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- 3. https://llk.media.mit.edu https://llk.media.mit.edu/publications MIT Media Lab, Life Long Kindergarten Group
- 5. http://squeak.org/downloads 1996, Apple Computer https://en.wikipedia.org/wiki/Squeak Johh Maloney
- 6. HOME PEOPLE OUR WORK WRITINGS SOFTWARE SPONSORS DONATE President Alan Kay Executive Director Kimberly Rose Board of Advisors John Perry Barlow Gordon Bell Jerome Bruner Vint Cerf Mihaly Csikszentmihalyi Richard Dawkins Betty Edwards Bran Ferren Gerhard Fischer Tim Gallwey Adele Goldberg Vi Hart Danny Hillis Quincy Jones Leonard Kleinrock Geraldine Laybourne Matthew McCauley Marvin Minsky Chunka Mui Ike Nassi Nicholas Negroponte Doreen Nelson Seymour Papert Ken Perlin David P. Reed Mitchel Resnick Paul Saffo Larry Smarr Elliot Soloway Bret Victor Advisors Etherius Douglas Adams Douglas Engelbart Paul MacCready Neil Postman What is Viewpoints Research Institute? Viewpoints Research Institute (VRI) is a 501(c)(3) nonprofit public benefit organization incorporated in 2001 to improve "powerful ideas education" for the world's children and to advance the state of systems research and personal computing. Many of our themes co evolved with the inventions of networked personal computers, graphical user interfaces and dynamic objectoriented programming. Our globally dispersed research group comes from a tradition of whole systems design developed by ARPA in the sixties and Xerox PARC in the seventies. Our ideology is motivated by usercentered systems design. Using this vantage point, our group invents computing technologies, content, curriculum, graphical user interfaces (GUIs), programming languages, implementation systems and processor and memory structures. Where does Viewpoints focus its research? Our research covers four areas: Teaching and Learning Powerful Ideas, Powerful Ideas Content and How to Represent It, User Interfaces that Aid Learning and Doing, and Inventing Fundamental New Computing Technologies. We want to start with the teaching and learning of old and new "powerful ideas"; create much better humancomputer environments that allow for authoring, sharing and representing the new ideas; create new userinterfaces that can help children and adults "learn and do" the new ideas; and, invent new, fundamental computing technologies to serve as the raw material for the next stage of the computer revolution. We build everything we invent and we engineer our prototypes for the greatest usability. Both of our recent free and open source software prototypes, Squeak Etoys and Croquet have gone out successfully to tens of thousands of users. How do we view "Design for Learning"? We want to help children develop real fluency in many important areas of learning, including thinking, math and science. Each of these subjects is outside "natural learning" (such as learning to walk and talk). Quite a bit of time and energy needs to be spent to gain an above threshold fluency. There are interesting similarities to art, music, and sports, each of which also requires quite a bit of time and energy to gain fluency. These arts could be termed "hard fun". Mathematicians and scientists know they are doing art and hard fun as well. "Thinking" is a higher category than "just" math, science, and the arts. It represents a synthesis of intuitive and analytical approaches to understanding the world and dealing with it. President Alan Kay Executive Director Kimberly Rose Board of Advisors John Perry Barlow Gordon Bell Jerome Bruner Vint Cerf Mihaly Csikszentmihalyi Richard Dawkins Betty Edwards Bran Ferren Gerhard Fischer Tim Gallwey Adele Goldberg Vi Hart Danny Hillis Quincy Jones Leonard Kleinrock Geraldine Laybourne Matthew McCauley Marvin Minsky Chunka Mui Ike Nassi Nicholas Negroponte Doreen Nelson Seymour Papert Ken Perlin David P. Reed Mitchel Resnick Paul Saffo Larry Smarr Elliot Soloway Bret Victor Advisors Etherius Douglas Adams Douglas Engelbart Paul MacCready Neil Postman What is Viewpoints Research Institute? Viewpoints Research Institute (VRI) is a 501(c)(3) nonprofit public benefit organization incorporated in 2001 to improve "powerful ideas education" for the world's children and to advance the state of systems research and personal computing. Many of our themes co evolved with the inventions of networked personal computers, graphical user interfaces and dynamic objectoriented programming. Our globally dispersed research group comes from a tradition of whole systems design developed by ARPA in the sixties and Xerox PARC in the seventies. Our ideology is motivated by usercentered systems design. Using this vantage point, our group invents computing technologies, content, curriculum, graphical user interfaces (GUIs), programming languages, implementation systems and processor and memory structures. Where does Viewpoints focus its research? Our research covers four areas: Teaching and Learning Powerful Ideas, Powerful Ideas Content and How to Represent It, User Interfaces that Aid Learning and Doing, and