smalltalks, coding, squeak, education, dispositions, learning to learn

1. Learning to learn,
learning to code in 21C
Cathleen Galas
Smalltalks 2013
Rosario, Argentina

2. What is happening to
learning
as our world is characterized by
constant change and connectivity
with almost unlimited access to
knowledge resources?

3. Playing
Questioning
Imagination

4. AGENCY
Capacity to act in a world
Beyond skills and “know how”
Ability to form and carry
through projects

5. What frameworks do we
need to make sense of
learning in our constantly
changing world?

6. What frameworks do we need
to make sense of learning in
our constantly changing
world?
Massive information network
Bounded and structured
environment

7. What frameworks do we need
to make sense of learning in
our constantly changing
world?
Massive information network
Bounded and structured
environment

8. New ways of learning
HOW do we accommodate new
practices?

9. NO LEARNING OCCURS
WITHOUT A RELATIONSHIP
 Connections
 Relationships

10. LOGO
 show and 2 = 2 3 = 5
 false
 cg
 show and pos = [0 0] heading = 0
 true
 show (and 2 = 2 5 = 5 6 = 6)
 true

11. Longitudinal Study

12. New ways of learning
 The old ways are UNABLE TO KEEP UP
with the changing world
 New media makes peer – to – peer
learning easier and more natural
 Peer to peer is amplified: the new
media purports a COLLECTIVE nature of
participation

13. ACM-explaining LOGO

14. Squeak Etoys
Users of LOGO  Squeak Etoys
adaptive lessons needed

15. COMMUNITY—You learn in
order to belong
COLLECTIVE– You belong in
order to learn

16. Create stories, games, and
animations
Share with others around the
world

17. Definition of Literacy
Literacy can now be broadly defined as
including all types of communication
interactions that involve speaking,
reading, listening, and writing with text
both in print and non-print forms.
(Hagood, Stevens, & Reinking, 2002)

18. Three challenges in participatory competencies
that need to be addressed in preparing youth
for full digital culture participation (Jenkins et.
al. 2006)
 Participation
 Transparency
 Ethics

19. Expand competencies
Challenge youth to participate as
PRODUCERS
As well as CONSUMERS of technology
(Peppler & Kafai 2007)

20. The River City Project
A Multi-User Virtual Environment for Learning Scientific Inquiry
and 21st Century Skills
 http://muve.gse.harvard.edu/rivercityproject/

22. Whyville is an educational Internet site geared towards
children from ages 8–14.
•engage its users in learning about a broad range of topics,
including science, business, art and geography.
•more than 7 million users.Whyville's (Whyvillians)
•engage in virtual world simulation based games and role play
sponsored by a wide range of governmental, non-profit, and
corporate entities.
http://www.whyville.net/smmk/nice

23. The collective 
Produces INQUIRY 
Meaningful Learning

24. WHAT are the epistemic
mentalities and identities that
will enable people to thrive in a
complex, changing, and
ambiguous world?

25. Hewlett Foundation 2010
 “In one survey after another, business leaders complain that the
majority of U.S. job applicants are ill-equipped to solve complex
problems, work in teams, or communicate effectively.”
 “Hewlett envisions a new generation of schools and community
colleges…harness the deeper learning skills of critical thinking,
problem solving, effective communication, collaboration, and
learning to learn to help students develop a strong foundation
in traditional academic subjects.”
 http://www.hewlett.org/2010-annual-report

26. EDUCATION
TECHNOLOGY
LEARNING TO
EMBRACE CHANGE

27. Culture of Learning
Teaching Based Approach

Learning Based Approach

28. BIG difference between
LEARNING
And
BEING TAUGHT

29. “We are preparing students for jobs that do not
exist yet, that will use technologies that have
not been invented yet, in order to solve
problems that are not even problems yet.”
 “Shift Happens”
 www.shifthappens.wikispaces.com

34. EMBRACE
CHANGE

35. EMBRACE
CHANGE
CHANGE MOTIVATES AND CHALLENGES
CHANGE FORCES US TO LEARN DIFFERENTLY

36. How did kids learn about Harry
Potter?

37. Learning through play and
imagination
 PIAGET- young children learn through play
 Need for play is perceived as less as they
grow older and world is more stable
 HOWEVER…

