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Connected Code

Why Children Need to Learn Programming
, Quinn Burke ,    
Buchcover

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Mark GuzdialIn Connected Code, Yasmin Kafai and Quinn Burke update the vision of Seymour Papert’s Mindstorms for today’s world of social media, maker spaces, and the ongoing ‘digital divide.’ The authors show how the goals of Seymour Papert and John Dewey can be realized in the context of today’s technologies, while pointing out who is not yet privileged to participate in modern media. Both a history of ‘code’ in education and a call to action, Kafai and Burke’s book shows us the best of making computing work for student learning—and where we are still falling short. I recommend it to teachers and researchers alike.
Von Mark Guzdial, erfasst im Biblionetz am 23.06.2016

iconZusammenfassungen

Yasmin B. KafaiIn this book, we argue that computational thinking needs to be thought of as computational participation because the Computer programs that are being created, used, repurposed, and shared have become our social connections. This view of code as connected has implications for how programming is learned, what is being designed, and where and how it is being shared.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding
Beat Döbeli HoneggerDie Grundaussage des Buches lautet, dass man computational thinking also das "Denken können wie InformatikerInnen" in der heutigen digital vernetzten Welt weiter denken muss als computational participation. Die beiden Autorinnen sehen bzw. fordern einen Wandel in 4 Dimensionnen:
  • Vom Code zur App: Es geht im Informatikunterricht nicht mehr um das erlernen der richtigen und absolut effizientesten Algorithmen sondern um das Erstellen konkreter, nutzbarer Applikationen.
  • Vom Werkzeug zur Gemeinschaft: Programmierumgebungen zum Einstieg ins Programmieren gibt es unterdessen wie Sand am Meer. Relevant ist heute eine lebendige Gemeinschaft, die zum Programmieren motiviert und bei Problemen weithilft.
  • Vom "Bei 0 anfangen" zum Remixen:Die Industrie macht es vor, in der Schule gilt es noch als Betrügen: Das geschickte Neukombinieren bestehender Elemente.
  • Vom Bildschirm zum Begreifbaren: Das Internet der Dinge steht vor der Türe, relevant ist je länger desto mehr nicht mehr das, was auf dem Bildschirm steht, sondern was sich in der Hand halten lässt.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 11.07.2016
Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking”—which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world.
In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.”
Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
Von Klappentext im Buch Connected Code (2014)
Yasmin B. KafaiThe book Connected Code: Why Children Need to Learn Programming (Kafai & Burke, 2014) details this shift from computational thinking to computational participation across four dimensions:
  1. A shift from code to actual applications: The first question for educators and learners alike is no longer a matter of what programming language is “right” but rather what we ultimately want to make; this is the starting point for creation.
  2. A shift from tools to communities: There is no shortage of introductory coding tools available, but which ones best facilitate sharing such content? A supportive and resourceful community is, in fact, a tool in and of itself, and developing schools and classrooms around these virtual spaces is an important next step.
  3. A shift from starting from scratch to remixing: Related to the previous dimension, the question is less about demonstrating prowess by building entirely anew but rather leveraging existing resources (code and otherwise) to improve and reimagine content; what schools perceive as cheating is standard practice in STEM industries.
  4. A shift from screens to tangibles: The question is no longer what is on your screen but what is in your hands; as evident with the wider inter-net of things, coding and connectivity have migrated away from the traditional vestiges of computers to become truly ubiquitous within the cars we ride and even the clothes we wear.
Von Quinn Burke, W. Ian O’Byrne, Yasmin B. Kafai im Text Computational Participation (2016)
Yasmin B. KafaiIn Connected Code, we discuss what children are actually interested in programming, what contexts they do it in, and how they do it. Through the lens of the introductory programming language Scratch, we examine these connections between children and Computer programming along several dimensions:
  • From code to applications, illustrating how students increasingly learn programming not as an abstract discipline but as a way to make actual applica- tions, such as video games and digital stories;
  • From tools to communities, highlighting the shift from learning code as an individualistic endeavor to leaming it as a social enterprise;
  • From scratch to remix, pointing to the growing possibilities and ethical challenges that are associated with repurposing code as a starting point (or from scratch) for programs; and
  • From screens to tangibles, showcasing how coding and computing have moved beyond stationary screens, reintroduced a tangible dimension to digital media, and allowed users to immerse themselves in the physical world through programmable toys, tools, and textiles.
Our book also explores the current developments in cloud learning, which captures this potential to compute collaboratively. As an individualistic view of computing evolves into one that focuses on the sociological and cultural dimensions of learning to code, computational thinking will expand to include social participation and personal expression. Computational participation, as we see it, is the ability to solve problems with others, design Systems for and with others, and draw on Computer science concepts, practices, and perspectives to understand the cultural and social nature of human behavior.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text The Comeback of Coding auf Seite 5