Inventing Fundamental New Computing Technologies. We want to start with the teaching and learning of old and new "powerful ideas"; create much better humancomputer environments that allow for authoring, sharing and representing the new ideas; create new userinterfaces that can help children and adults "learn and do" the new ideas; and, invent new, fundamental computing technologies to serve as the raw material for the next stage of the computer revolution. We build everything we invent and we engineer our prototypes for the greatest usability. Both of our recent free and open source software prototypes, Squeak Etoys and Croquet have gone out successfully to tens of thousands of users. How do we view "Design for Learning"? We want to help children develop real fluency in many important areas of learning, including thinking, math and science. Each of these subjects is outside "natural learning" (such as learning to walk and talk). Quite a bit of time and energy needs to be spent to gain an above threshold fluency. There are interesting similarities to art, music, and sports, each of which also requires quite a bit of time and energy to gain fluency. These arts could be termed "hard fun". Mathematicians and scientists know they are doing art and hard fun as well. "Thinking" is a higher category than "just" math, science, and the arts. It represents a synthesis of intuitive and analytical approaches to understanding the world and dealing with it. http://www.vpri.org Alan Kay Jerome Bruner Marvin Minsky Seymour Papert Ken Perlin Michel Resnick Bret Victor
- 7. Scratch Project File Format Copyright (c) 2007 Massachusetts Institute of Technology John Maloney August, 2007 1. Overview Scratch projects use a binary object serialization format called an "object store" that records an arbitrary network of objects with interconnecting pointers. An object store typically includes both fixed-format objects (e.g. strings) and "user-class" objects, objects whose formats can evolve over time (e.g sprites). User-class objects include a version number that allows later versions of the software to read objects in older formats. This design has allowed Scratch to evolve gracefully over the course of many years. The result of reading an object store is an array of objects called an object table. The first entry in this table is the root object of the network of objects that was stored. 2. Project File Structure A Scratch project file has the following top-level structure: header (10 bytes) the ASCII string "ScratchV01" infoSize (4 bytes) 32-bit big-endian integer infoObjects (infoSize bytes) object store for info (author, notes, thumbnail, etc.) contentsObjects (remaining bytes)object store for contents, including the stage, sprites, and media http://web.media.mit.edu/~jmaloneyhttps://download.scratch.mit.edu/source-code/ScratchFileFormat.txt
- 10. commands.logo
- 11. 1967년
- 12. http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/04650467461980 THE READER has already met a variety of learning situations drawn together by a common set of ideas about what makes for effective learning. In this chapter we turn directly to these ideas and to the theoretical sources by which they are informed. Of these we focus on two: first, the Piagetian influence, and second, the influence of computational theory and artificial intelligence. I have previously spoken of “Piagetian learning,” the natural, spontaneous learning of people in interaction with their environ-ment, and contrasted it with the curriculum-driven learning characteristic of traditional schools. But Piaget’s contribution to my work has been much deeper, more theoretical and philosophical. In this chapter I will present a Piaget very different from the one most people have come to expect. There will be no talk of stages, no emphasis on what children at certain ages can or cannot learn to do. Rather I shall be concerned with Piaget the epistemologist, as his ideas have contributed toward the knowledge-based theory of learning that I have been describing, a theory that does not divorce the study of how mathematics is learned from the study of mathematics itself. I think these epistemological aspects of Piaget’s thought have been underplayed because up until now they offered no possibilities for action in the world of traditional education. But in a computer-rich educational environment, the educational environment of the next decade, this will not be the case. In chapter 5 and in the development of the Turtle idea itself we saw examples of how an epistemological inquiry into what is fundamental in a sector of mathematics, the mathematics of differential systems, has already paid off in concrete, effective educational designs. The Piaget of the stage theory is essentially conservative, almost reactionary, in emphasizing what children cannot do. I strive to uncover a more revolutionary Piaget, one whose epistemological ideas might expand known bounds of the human mind. For all these years they could not do so for lack of a means of implementation, a technology which the mathetic computer now begins to make available. Chapter 7 Logo’s Roots: Piaget and AI