38. Learning through play and
imagination
 PIAGET- young children learn through play
 Need for play is perceived as less as they
grow older and world is more stable
 HOWEVER…
 Today’s world is ever-changing, expanding

39. Learning through play and
imagination
 PIAGET- young children learn through play
 Need for play is perceived as less as they
grow older and world is more stable
 HOWEVER…
 Today’s world is ever-changing, expanding
 PLAY IS A STRATEGY FOR EMBRACING
CHANGE, rather than growing out of it.

40. There is a generic set of skills and
dispositions that are characteristic of
good learners. If learners can be
taught a language for these, they can
get better at “learning to learn”
across different contexts.

41. 21C Skills
 Critical thinking
 Problem solving
 Communication
 Collaboration
 Creativity
 innovation

42. Bill Gates on the
future of education,
programming
“ we are in the “golden age of computer
science” thanks to the nearly limitless
amounts of power and storage at our
fingertips.
http://gigaom.com/2013/07/15/bill-gates-on-the-future-of-education-programming-and-just-abouteverything-else/

43. the world of programming probably
has to evolve if we’re going to
accomplish some grander goals
such as large, complex systems
spanning entire industries.
There are more programmers and they’re
better than they were 10 or 20 years ago,
…. Things have changed, ….. but there’s
still serious work to do on knowledge
representation and logic representation….

44. The way it was
(19th-20th century)

45. John Dewey
American philosopher, psychologist, educational reformer
1859-1952
The teacher is not in the
school to impose certain
ideas or to form certain
habits in the child …….
Thus the teacher becomes
a partner in the learning
process, guiding students
to independently discover
meaning within the
subject area. (Dewey, 1897)

46. The way it still is?
(20th century education)

47. The way it could be?

48. What
is the message?

49. Should computer science
be part
of formal schooling?

50.  CS will be part of the EBacc
 http://www.education.gov.uk/get-into-teaching/subjects-agegroups/computer-science

51. April 3, 2012
Computer Science Transitions
From Elective to Requirement
…..so some colleges are
updating mandatory general
education courses.
http://www.usnews.com/education/best-colleges/articles/2012/04/03/computer-science-transitions-from-elective-to-requirement-computer-sciencetransitions-from-elective-to-requirement

52. Australia
Learnable.com donates $10M of training to
teach Aussie kids to code
Melbourne, Monday 19 August 2013:
Australian students are today being given
$10 million of technical training free from
Learnable.com, a global online learning
company founded in Melbourne, which
believes that every student should have the
opportunity to learn to code.

53. Former US President
Bill Clinton
At a time when people are saying "I
want a good job - I got out of college
and I couldn’t find one," every single
year in America there is a standing
demand for 120,000 people who are
training in computer science.

54. US President Barack Obama
"I think it makes sense, I
really do,”….. "I want to
make sure that (young
people) know how to
produce stuff using
computers and not just
consume stuff.”
C/NET, February 14, 2013
http://news.cnet.com/8301-17938_105-575695031/obama-endorses-required-high-school-coding-
classes/

55. Mark Zuckerberg
There just aren't enough
people who are trained and
have these skills today.

56. Is this the
WRONG
Message?

57. Instead…

58. WHAT are the epistemic
mentalities and identities that
will enable people to thrive in a
complex, changing, and
ambiguous world?

59. Bill Gates
Learning to write
programs stretches
your mind, and helps
you think better,
creates a way of
thinking about things
that I think is helpful
in all domains.

60. Steve Jobs
I think everybody
in this country
should learn how
to program a
computer because
it teaches you how
to think.

61. Coding
becoming
“cool”

62. Code.org

63. Code.org
Computer Science Education Week
December 9-15, 2013
An Hour of Code for every student (US)
Computer Science is a foundation for every student. Help
introduce it to 10 million.
All it takes is one Hour of Code.
Ages 6-106
No math needed
No computers either

65. Coding Resolutions
 http://www.codeyear.com/
 Learn to build something in 2013.
It's easier than ever to make
something.
 In 2012, 450,000+ people started
learning to code.

