideas.pdf. Accessed 2 Dec. 2017.
This set of Constructionist principles serves as a guide to the learner as they explore and construct knowledge. These guidelines represent a summary of the ideas that Papert had professed about learning throughout his career. Seymour Papert drafted these eight powerful ideas when developing the Constructionist Learning Lab at the Maine Youth Center in 1999 (Stager 2).
Seymour Papert, along with Gary Stager and David Cavallo, created the Constructionist Learning Lab at the Maine Youth Center in 1999 (Stager 2). In 2007, Gary Stager documented his years of research on this project with Papert in his dissertation at the University of Melboure, An Investigation of Constructionism in the Maine Youth Center. Stager also included these ideas in chapter five of his book with Sylvia Martinez, Invent to Learn.
Makers, tinkerers, and advocates for Paperts’s ideas about learning celebrate these eight constructionist principles by featuring them on the walls of makerspaces, fab labs, and classrooms. Makerspace for Education created a free 11” x 17” poster featuring these eight big ideas for anyone to download at http://www.makerspaceforeducation.com/paperts-big-ideas.html.
Papert, Seymour. "What's the Big Idea? Toward a Pedagogy of Idea Power." IBM Systems Journal, vol. 39, no. 3.4, 2000, pp. 720-729, www.llk.media.mit.edu/courses/readings/Papert-Big-Idea.pdf. Web. Accessed 10 Dec. 2017.
Seymour Papert displays his mastery of analogies as he addresses the issues of school culture, a culture of "idea aversion," which favors a pedagogy of transmitted facts and skills rather than a pedagogy of powerful ideas. Papert is not hopeful of school reform in this piece but is hopeful of change. He poetically illustrates anecdotes, and orchestrates a theme of probability and evolution suggesting school culture will inevitably need to adapt to a rapidly evolving society of new technologies and new structures for engaging with powerful ideas.
Dr. Seymour Papert was a mathematician who worked with the Swiss philosopher and psychologist Jean Piaget at the University of Geneva from 1958-1963. Papert augmented Piaget’s learning theory of constructivism when he proposed his own learning theory and "strategy for education" (Resnick 1) called constructionism. Papert developed the first computer programming language for children called Logo (MIT Professor), co-founded the MIT Media Lab in 1985, and directed the Epistemology and Learning Research Group at MIT until the late 1990s (MIT Professor).
Seymour Papert expands upon his concept of powerful ideas which he feels is the most ignored, yet most important objective he expressed about learning in his seminal work, Mindstorms: Children, Computers, and Powerful Ideas. This is a must-read for educators or anyone working with children in a learning environment.
Walsh, Russ. “Seymour Papert, Digital Learning and Missed Opportunities.” Russ on Reading. Blogger, 3 Aug. 2016, www.russonreading.blogspot.com/2016/08/seymour-papert-digital-learning-and.html. Web. Accessed 28 Nov. 2017.
Walsh’s blog entry, written shortly after Seymour Papert’s death, briefly reflects on Papert’s work in creating constructionist learning environments with his Logo Turtle and how it influenced Walsh as an educator. Walsh then cites and discusses a 2016 article by a U.S. Fulbright Scholar, TV producer, and author, William Doyle, researching the “schools of the future” in Finland. Walsh clearly exhibits how Doyle’s call for education reform in the U.S. is identical to the vision that Papert had initiated forty years ago, and professed throughout his life.
Russ Walsh is an author and educator with more than four decades of experience teaching in grades K-12 and higher education. Walsh is currently the Coordinator of College Reading at Rider University in Lawrenceville, NJ and was a member of the International Literacy Association’s Parents and Reading Committee for many years. Russ continues to write about public education and literacy education at his blog, Russ on Reading (Russ pars. 1-4).
This blog post signifies how Papert’s ideas about learning and proposals for education reform are still incredibly relevant to this day. Walsh presents an excellent, thought-provoking case for Papert’s constructionist learning in education reform with cited research and scholarly expertise.
Corkin, Averill, and Nagy-Chow, Sami. Interview with Karen Brennan. “Constructionism + Giggles (Season 2, Episode 4).” The Palette Podcast. SoundCloud, March 2017, www.soundcloud.com/palettepodcast/season-2-episode-4-constructionism-giggles. Web. Accessed 29 Oct. 2017. www.palettepodcast.com/. Web. Accessed 28 Nov. 2017.