- 13. 년도 제목 저자 외 2012 Reviving Papert's dream Mitchel Resnick Educational Technology, vol. 52, no. 4, pp. 42-46 2008 Falling in Love with Seymour's Ideas Mitchel Resnick AERA Conference 1991 Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. Resnick, M. Constructionism, edited by I. Harel & S. Papert. Norwood, NJ: Ablex Publishing. LEGO/Logo: Learning through and about design Resnick, M. and Ocko, S. Constructionism, edited by I. Harel & S. Papert. Norwood, NJ: Ablex Publishing. Papers about Seymour Papert https://llk.media.mit.edu/publications https://en.wikipedia.org/wiki/Mitchel_Resnick
- 14. Falling in Love with Seymour’s Ideas Mitchel Resnick March 25, 2008 Mindstorms Over Time: Reflections on Seymour Papert’s Contributions to Education Research Presented at a Special Session of the 2008 American Educational Research Association Annual Meeting As I began to think about my presentation for this session honoring Seymour Papert, I thought about all of Seymour’s ideas that had influenced my research. I thought about Seymour’s theory of Con- structionism, and how it guided my efforts to provide children with opportunities to learn through designing, creating, and in- venting. I thought about Seymour’s and Sherry’s ideas of Epistemo- logical Pluralism, and how these ideas had guided my ef- forts to develop technologies that have not only a low floor (easy to get started with) and a high ceiling (opportunities for increasingly complex explorations over time), but also what I have come to call “wide walls” —that is, technologies that are accessible and inviting to children with all different learning styles and ways of knowing. I thought about Seymour’s discussion of Hard Fun, and how his ideas had guided my efforts to develop technologies and activities that are playful but at the same time engage learners in serious and sustained and challenging explora- tions. These are important ideas. Seymour would call them “pow- erful” ideas. But as I thought about these ideas, I realized that just explaining these ideas would not capture what, for me, was most special about Seymour. To convey the ways that Seymour had influenced me, I needed to talk not only from my head but also from my heart. I first met Seymour in 1982, more than 25 years ago. At the time, I was working as a science and technology journalist, covering Silicon Valley for Business Week magazine. The personal computer had been invented just a few years ear- lier, so it was an exciting time to be covering Silicon Valley. I regularly interviewed interesting and provocative entrepre- neurs like Steve Jobs and Bob Noyce. It was an exciting job. But for me, something was missing. I enjoyed my job, but something was missing. I didn’t feel a deep sense of meaning or mission or purpose in my life. And then I met Seymour. It was the spring 1982, and I attended the West Coast Com- puter Faire, a free-spirited gathering of early adopters, early enthusiasts of the personal computer. I went to Seymour’s talk, and I immediately felt a powerful connection to his ideas. I was intrigued as I learned more about Logo and the turtle. I had majored in physics in college, and I saw turtle geom- etry as a new way to think about many mathematical and scientific ideas. That was exciting for me. But that alone would not have sustained me for the past 25 years. There was something more, something different, in Seymour’s ideas. I am reminded of Seymour’s brilliant little essay, Gears of My Childhood, that he wrote as the foreword to his book Mindstorms. In that short essay, Seymour talks about the influence of gears in his life. How he started playing with gears even before the age of two, and how his experi- ences with gears had provided him with a model for thinking about advanced math- ematical and scientific ideas later in his life. But the most important part of that essay, in my mind, is the italicized sentence near the end: I fell in love with the gears. Seymour was passionate about gears, and that is what made them so special for him. Well, when I met Seymour in 1982, I didn’t just learn about Seymour’s ideas, I fell in love with Seymour’s ideas. And in the 25 years since then, I never fell out of love with his ideas. Seymour’s ideas have given me a purpose, a mission, a meaning to what I am doing in my work—indeed, what I am doing in my life. At their core, Seymour’s ideas are about providing every- one—everyone—with opportunities to find and follow their own passions, to explore and experiment with new ideas, to develop and deliver their own voices. These ideas have guided Seymour in his own life. He is one of the world’s great learners, passionately exploring new ideas, playing with ideas, wrestling with ideas, developing new ways to communicate ideas. I have never met anyone who is, at once, so playful and so serious about ideas. But more important, Seymour dedicated his life to providing these same