66. Mark Guzdial
Elliot Soloway
Computer Science is more important
than Calculus:
The challenge of living up to our
potential

67. Calculus vs. Computer Science?
Calculus
 Generally considered part of a
liberal education program
 Study of rates
 Rates are important to many
fields
Computer Science
 Generally considered an “extra”
course or skill
 Study of process




Specification
Execution
Compositions
limitations
 Process is important to
EVERYBODY

68. Changed the software paradigm,
BUT
the education paradigm stayed
the same?
WHY

69. What revolutions
made us ask this
question?
Who started those
revolutions?

70. Three Revolutions of the Twentieth Century
COMPUTER
TECHNOLOGIES
FOR EDUCATION
CHILD
DEVELOPMENT
ARTIFICIAL
INTELLIGENCE
(AI)

71. Child Development
When you teach a
child something
you take away
forever his chance
of discovering it for
himself.”
-Jean Piaget
www.LifeLearningMagazine.com

72. Piaget’s “Child”
A young scientist whose
purpose is to find stasis in an
ever changing world.
Like a Robinson Crusoe:
curious, inner-driven,
independent, solitary
conquest.
Edith Ackerman, “Piaget’s Constructivism, Papert’s Constructionism: What’s the
Difference?”

73. Piaget to Papert
Jean
Piaget
Constructivism
Seymour
Papert
Constructionism

74. Seymour Papert
by growing up with a few
very powerful theorems one
comes to appreciate how
certain ideas can be used as
tools to think with over a
lifetime. One learns to enjoy
and to respect the power of
powerful ideas. …the most
powerful idea of all is the
idea of powerful ideas..

75. Papert’s Child

Diving into
unknown situations
is a crucial part of
learning

76. Piaget
Stepping
back
Papert
Diving in

77. Piaget and Papert
“A cognitive dance”
Diving in
reengagement
Stepping back
Detachment
and reflection

78. Lev Vygotsky
1896-1934, Russian
Social Constructivist Theory
(1) Children construct knowledge
(2) Learning can lead development
(3)Development cannot be separated from
its social context
(4) Language plays a central role in mental development.
(ZPD) Zone of Proximal Development

79. Three Revolutions of the Twentieth Century
COMPUTER
TECHNOLOGIES
FOR EDUCATION
CHILD
DEVELOPMENT
ARTIFICIAL
INTELLIGENCE
(AI)

80. Artificial Intelligence

81. Three Revolutions of the Twentieth Century
COMPUTER
TECHNOLOGIES
FOR
EDUCATION
CHILD
DEVELOPMENT
ARTIFICIAL
INTELLIGENCE
(AI)

82. Three Revolutions of the Twentieth Century
COMPUTER
TECHNOLOGIES
FOR EDUCATION
CHILD
DEVELOPMENT
ARTIFICIAL
INTELLIGENCE
(AI)

83. WHO
Is at the center of these three
revolutions?

84. WHO
Is at the center of these three
revolutions?

85. Seymour Papert
 Papert extends Piaget to include diving into
experiences
 Papert in AI by designing neural nets with
Minsky and assisting development of the
Society of the Mind
 Papert is key in developing LOGO, developing
theory of constructionism

86. From Rethinking Education
…constructionism, …. its main feature the fact that
it looks more closely than other educational -isms
at the idea of mental construction….. and by
asking questions about the methods…
How can one become an expert at constructing
knowledge? What skills are required? And are
these skills the same for different kinds of
knowledge? (pp. 142-143)

87. Programming is applied logic
 to break a problem into its component
parts
 to construct those parts from a set of
logical building-blocks
 to combine those solved parts into a
greater whole

88. Programming
is
applied logic

89. Programming to Learn
LOGO
Etoys
Squeak
Scratch
BYOB
SNAP

90. Programming to Learn
LOGO
Etoys
Squeak
Scratch
BYOB
SNAP
"At Learning Labs, we've spent hours and hours discussing
how we can help students follow their interests and passions,
and also help students learn powerful ideas and develop as
systematic thinkers.” – Mitchell Resnick