This sixteen-minute episode features an interview with Harvard Associate Professor of Education Karen Brennan. Dr. Brennan talks briefly about the maker movement, Seymour Papert’s constructionism, and the intersection of the arts and education.
Karen Brennan facilitates a course on constructionist learning at Harvard called T550: Designing for Learning by Creating. With a background in music and computer science, Brennan completed her PhD in 2012 at the MIT Media Lab where she was a member of the Scratch team and Lifelong Kindergarten Research Group directed by Mitchel Resnick. The Palette Podcast was created in 2015 by students at the Harvard Graduate School of Education and promotes the importance of the arts in education.
This interview serves as a good introduction to constructionism and provides insights into constructionist thought and philosophy. The discussion is thought provoking in overcoming the common myths and misconceptions where people often feel they cannot do, or contribute to, things like high art or computer science because they feel those fields are only reserved for the “highly gifted” or “special” class. Papert discusses these cultural myths and learning phobias in the second chapter of his seminal work, Mindstorms: Children, Computers, and Powerful Ideas.
“Learning by Making: An Introduction to Constructionism.” YouTube, uploaded by Educator Innovator, 4 May 2015, www.youtube.com/watch?v=DCSMvGB-sVA. Accessed 15 Oct. 2017.
This webinar features an hour-long discussion with four panelists of educational researchers and practitioners giving insights into Papert’s learning/education theory of constructionism. The following topics are covered: What is Constructionism?, Emotional Attachment to Things Made, Constructionism vs. Constructivism, Personal Levels of Making & Tinkering, Students Engaging in the Social while Making, Papert’s Learning Communities, How the Panelists Got started with Constructionism, Constructionism in Educator Professional Development, The Design of Learning Spaces, and What Does Constructionism Say about High-Tech Endeavors in Makerspaces?
The webinar was produced by Educator Innovator, an online resource for educators that promotes open, creative learning. The panelists are experienced educators that exemplify Papert’s constructionism in their work with youth and learning. Dr. Kylie Peppler is a prolific author/researcher and Associate Professor of Learning Sciences at Indiana University. Aileen Owens is Director of Technology and Innovation at South Fayette Township School District near Pittsburgh, Pennsylvania. Christa Flores is a STEM literacy specialist, author, and Senior Stanford FabLearn Fellow studying constructionism. Naomi Thompson is a doctoral student of Learning Sciences at Indiana University.
The topics covered in this video give a modern perspective of constructionism with real-world examples that show how relevant Papert’s ideas are today. Resources are offered to the viewer for further explorations of Seymour Papert and constructionism. Those that are interested in discovering what constructionism is, what it looks like, and how to apply it to a teaching mindset will benefit greatly from this video.
Resnick, Mitchel. “Rethinking Learning.” Thinking about Thinking about Seymour, by Thomas Greene, MIT Media Lab, 26 Jan. 2017, 00:43:29-01:03:35, www.media.mit.edu/videos/seymour-2017-01-26/. Web. Accessed 28 Nov. 2017.
“Rethinking Learning” is a twenty-minute presentation by Resnick reflecting on the constructionist ideas of Seymour Papert. Resnick discusses four key ideas to help keep his work aligned with Seymour’s vision for learning: Projects, Passion, Peers, and Play. The presentation includes short video excerpts from the first LEGO-Logo project in 1985 and concludes with a short video of Papert himself discussing learning.
Mitchel Resnick worked with Seymour Papert throughout the 1980s and 1990s and is currently LEGO Papert Professor of Learning at the Massachusetts Institute of Technology. Dr. Resnick directs the Lifelong Kindergarten research group at the MIT Media Lab which continues to develop the Scratch programming language and collaborates with the LEGO Company in developing new educational products. (Overview)
Resnick’s presentation offers a then-and-now perspective on constructionist learning from someone that worked closely with Papert for years. Filmed at the MIT Media Lab in January of 2017, this segment is part of a five-hour video featuring presentations by Papert’s former colleagues in celebration of Seymour’s life, works, and influence.
“Technology in Education: Witnesses Testified on Technological Advances in Education.” C-SPAN, 12 Oct. 1995, 00:07:38-02:21:00, www.c-span.org/video/?67583-1/technology-education. Web. Accessed 8 Dec. 2017.