opportunities to others, to provide others with the opportunity to find and follow their passions, to develop and deliver their voices. I’m not saying that Seymour was always successful in achieving these goals. But the vision is a powerful one. It is a vision that is deeply respectful of children, and it serves as a foundation for the type of soci- ety that I would want to live in. I have set the same goals in my own work. In everything I do, whether it’s creating new robotics kits like Crickets, or new software like Scratch, or new educational settings like Computer Clubhouses, I am guided by Seymour’s vision, to provide opportunities for all children—from all back- grounds, from all walks of life—to find and follow their pas- sions, to explore and experiment with new ideas, to develop and deliver their voices. It is not easy to realize this vision, to achieve these goals, but they are worthy goals, goals that make my work meaningful. Last year, I gave a keynote presentation at a conference called IDC, Interactive Design and Children. After my pre- sentation, in the Q&A session, someone asked: “Wasn’t Seymour Papert trying to do the same things 20 years ago?” The comment was meant as a critique; I took it as a compli- ment. I answered simply: “Yes.” For me, Seymour’s ideas remain as important today as when he wrote Mindstorms in 1980. His ideas have provided me with a direction and a vision and a sense of purpose. I am still in love with Seymour’s ideas, and I will be happy and proud to spend the rest of my life trying to make Seymour’s visions into a reality. Photo: SPA Magazine Well, when I met Seymour in 1982, I didn’t just learn about Seymour’s ideas, I fell in love with Seymour’s ideas. And in the 25 years since then, I never fell out of love with his ideas. Seymour’s ideas have given me a purpose, a mission, a meaning to what I am doing in my work—indeed, what I am doing in my life. At their core, Seymour’s ideas are about providing every- one—everyone—with opportunities to find and follow their own passions, to explore and experiment with new ideas, to develop and deliver their own voices. These ideas have guided Seymour in his own life. He is one of the world’s great learners, passionately exploring new ideas, playing with ideas, wrestling with ideas, developing new ways to communicate ideas. I have never met anyone who is, at once, so playful and so serious about ideas. But more important, Seymour dedicated his life to providing these same opportunities to others, to provide others with the opportunity to find and follow their passions, to develop and deliver their voices. I’m not saying that Seymour was always successful in achieving these goals. But the vision is a powerful one. It is a vision that is deeply respectful of children, and it serves as a foundation for the type of society that I would want to live in. https://llk.media.mit.edu/papers/AERA-seymour-final.pdf
- 15. Falling in Love with Seymour’s Ideas Mitchel Resnick March 25, 2008 Mindstorms Over Time: Reflections on Seymour Papert’s Contributions to Education Research Presented at a Special Session of the 2008 American Educational Research Association Annual Meeting As I began to think about my presentation for this session honoring Seymour Papert, I thought about all of Seymour’s ideas that had influenced my research. I thought about Seymour’s theory of Con- structionism, and how it guided my efforts to provide children with opportunities to learn through designing, creating, and in- venting. I thought about Seymour’s and Sherry’s ideas of Epistemo- logical Pluralism, and how these ideas had guided my ef- forts to develop technologies that have not only a low floor (easy to get started with) and a high ceiling (opportunities for increasingly complex explorations over time), but also what I have come to call “wide walls” —that is, technologies that are accessible and inviting to children with all different learning styles and ways of knowing. I thought about Seymour’s discussion of Hard Fun, and how his ideas had guided my efforts to develop technologies and activities that are playful but at the same time engage learners in serious and sustained and challenging explora- tions. These are important ideas. Seymour would call them “pow- erful” ideas. But as I thought about these ideas, I realized that just explaining these ideas would not capture what, for me, was most special about Seymour. To convey the ways that Seymour had influenced me, I needed to talk not only from my head but also from my heart. I first met Seymour in 1982, more than 25 years ago. At the time, I was working as a science and technology journalist, covering Silicon Valley for Business Week magazine. The personal computer had been invented just a few years ear- lier, so it was an exciting time to be covering Silicon Valley. I regularly interviewed interesting and provocative entrepre- neurs like Steve Jobs and Bob Noyce. It was an exciting job. But for me, something was missing. I enjoyed my job, but something was