91. The way it was
 School's hierarchical organization is
intimately tied to its view of education and in
particular to its commitment to hierarchical
ways of thinking about knowledge itself.
School on the heterarchy-hierarchy scale …
depends on the location of one's theory of
knowledge on the heterarchy-hierarchy scale
of epistemologies. (pp. 61-62)

92. The way it still is?
Video games teach children …. some
forms of learning are fast-pased,
immensely compelling, and
rewarding. ……
by comparison School strikes many
young people as slow, boring, and
frankly out of touch. (p. 5)

93. The way it could be?
 Teachers who give …..radically
different theory of knowledge. (p. 63)
 What would happen if children who
can't do math grew up in Mathland, a
place that is to math what France is to
French? (p. 64)
 ...they [the children] become
producers instead of consumers of
educational software. (p. 107)

94. Learning to Learn: 7 Dimensions of “Learning Power” (ELLI)
Being Stuck & Static
Changing & Learning
Data Accumulation
Meaning Making
Passivity
Critical Curiosity
Being Rule Bound
Isolation & Dependence
Being Robotic
Fragility & Dependence
(Deakin Crick, Broadfoot and Claxton, 2004)
Creativity
Learning Relationships
Strategic Awareness
Resilience
www.vitalhub.net/index.php?id=8

95. Why Code
 Critical thinking skills
 Learn to break down and solve complex problems
 Programming Jobs
 Programming ubiquitous—basic literacy
 Programming is a language like any other (will it become the
world’s language?)
 The semantic web
 Programming is Fun! (PAPERT-”HARD FUN!”)

96. Alan Kay
on children and computers
The reason, therefore, that many of us want children
to understand computing deeply and fluently is that
like literature, mathematics, science, music, and art, it
carries special ways of thinking about situations that
in contrast with other knowledge and other ways of
thinking critically boost our ability to understand our
world.
 Kay, Alan, The Early History of Smalltalk,
1993http://gagne.homedns.org/~tgagne/contrib/EarlyHistoryST.html, accessed
October 2013.

112. Douglas Rushkoff
“Understanding
programming — either as a
real programmer or even, as
I’m suggesting, as more of a
critical thinker — is the only
way to truly know what’s
going on in a digital
environment, and to make
willful choices about the
roles we play.”

113. “Programming is debugging. So being
wrong is not so much something to
be avoided at all costs, but should be
seen as a clue to the right way of
doing it. That's why it was actually an
environment rather than just an
instructional program. “

114. Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8

115. Learning to Learn: 7 Dimensions of Learning Power
www.vitalhub.net/index.php?id=8

116. How do we
teach and learn
programming?

117. Web 3.0 Changes Education?
Table by Dr. John Moravec, http://www.edudemic.com/what-is-web-3-0-and-how-will-it-change-education/

118. The Power of Pull: How Small Moves, Smartly
Made, Can Set Big Things in Motion
by John Hagel III , John Seely Brown , Lang Davison
 information now flows like water
 must learn how to tap into its
stream
 Individuals and companies can no
longer rely on the stocks of
knowledge that they’ve carefully
built up and stored away.
 we must learn how to tap into
the stream.
 many of us remain stuck in old
practices—practices that could
undermine us as we search for
success and meaning.

119. Changing Paradigms:
Push to Pull
PUSH
PULL
• Stocks of
Information
• Flows of
Information
Via
• Social
Interaction &
Social Media
Forums

120. The Power of Pull
Educational system
called into QUESTION?
"institutions will be shaped to provide platforms to help
individual achieve their full potential by connecting with
others and better addressing challenging performance
needs”( page 8)

121. Teaching and learning
Piaget  Papert
“dwelling in” and “stepping back” are equally
important in getting such a cognitive dance
going. How could people learn from their experience
as long as they are totally immersed in it. ….. translate
the experience into a …… model gains a life of its own,
and description or a model can be addressed as if it
were “not me.” From then on, a new cycle can begin,
because as soon as the dialogue gets started
(between me and my artifact), the stage is set for new
and deeper connectedness and understanding.
Edith Ackerman