This two-hour video segment features the testimony of Seymour Papert at the House Science and Educational Opportunities Committees Hearing in 1995. The testimonies of Papert and other technology education professionals provide expertise and recommendations for educational reform to the United States government. Papert publicly presents his ideas of constructionist learning with parables and analogies to skeptics and supporters.
C-SPAN (Cable-Satellite Public Affairs Netowrk) is a public television service created in 1979 and typically airs U.S. political events, congressional hearings, and other proceedings of the United States federal government. The first panel of witnesses giving testimony at this hearing are Dr. Seymour Papert, MIT professor; Chris Dede, professor at George Mason University Schools of Information Technology, Engineering, and Education; Alan Kay, Apple Computer & Apple Fellow Learning Concepts; and David Shaw, D.E. Shaw Investment Company CEO.
This video represents constructionism pleading to the U.S. government to rethink and reform its then current education system. It provides an historical perspective about how the issues and challenges faced in the U.S. education system at that time still exist today, in 2017. The testimonies and discussions at this hearing evoke thoughts and ideas for how constructionism can help to improve learning in education today.
“Thinking about Thinking about Seymour — a Celebration of the Ideas and Visions of Seymour Papert.” Vimeo, uploaded by LEGO Foundation, 27 Jan. 2017, www.vimeo.com/199805464. Web. Accessed 1 Dec. 2017.
This is a five-minute video highlighting the projects and ideas of Seymour Papert in his own words with edited clips, as well as commentary by the former CEO of the LEGO Group, Kjeld Kirk Kristiansen. Kristiansen discusses meeting Papert for the first time and the partnership they formed between LEGO and MIT with the LEGO-Logo project in 1985; which would lead to the creation of programmable bricks in the late 1990’s with LEGO Mindstorms. Kristiansen endorses Papert’s concept of constructionism and stresses the importance of children learning through experimentation and play.
Kjeld Kirk Kristiansen was President and CEO of the LEGO Group from 1979-2004 and is currently Deputy Chairman of the Board of the LEGO Foundation. Kristiansen named Papert the LEGO Professor of Learning Research in 1989 by establishing a faculty endowment at the MIT Media Lab. The LEGO Foundation recently announced a new endowment for the LEGO Papert Fellowship program at the MIT Media Lab in 2017 to support the research of select graduate students that build upon the ideas of Seymour Papert (MIT LEGO).
This video is a great introduction to the constructionist ideas and influential works of Seymour Papert. Notable highlights include excerpts of Papert’s speech in 1989 at a ceremony naming him as LEGO Professor of Learning Research as well as film footage from “Talking Turtle” in 1984 and clips from “The MIT Media Laboratory Interactive Videodisc” in 1986.
Professor Seymour Papert. MaMaMedia, 2000, www.papert.org/. Web. Accessed 10 Dec. 2017.
With a brief biography highlighting the life achievements of Seymour Papert, the main feature of this website is the bibliographic list of Papert's works. One hundred works by Papert are listed in chronological order that include the title, a short description, and date of publication. Of the one hundred works listed, forty-six provide links to the full-text of Papert's works.
Idit Harel founded MaMaMedia in 1994, the same year she launched Papert.org for "academics and scholars of learning" (Full Bio par. 3). Harel was a doctoral student at the MIT Media Lab from 1985-1988 and contributed to the initial, ground-breaking research in constructionist learning as part of Papert's Epistemology and Learning Research Group. Harel is currently CEO and founder of Globaloria, an independent company providing "STEM and Computer Science Education in PreK-12 schools" (Full Bio par. 6).
While there are many writings to explore on this website, those new to constructionism will find it helpful to begin with the notable works provided in full-text on this site: "Situating Constructionism," "Gears of My Childhood," and "Hard Fun."
WORKS CITED
"1980's — The LEGO History." The LEGO Group, 2017, www.lego.com/en-us/aboutus/lego-group/the_lego_history/1980. Web. Accessed 7 Dec. 2017.
"About Me." Dr. Peppler, 2017, www.kpeppler.com. Web. Accessed 9 Dec. 2017.
Ackermann, Edith. "Constructing Knowledge and Transforming the World." A Learning Zone of One's Own: Sharing Representations and Flow in Collaborative Learning Environments, by Luc Steels and Mario Tukoro. IOS Press, 2004, pp. 15-37. www.web.media.mit.edu/~edith/publications/2004-Constructing_Knowledge.pdf. Accessed 2 Dec. 2017.