missing. I didn’t feel a deep sense of meaning or mission or purpose in my life. And then I met Seymour. It was the spring 1982, and I attended the West Coast Com- puter Faire, a free-spirited gathering of early adopters, early enthusiasts of the personal computer. I went to Seymour’s talk, and I immediately felt a powerful connection to his ideas. I was intrigued as I learned more about Logo and the turtle. I had majored in physics in college, and I saw turtle geom- etry as a new way to think about many mathematical and scientific ideas. That was exciting for me. But that alone would not have sustained me for the past 25 years. There was something more, something different, in Seymour’s ideas. I am reminded of Seymour’s brilliant little essay, Gears of My Childhood, that he wrote as the foreword to his book Mindstorms. In that short essay, Seymour talks about the influence of gears in his life. How he started playing with gears even before the age of two, and how his experi- ences with gears had provided him with a model for thinking about advanced math- ematical and scientific ideas later in his life. But the most important part of that essay, in my mind, is the italicized sentence near the end: I fell in love with the gears. Seymour was passionate about gears, and that is what made them so special for him. Well, when I met Seymour in 1982, I didn’t just learn about Seymour’s ideas, I fell in love with Seymour’s ideas. And in the 25 years since then, I never fell out of love with his ideas. Seymour’s ideas have given me a purpose, a mission, a meaning to what I am doing in my work—indeed, what I am doing in my life. At their core, Seymour’s ideas are about providing every- one—everyone—with opportunities to find and follow their own passions, to explore and experiment with new ideas, to develop and deliver their own voices. These ideas have guided Seymour in his own life. He is one of the world’s great learners, passionately exploring new ideas, playing with ideas, wrestling with ideas, developing new ways to communicate ideas. I have never met anyone who is, at once, so playful and so serious about ideas. But more important, Seymour dedicated his life to providing these same opportunities to others, to provide others with the opportunity to find and follow their passions, to develop and deliver their voices. I’m not saying that Seymour was always successful in achieving these goals. But the vision is a powerful one. It is a vision that is deeply respectful of children, and it serves as a foundation for the type of soci- ety that I would want to live in. I have set the same goals in my own work. In everything I do, whether it’s creating new robotics kits like Crickets, or new software like Scratch, or new educational settings like Computer Clubhouses, I am guided by Seymour’s vision, to provide opportunities for all children—from all back- grounds, from all walks of life—to find and follow their pas- sions, to explore and experiment with new ideas, to develop and deliver their voices. It is not easy to realize this vision, to achieve these goals, but they are worthy goals, goals that make my work meaningful. Last year, I gave a keynote presentation at a conference called IDC, Interactive Design and Children. After my pre- sentation, in the Q&A session, someone asked: “Wasn’t Seymour Papert trying to do the same things 20 years ago?” The comment was meant as a critique; I took it as a compli- ment. I answered simply: “Yes.” For me, Seymour’s ideas remain as important today as when he wrote Mindstorms in 1980. His ideas have provided me with a direction and a vision and a sense of purpose. I am still in love with Seymour’s ideas, and I will be happy and proud to spend the rest of my life trying to make Seymour’s visions into a reality. Photo: SPA Magazine I have set the same goals in my own work. In everything I do, whether it’s creating new robotics kits like Crickets, or new software like Scratch, or new educational settings like Computer Clubhouses, I am guided by Seymour’s vision, to provide opportunities for all children—from all backgrounds, from all walks of life—to find and follow their passions, to explore and experiment with new ideas, to develop and deliver their voices. It is not easy to realize this vision, to achieve these goals, but they are worthy goals, goals that make my work meaningful. Last year, I gave a keynote presentation at a conference called IDC, Interactive Design and Children. After my presentation, in the Q&A session, someone asked: “Wasn’t Seymour Papert trying to do the same things 20 years ago?” The comment was meant as a critique; I took it as a compliment. I answered simply: “Yes.” For me, Seymour’s ideas remain as important today as when he wrote Mindstorms in 1980. His ideas have provided me with a direction and a vision and a sense of purpose. I am still in love with Seymour’s ideas, and I will be happy and proud to spend the rest of my life trying to make Seymour’s visions into a reality. https://llk.media.mit.edu/papers/AERA-seymour-final.pdf