122. The skill of coding is no different from the
skill of reading and writing ….. we live in a
coding illiterate world where the skill of
programming computers belongs to a
priesthood.
John Pavley, The Huffington Post http://www.huffingtonpost.com/johnpavley/learning-to-code_b_3337098.html

123. The Global Demand for Learning
“Projections indicate that the world’s higher education
system must accommodate nearly 80 million more
students by 2025. To do so in conventional campuses
would require the opening of three large (30,000
students) campuses every week for the next 13 years.
Some of these campuses will be built but most will not.”
http://www.col.org/resources/speeches/2012presentations/Pages/2012-0201.aspx

124. The Global Demand for Learning
What are the implications for assessment
and learning at massive scale?
“Projections indicate that the world’s higher education
system must accommodate nearly 80 million more
students by 2025. To do so in conventional campuses
would require the opening of three large (30,000
students) campuses every week for the next 13 years.
Some of these campuses will be built but most will not.”
http://www.col.org/resources/speeches/2012presentations/Pages/2012-0201.aspx

125. Heritage and kind of MOOCs matters
cMOOCs
 “Connectivist” educational theory
 Run on Open Source learning platforms
 Led by academics as part of their university activity
 xMOOCs
 Online versions of traditional learning formats on propietary specialist
learning platforms owned by private enterprise
 Contractual and commercial relationships between Universities who
create content, and technology providers
 Mostly 3 largest platforms: edX, Udacity, and Coursera

126. Conflicting perspectives
on MOOCs divide education communities
 Elite institutions, primarily US
are widely engaging
 Opportunities for brand
enhancement, pedagogical
experimentation, recruitment,
and business opportunites
 Pro-MOOC producing
conspicuous literature and
positive reports
 Smaller or less presigious less
engagement, perhaps due to
lack of appetite, capacity, or
opportunity
 See threats of being left behind,
losing market share and
recruits
 The skeptical literature is less
visible and less extensive

127. Learning practioners disagree about the value
of MOOCs
 Enthusiasts
 Skeptics
 welcomes the shake-up and
 The MOOC format itself suffers
energy MOOCs bring to
learning, teaching and
assessment.
 Report positively on access,
empowerment, relationship
building and community.
from weaknesses around
access, content, quality of
learning, accreditation,
pedagogy, poor engagement of
weaker learners, exclusion of
learners without specific
networking skills.

128. Consensus and Controversy
 Importance, popularity,
expansion
 Engagement reasons: brand
extension, recruitment,
educational innovation, and
revenue opportunity or cost
reduction
 Learners mostly satisfied, not
currently looking for awards
 Impacts on HE will be profound
and enduring
 Disagreement over whether
effects will be destructive or
creative
 Provokes vocal and emotive
polemic—can influence its
trajectory—universities change
tack in face of strong opinions
 xMOOC subject of intense
comment and speculation in
the academic community
 Strong commitments from top
universities—some say tonic,
some say poison for ailing
education system

129. Other headlines about MOOCs
 Formal comprehensive analyses of MOOCs mostly concur
that they are disruptive and possibly threatening to current
HE models
 Reporting of MOOC learner experiences is positive
 The MOOC is maturing – and engaging with its business
and accreditation issues

130. Connectivism
 New Learning theory
George Siemens, U of A
 Emphasizes how knowledge and skills emerge from
making connections between different domains of
activity such as experience, learning and knowledge, as
well as between individuals in a social network.
 Foregrounds learners’ exposure to social and cultural
experiences, rather than their exposure to didactic
transmission OR self-directed enquiry.
 http://www.elearnspace.org/Articles/connectivism.htm

131.  Women represent 12% of all computer
science graduates.
 In 1984, they represented 37% of all
computer science graduates.
 http://www.girlswhocode.com/

132. Giving women the access code
 number of women entering STEM higher education
programs higher education and fields is dropping.….52%
leave because of macho culture…. the innovative and
enormously successful CS program at Harvey Mudd College
is a shining example of gender balance. And there’s a rapidly
growing movement of women teaching women technology
skills: all over the Americas self-starting organizations are
running hands-on classes to huge success. Coinciding with a
rising tide of newcomer-welcoming efforts, there’s no
question that enthusiasm for women doing web technology
is growing.