Blikstein, Paulo, et al. "About the FabLearn Fellows Initiative." Meaningful Making: Projects and Inspirations for Fab Labs and Makerspaces. Constructing Modern Knowledge Press, 2016, p.viii, www.fablearn.stanford.edu/fellows/sites/default/files/Blikstein_Martinez_Pang-Meaningful_Making_book.pdf. Accessed 8 Dec. 2017.
CU Boulder Craft Tech Lab, 2017, www.cucraftlab.org. Web. Accessed 8 Dec. 2017.
"dimeb — Digitale Medien in der Bildung." University of Bremen, 2017, www.dimeb.informatik.uni-bremen.de. Web. Accessed 8 Dec. 2017.
Dittert, Nadine, Katterfeldt, Eva-Sophie, and Schelhowe, Heidi. “Designing Digital Fabrication Learning Environments for Bildung: Implications from Ten Years of Physical Computing Workshops.” Digital Fabrication in Education, special issue of International Journal of Child-Computer Interaction, vol. 5, Sept. 2015, p. 3, www.sciencedirect.com/science/article/pii/S2212868915000112?via%3Dihub. Accessed 28 Nov. 2017.
Falbel, Aaron. Constructionism: Tools to Build (and Think) With. Toronto: LEGO DACTA, 1993, www.issuu.com/luys/docs/constructionism_eng. Web. Accessed 8 Dec. 2017. www.learning.media.mit.edu/courses/mas713/readings/Constructionism%20-%20Falbel.pdf. Web. Accessed 8 Dec. 2017.
"Full Bio." Idit Harel, 2017,www.iditharel.com/bio/full-bio. Web. Accessed 10 Dec. 2017.
Harel, Idit, and Papert, Seymour. Constructionism: Research Reports and Essays, 1985-1990. Ablex, 1991.
"International Journal of Child-Computer Interaction." Elsevier, 2017, www.journals.elsevier.com/international-journal-of-child-computer-interaction. Web. Accessed 8 Dec. 2017.
MIT Media Lab. "Edith Ackermann, Developmental Psychologist and Learning Researcher, Dies at 70." MIT News, 28 Dec. 2016, pars. 2-3, www.news.mit.edu/2016/edith-ackermann-developmental-psychologist-learning-researcher-dies-70-1228. Web. Accessed 8 Dec. 2017.
MIT Media Lab. "LEGO Foundation Endows Media Lab Fellowships in Honor of Seymour Papert." MIT News, 26 Jan. 2017, www.news.mit.edu/2017/lego-foundation-endows-media-lab-fellowships-honoring-seymour-papert-0126. Web. Accessed 8 Dec. 2017.
MIT Media Lab. "Professor Emeritus Seymour Papert, Pioneer of Constructionist Learning, Dies at 88." MIT News, 1 Aug. 2016, www.news.mit.edu/2016/seymour-papert-pioneer-of-constructionist-learning-dies-0801. Web. Accessed 8 Dec. 2017.
"Overview: Mitchel Resnick." MIT Media Lab, 2017, www.media.mit.edu/people/mres/overview. Web. Accessed 8 Dec. 2017.
Papert, Seymour. Mindstorms: Children, Computers, and Powerful Ideas. 2nd ed., Basic Books, 1993.
"Paulo Blikstein — Transformative Learning Technologies Lab." Stanford University, 2017, www.tltl.stanford.edu/people/paulo-blikstein. Web. Accessed 10 Dec. 2017.
Resnick, Mitchel. Introduction. Constructionism in Practice: Designing, Thinking and Learning in a Digital World, by Mitchel Resnick and Yasmin Kafai. Lawrence Erlbaum Associates, Inc., 1996, p. 1.
"Russ Walsh — Garn Press." Garn Press, 2017, pars. 1-4, www.garnpress.com/authors/russ-walsh. Web. Accessed 8 Dec. 2017.
Stager, Gary. "Papertian Constructionism and the Design of Productive Contexts for Learning." Plenary Session Paper — EuroLogoX. Warsaw, Poland, August 2005, p. 2. www.stager.org/articles/eurologo2005.pdf. Web. Accessed 5 Dec. 2017.