- 16. 1959년, 장 피아제는 함께 일하기 위해 페퍼트를 제네바로 초청했다. 피 아제는 어떻게 어린이들이 수학을 이해하기 시작하는지에 대해 연구하고 있었기 때문에 순수 수학으로써 위상기하학을 이해하는 것에 대한 주제 로 쓰여진 페퍼트의 박사논문에 깊은 인상을 받았다. 피아제는 학습의 과 정을 들어내기 위해서는 수학의 본질에 대한 깊은 질문들을 반드시 이해 해야만 한다고 느끼고 있었고, 어린이들이 어떻게 수학을 이해하는지에 대해 알기 위해서는 수학자 특히 수학의 철학에 관심이 있는 사람들이 심 리학자들 보다 더 필요함을 느끼고 있었다. 피아제와 함께 일해본 뒤 페 퍼트는 어린이들이 ‘무엇을 하지 못하느냐’ 보다는 ‘무엇을 할 수 있느냐’ 가 더 연구하기에 흥미로운 주제라는 것임을 납득했다. 교육을 바꾸는 방 법은 어떤 교육적 기법에 집중하는 것이 아니라 교육 전체의 문화를 바꾸 는 것이다. Portrait of Seymour Papert (1991) http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199104_goldberg.pdf 교육과 미디어아트의 만남 (2007): http://aliceon.tistory.com/243
- 17. 2014 Product Versus Process: Representing and Appropriating DIY Projects Online. Documentation in Progress: Challenges with Representing Design Process Online Family creative learning: Engaging parents and children as learning partners in creative technology workshops Engaging novices in programming, experimenting, and learning with data Personalized Extensions: Democratizing the programming of virtual-physical interactions 2013 From surveys to collaborative art: Enabling children to program with online data Youth roles and leadership in an online creative community Codeable objects: Computational design and digital fabrication for novice programmers Learn to Code, Code to Learn Lifelong Kindergarten Designing for Tinkerability Designing ScratchJr: Support for Early Childhood Learning Through Computer Programming 2012 Designing for remixing: Supporting an online community of amateur creators Exploring real-time video interactivity with Scratch Finding a needle in a haystack: New ways to search and browse on Scratch Learning with data: A toolkit to democratize the computational exploration of data Making together: Creative collaboration for everyone Mother's Day, Warrior Cats, and digital fluency:Stories from the Scratch online community Reviving Papert's dream New frameworks for studying and assessing the development of computational thinking Best of both worlds: Issues of structure and agency in computational creation, in and out of school Building examples: Media and learning affordances Replay: A self-documenting construction kit Still a Badge Skeptic 2011 Computers can't give credit: How automatic attribution falls short in an online remixing community RopePlus: Bridging distances with social and kinesthetic rope games World as construction kit Examining values: An analysis of nine years of IDC research MelodyMorph: A reconfigurable musical instrument Mind the gap: Differences between the aspirational and the actual in an online community of learners More than code: The significance of social interactions in young people's development as interactive media creators The Jared phenomenon: Intergenerational learning in a teacher education context Making projects, making friends: Online community as catalyst for interactive media creation 2010 Cooperation and attribution in an online community of young creators Responses to remixing on a social media sharing website Remix culture on the web: A survey of content reuse on different user-generated content websites Singing Fingers: Fingerpainting with sound The Scratch programming language and environment Alice, Greenfoot, and Scratch - A discussion Gifts for intertwining with modern nature Empowering programmability for tangibles Twinkle: Programming with color 2009 Designing a website for creative learning A tale of two online communities: Fostering collaboration and creativity in scientists and children Children's participation patterns in online communities: An analysis of Israeli learners in the Scratch online community Programming for all Kindergarten is the model for lifelong learning Origins and guiding principles of the Computer Clubhouse Glowdoodle: A medium for expressive inquiry Jots: Reflective learning in Scratch Scratch-Ed: An online community for Scratch educators Scratch: Creating and sharing interactive media The Computer Clubhouse Village: An intranet for sharing and connecting 2008 Falling in Love with Seymour's Ideas New Pathways into Robotics: Strategies for Broadening Participation. Empowering kids to create and share programmable media Scratch for Second Life Illusions of ambiguity: Signaling presence and representation of gender identities on a programmable media website for young people Utilizing technology to support the cultivation of empathy 2007 Sowing the Seeds for a More Creative Society. The Sharing of Wonderful Ideas: Influence and Interaction in Online Communities of Creators. ScratchR: Sharing user-generated programmable media 2006 White Paper on Creativity Support Tools Workshop. Who Knows Whom in a Virtual Learning Network? Applying Social Network Analysis to Communities of Learners at the Computer Clubhouse. A New Playground Experience: Going Digital? Computer as Paint Brush: Technology, Play, and the Creative Society. 2005 Creativity Support Tool Evaluation Methods and Metrics. Integrating Aesthetic, Engineering, and Scientific Understanding in a Hands-on Design Activity. Rethinking Robotics: Engaging Girls in Creative Engineering. Rethinking Robotics: Approaches and Ideas Life long kindergarten group publications https://llk.media.mit.edu/publications