133. Maria Klawe became president of Harvey Mudd College in 2006, she was
dismayed — but not surprised — at how few women were majoring in
computer science.

134. How did she do it?
 CS 5, hard-core programming, appealing to young men, already
seasoned programmers--- dominated the class. reinforced the
women’s sense that computer science was for geeky know-it-alls.
 “Most of the female students were unwilling to go on in computer
science because of the stereotypes they had grown up with,” “We
realized we were helping perpetuate that by teaching such a
standard course.”
 To reduce intimidation factor, divided course into 2 sections:
“gold,” for those with no prior experience, “black” for everyone
else.
 Java was replaced by Python.
 Course focus changed to computational approaches to solving
problems across science.

136. “We wanted them to learn how to write a
business plan but also give them the
experience of building something by having
them learn how to program,”

137. Working Women: Ruby on Rails
Workshops for Women

138. Recoding Gender

Recoding Gender
Women’s Changing Participation in
Computing
By Janet Abbate
how gender has shaped
the culture of computing,
she offers a valuable
historical perspective on
today’s concerns over
women’s
underrepresentation in
the field.

139. http://appinventor.mit.edu/
© 2012 Massachusetts Institute of Technology

140. East Palo Alto girls create app to
clean up graffiti, trash
EPA CHICA SQUAD
http://appinventor.mit.edu/explore/stories/east-palo-alto-girls-create-app-clean-graffiti-trash.html

141. http://girlsinict.org/sites/default/files/resources/docs/exec.sum-e.pdf

142. How to be a woman programmer by Ellen Ullman
The New York Times, May 18, 2013
The first requirement for programming is a passion for the work, a
deep need to probe the mysterious space between human thoughts
and what a machine can understand; between human desires and
how machines might satisfy them.
The second requirement is a high tolerance for failure. Programming
is the art of algorithm design and the craft of debugging errant code.
In the words of the great John Backus, inventor of the Fortran
programming language: “You need the willingness to fail all the
time. You have to generate many ideas and then you have to work
very hard only to discover that they don’t work. And you keep doing
that over and over until you find one that does work.”
http://www.nytimes.com/2013/05/19/opinion/sunday/how-to-be-a-womanprogrammer.html?pagewanted=all&_r=1&

143.  Over the 20 years that followed, I found that being a woman
put me at one remove from the general society of
programmers. I resented that distance, but I liked to think
that it was in some way fortunate — that my standing back
gave me a clearer view of our profession and its effects on
society at large.
 I looked around and wondered, “Where are all the other
women?” We women found ourselves nearly alone,
outsiders in a culture that was sometimes boyishly puerile,
sometimes rigorously hierarchical, occasionally friendly and
welcoming. This strange illness meanwhile left the female
survivors with an odd glow that made them too visible,
scrutinized too closely, held to higher standards. It placed
upon them the terrible burden of being not only good but
the best.

144. The question is how we react to this great
prejudice against women. The rule of law and
social activism certainly are crucial. But no
matter how strong the social structure, there is
always that cheek-slapped moment when you
are alone with the anti-woman prejudice: the
joke, the leer, the disregard, the invisibility, the
inescapable fact that the moment you walk
through the door you are seen as lesser, no
matter what your credentials.””

145. How do we
teach and learn
programming?

146. Mathematics was a study in which
we took order and analyzed it to
understand it.

147. With the computer revolution…
Mathematics ceased to be only
ANALYTIC
And became SYNTHETIC

148. Now…

149. We can take the
understandings we have
and
BUILD THINGS

150. Mathematics was a study in which we took
order and analyzed it to understand it.
With the computer revolution…
Mathematics ceased to be only ANALYTIC
And became SYNTHETIC
Now…
We can take the understandings we have
And BUILD THINGS
(points often made by Dan Ingalls!)