- 18. Methodologies for Understanding Social Creativity During Collaborative Design Activities: A Proposal. Some reflections on designing construction kits for kids 2004 Edutainment? No Thanks. I Prefer Playful Learning. Playing with Perspectives: Using Digital Video with Teenagers to Explore Percepts, Concepts, and the Other's Point of View. Scratch: A Sneak Preview. Computers and Mud. Broadcast-based Communication in a Programming Environment for Novices. System Blocks: Learning about Systems Concepts through Hands-on Modeling and Simulation. The Computer Clubhouse Village: A virtual meeting place for an emerging community of learners 2003 Real Time Programming and the Big Ideas of Computational Literacy. System Blocks: A Physical Interface for System Dynamics Learning. System Blocks: A Physical Interface for System Dynamics Simulation. Thinking Like a Tree (and Other Forms of Ecological Thinking). Cultivating New Relationships to Digital Assistive Technologies. 2002 Material Design for a Robotics Arts Studio. Rethinking Learning in the Digital Age. Beyond Access: A Comparison of Community Technology Initiatives. AltarNation: Interface Design for Meditative Communities. Designing a Craft Computing Environment for Non-Industrial Settings. Designing a Computational Construction Kit for the Blind and Visually Impaired. Rethinking Learning in the Digital Age (Repensando a aprendizagem na Era Digital). Behind the screens: Digital storytelling as a tool for reflective practice 2001 Children's Understanding of Process in the Construction of Robot Behaviors. Folk Computing: Revisiting Oral Tradition as a Scaffold for Co-Present Communities. Folk Computing: Designing Technology to Support Face-to-Face Community Building. Redefining Equity: Meaningful Uses of Technology in Learning Environments. The Creating Community Connections (C3) System Project. Closing the Fluency Gap. 2000 An Asset-Based Approach to Community Building and Community Technology. Bridging the Digital Divide: Sociocultural Constructionism and an Asset Based Approach to Community Technology and Community Building. Learning with Digital Manipulatives: New Frameworks to Help Elementary-School Students Explore **quot**Advanced**quot** Mathematical and Scientific Concepts. Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation. The PIE Network: Promoting science inquiry and engineering through playful invention and exploration with new digital technologies 1999 Revealing Common Ground: Augmentation on the Edges of Interpretive Communities. Cooperating Mobile Agents for Dynamic Network Routing. Science in the Palms of Their Hands. Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World. Strategies for Motivating Minorities to Engage Computers. 1998 Meme Tags and Community Mirrors: Moving from Conferences to Collaboration. The Computer Clubhouse: Technological Fluency in the Inner City. Technologies for Lifelong Kindergarten. Participatory Simulations: Using Computational Objects to Learn about Dynamic Systems. GroupWear: Nametags That Tell about Relationships. Moveable Objects, Mobile Code. Digital Manipulatives. 1997 Creating a Learning Revolution. Diving into Complexity: Developing Probabilistic Decentralized Thinking through Role-Playing Activities. 1996 Finding One's Own Space in Cyberspace. Exploring emergence. An "active essay" on the web Pianos Not Stereos: Creating Computational Construction Kits. Constructionism in practice: Designing, thinking, and learning in a digital world Programmable Bricks: Toys to Think With. Beyond the centralized mindset Distributed Constructionism. Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Instruments. The Computer Clubhouse: Preparing for Life in a Digital World. 1995 New paradigms for computing, new paradigms for thinking The MediaMOO project: Constructionism and professional community 1994 Learning About Life. Changing the Centralized Mind. A Toolkit for Learning: Technology of the MIT LEGO Robot Design Competition. Ideal and Real Systems: A Study of Notions of Control in Undergraduates Who Design Robots. Turtles, termites, and traffic jams: Explorations in massively parallel microworlds 1993 Behavior Construction Kits. 1991 Braitenberg Creatures. MultiLogo: A Study of Children and Concurrent Programming. Xylophones, Hamsters, and Fireworks: The Role of Diversity in Constructionist Activities. LEGO/Logo: Learning through and about design Science in the Palms of Their Hands. Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World.
- 19. 1999 Vision for Education: The Caperton-Papert Platform Papert on Piaget Ghost in the Machine Diversity in Learning: A Vision for the New Millennium What Is Logo? And Who Needs It? 1998 Let's Tie the Digital Knot Does Easy Do It? Children, Games and Learning Child Power: Keys to the New Learning of the Digital Century 1997 Why School Reform Is Impossible Looking at Technology Through School-Colored Spectacles Educational Computing: How Are We Doing? 1996 www.ConnectedFamily.com Two Wrongs Don't Make a Right, but Three Rights Do Make a Left Learning by the Skin of His Teeth The Wonderful Discovery of Nothing Now I Know Why We Have Nouns and Verbs Ian's Truck My Learning Disability An Exploration in the Space of Mathematics Educations School's Out? Computers in the Classroom: Agents of Change 1995 The Parent Trap Technology Works Enterprises Proposal Technology in Schools: Local Fix or Global Transformation? 1993 Obsolete Skill Set: The Three Rs - Literacy and Letteracy in the Media Ages Preface: The Children's Machine: Rethinking School in the Age of the Computers 1992 Epistemological Pluralism and the Revaluation of the Concrete 1991 Perestroika and Epistemological Politics Software Design as a Learning Environment Situating Constructionism 1990 Computer Criticism Versus Technocentric Thinking A Critique of Technocentrism in Thinking About the School of the Future 1988 One AI or Many? Computer as Material: Messing About With Time Papert's Principle 1987 Learning Media and Learning Environments 1986 Just a Computer Different Visions of Logo New Views on Logo The Next Step: Logo Writer Beyond the Cognitive :The Other Face of Mathematics Seymour Papert on Logo Hurdles, Logo Grammar, 1 Seymour Papert on Logo Hurdles, Names and Variables, 2 Seymour Papert on Logo Hurdles, Images of Recursion, 3 1984 Misconceptions About Logo New Theories for New Learnings Computers as Mudpie Microworlds: Transforming Education 1982 Tomorrow's Classrooms? 1981 Computers and Computer Cultures 1980 The Future of School Event Programming in Logo Constructionism vs. Instructionism New Cultures From New Technology Paper for the President's Commission for a National Agenda for the '80s The Role of Artificial Intelligence in Psychology The Gears of My Childhood Redefining Childhood: The Computer Presence as an Experiment in Developmental Psychology 1978 The Mathematical Unconscious 1977 Concepts and Artificial Intelligence and Testing for Propositional Logic A Learning Environment for Children Artificial Intelligence, Language and the Study of Knowlwedge 1976 An Evaluative Study of Modern Technology in Education What Is Innate and Why Un Piaget ou Plusieurs? Some Poetic and Social Criteria for Education Design 1975 Teaching Children Thinking 1974 Artificial Intelligence 1973 Uses of Technology to Enhance Education 1972 A Computer Laboratory for Elementary Schools Future of learning group publications, Seymour Papert http://learning.media.mit.edu/publications_papert.html
- 20. Teaching Children to Be Mathematicians vs. Teaching About Mathematics Making a Theorem for a Child 1971 On Some Associative, Parallel and Analog Computations Non-Counting Automata 1968 The Syntactic Monoid of a Regular Event Cybernetique et Epistemologie Le Temps et l'Epistemologie Genetique 1967 Linearly Unrecognizable Figures 1966 Unrecognizable Sets of Numbers Topological Events 1965 Introduction: Embodiments of Mind by Warren 1964 An Abstract Theory of Subspaces Stereoscopic Synthesis as a Technique for Localizing Visual Mechanisms Sur l'Illusion de Muller-Lyer 1963 Mathematical Appendix: The Behavioral Basis of Perception 1962 Sur la Logique Piagetienne 1961 Centrally Produced Visual Illusions 1960 Distorted Stereoscopic Vision Redundancy and Linear Logical Nets 1959 Which Lattices are Lattices of Open Sets Lattices in Logic and Topology 1956 A Theory of Perceptual Constancy 1952 Sequential Convergences in Lattices Future of learning group publications, Seymour Papert http://learning.media.mit.edu/publications_papert.html http://www.papert.org/works.html
- 22. 년도 사건 / 사람 / 만남 2013 ~ 2015 대한민국 소프트웨어 교육 열풍의 징후 미디어아트, 메이커 문화의 국내 유입과 맞물림 2009 제 1회 스크래치 데이 전세계에서 같은 기간에 분산적으로 활동이 일어나며 네트워크로 연결 2008 제 1회 스크래치 컨퍼런스 전세계의 사람들이 미디어랩에 모여서 참여 2005 스크래치 정식버젼 출시 OLPC 프로젝트 시작 (One Laptop perChild) 와이어링에서 파생한 아두이노 초기 버젼 출시 단순한 창작도구가 아닌 전세계 어린이들의 공유 플랫폼과 창조적 커뮤니티로서의 스크래치 아두이노에 의해 피지컬 컴퓨팅의 시대 도래, 예술가들이 전자공학 등의 기술을 적극 사용하기 시작 2004 MIT 미디어랩에서 하드웨어 프로그래밍의 문턱을 낮춘 Wiring 프로젝트 시작 2003 스크래치의 초기버젼 실험 스퀵 스몰토크 개발에 참여했던 존 말로니가 개발 주도 2001 존 마에다의 DBN에 영향을 받아 케이시 리즈와 벤 프라이의 프로세싱 알파 버젼 개발 당시 JAVA 애플릿을 활용한 웹아트 실험이 한창 MIT 미디어 랩의 심미와 컴퓨테이션 랩이 한창 이전 보다 다수의 디자이너와 예술가들이 프로그래밍 접근 시작 2000 대한민국에선 아트 센터 나비가 미디어아트의 허브를 표방함 1999 존 마에다는 LOGO에서 영감을 얻어 디자이너를 위한 프로그래밍 언어 DBN를 만들었음 http://acg.media.mit.edu 가 언제 생겼는지 확인 필요 1991 이 때 부터 MIT 미디어랩 평생 유치원 그룹에서 연구들이 나오기 시작 1982 과학기술 저널리스트 였던 미첼 레즈닉과 시모어 페퍼트의 만남 미첼 레즈닉은 물리와 컴퓨터 과학 전공 1980 페퍼트의 마인드스톰 출간 이 즈음 어느땐가 마빈 민스키와 시모어 페퍼트가 MIT에서 AI(인공지능) 분야의 퍼셉트론 관련 연구를 함께 함, 그리고 엄청난 일들이 이 시기에 일어남 (스케치패드, 모든 데모의 어머니, Grail 등) 1959 장 피아제와 시모어 페퍼트의 만남 (4년간 함께 연구함) 장 피아제의 구성주의(Constructivism), 인식론의 영향으로 페퍼트의 구성주의(Constructionism) 아이디어가 나옴 피아제의 발달단계 이론 보다는, 인식론에 관한 이론이 더 중요. 수학자였던 페퍼트와 피아제가 만난 이유 중요. 1956 여름에 열린 다트머스 대학의 컨퍼런스에서 AI(인공지능) 연구 발족 존 매카시(LISP을 만든), 마빈 민스키 등 참여
- 24. High Ceiling Low Floor Wide Walls Scratch Conference 2008 @ MIT, Micahel Resnick