151. How
Knowledge is constructed
through the active
engagement of a learner
within an active community
of practice

152. For those of you who aspire to understand technology — and if
you’re reading this then that’s most of you — there’s no better
way to do that then to build things. …..
those of you who do not aspire to make things for a living will
come away with a more critical understanding of the way the
world works…….
as a programmer you learn to think about problems both
objectively and by taking into account all outcomes. There are
only positive outcomes that can come from learning a new skill,
and programming is the skill of our future.

153. Constructivism is the idea that
knowledge is something you build in
your head.
Constructionism reminds us that the
best way to do that is to build
something tangible—outside of your
head—that is personally meaningful.
(Papert, 1990)

154. If you can use technology to
make things you can make a
lot more interesting things.
And you can learn a lot
more by making them.
(Papert, 1999)

155. Constructionism is not a
spectator sport

156. "Whatever you can do,
or dream you can, begin
it. Boldness has genius,
power, and magic in it.”
Johann Wolfgang von Goethe

157. References
 Hagood, M.C., Stevens, L. P. & Reinking, D. (2002) What do THEY Have to Teach
US? Talkin’ ‘Cross Generations! In D. E. Alvermann (Ed.) Adolescents and
Literacies in a Digital World. New York: Peter Lang Publishing.
 Jenkins, H., Clinton, K., Purushotm, R., Robison, A., & Weigel, M. (2006)
“confronting the challenges of participation culture: Media eduation for the
21st century.” White paper. Chicago, IL: The John D. and Catherine T.
MacArthur Foundation.
 Peppler, K.A. & Kafai, Y.B. “What video game making can teach us about
learning and literacy: Alternative pathways into participatory culture,” in Akira
Bab (Ed.), Situated Play: Proceedings of the Third International Conference of
the Digital Games Research Association. (DiGRA) (Tokyo, Japan, September
2007) The University of Tokyo, pp. 369-376.
 Salen, K., & Zimmerman, E. Rules of Play: Game design Fundamentals. The MIT
Press, Cambridge, MA, 2004. MIT
 John Hagel III, John Seely Brown: Lang Davison, The Power of Pull: How Small
Moves, Smartly Made, Can Set Big Things In Motion, Basic Books 2010.

158.  Ackerman, E. , “Piaget’s Constructivism, Papert’s
Constructionism: What’s the difference?”, IDC, 2013, NYC.
 Fry, Spencer, Should You Learn to Program?, accessed
October 21, 2013, http://blog.teamtreehouse.com/shouldyou-learn-to-program, May 25, 2013.
 How to be a woman programmer by Ellen Ullman The New
York Times, May 18, 2013, accessed October 21, 2013,
http://www.nytimes.com/2013/05/19/opinion/sunday/howto-be-a-woman-programmer.html?pagewanted=all&_r=1&.

159.  Kafai, Y., and Resnick, M., eds. (1996) Constructionism in Practice:
Designing, Thinking, and Learning in a Digital World. Mahwah, NJ:
Lawrence Erlbaum.
 Papert, Seymour. (1990) “A Critique of Technocentrism in Thinking
About the School of the Future,” MIT Epistemology and Learning
Memo No. 2. Cambridge, Massachusetts: Massachusetts Institute
of Technology Media Laboratory.
 Papert, Seymour (1981) Mindstorms: Computers, Children and
Powerful Ideas. NY: Basic Books.
 Papert, Seymour (1993) The Children's Machine: Rethinking
School in the Age of the Computer. New York:Basic Books.

160.  Stager, Gary. (2001) "Computationally-Rich Constructionism
and At-Risk Learners." In Computers in Education 2001:
Australian Topics – Selected Papers from the Seventh World
Conference on Computers in Education. McDougall,
Murnane & Chambers editors. Volume 8. Sydney: Australian
Computer Society.
 Stager, Gary. (2002) “Papertian Constructionism and At-Risk
Learners” In the Proceedings of the 2002 National
Educational Computing Conference. Eugene, OR: ISTE

161. Seymour Papert Tribute
at IDC 2013
High resolution video of the entire
session: http://vimeo.com/69471812

162. Contact Information
Cathleen Galas
cgalas@comcast.net
Cathleengalas.com
LinkedIn: Cathleen Galas