iconBemerkungen zu diesem Buch

Beat Döbeli HoneggerBezüglich "Medien und Informatik" (Lehrplan 21): Relevantes Buch zur Bedeutung und Ausrichtung des Informatikunterrichts. Pflichtlektüre für Dozierende in der Aus- und Weiterbildung von "Medien und Informatik", empfohlene Hintergrundliteratur für Lehrpersonen, die "Medien und Informatik" unterrichten.
Von Beat Döbeli Honegger, erfasst im Biblionetz am 22.12.2016

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Personen
KB IB clear
Chris Anderson, Sonja Baumer, Yochai Benkler, Matteo Bittanti, danah boyd, John Seely Brown, Amy Bruckman, Leo Burd, Robbin N. Chapman, Katie Clinton, Rachel Cody, Allan Collins, Larry Cuban, Tom DeMarco, John Dewey, Andrea DiSessa, P. Duguid, Allan Fisher, Jerry Lee Ford, J. P. Gee, Neil Gershenfeld, Adele Goldberg, Richard Halverson, Idit Harel, Becky Herr-Stephenson, E. von Hippel, Heather Horst, Mizuko Ito, Henry Jenkins, Yasmin B. Kafai, Alan Kay, Caitlin Kelleher, Patricia G. Lange, Jean Lave, Timothy Lister, Dilan Mahendran, John Maloney, Jane Margolis, Sylvia Libow Martinez, Katynka Z. Martínez, Nicholas Negroponte, Tim O'Reilly, David B. Palumbo, Seymour Papert, C.J. Pascoe, Randy Pausch, Kylie A. Peppler, Dan Perkel, Marc Prensky, Ravi Purushotma, Mitchel Resnick, Laura Robinson, Alice J. Robison, Douglas Rushkoff, Natalie Rusk, Carl Sagan, Donald A. Schön, Clay Shirky, Brian Silverman, Herbert Simon, Christo Sims, Gary Stager, Lisa Tripp, Sherry Turkle, Margaret Weigel, Etienne Wenger, Jeannette M. Wing

Fragen
KB IB clear
Gehört Programmieren zur Allgemeinbildung?Should programming be part of general education?

Aussagen
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Creativity Design Principle 02: Low threshold, high ceiling, and wide walls
Lernen ist ein sozialer Prozesslearning is a social process

Begriffe
KB IB clear
AgentSheets, AkkommodationAccommodation, Alice.org, Assimilationassimilation, BASIC (Programmiersprache)BASIC (programming language), CommunityCommunity, computational participation, computational thinkingcomputational thinking, Computercomputer, computer science unpluggedcomputer science unplugged, Denkenthinking, Digitalisierung, Do It Yourself (DIY)Do It Yourself, high ceiling, Informatikcomputer science, Kinderchildren, Konstruktionismusconstructionism, Lernenlearning, LOGO (Programmiersprache)LOGO (programming language), low floor, microworldmicroworld, OOPobject oriented programming, Open SourceOpen Source, pair programming, Pascal (Programmiersprache), Programmierenprogramming, Scratch, Spielgame, StarLogo, storytellingstorytelling, wide walls
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
  Die Wissenschaften vom Künstlichen (Herbert Simon) 24101
Experience And Education (John Dewey) 26000
  Scratch Programming for Teens (Jerry Lee Ford) 1, 2, 1, 1, 7, 1, 2, 1, 3, 1, 2, 1551113
1982    Mindstorms (Seymour Papert) 25, 16, 5, 12, 15, 12, 11, 10, 4, 6, 12, 1119245114465
1983The Reflective Practitioner (Donald A. Schön) 2, 1, 1, 9, 2, 5, 3, 1, 1, 2, 2, 14571418
1984    The Second Self (Sherry Turkle) 13, 6, 6, 7, 6, 3, 12, 1, 6, 4, 4, 3897135209
1987    Peopleware (Tom DeMarco, Timothy Lister) 9, 5, 4, 1, 2, 3, 5, 2, 3, 1, 7, 1125013489
1990Constructionism (Idit Harel, Seymour Papert) 14, 4, 2, 6, 3, 2, 2, 3, 2, 6, 6, 387383894
1991Children Designers (Idit Harel) 2, 9, 7, 2, 1, 2, 3, 2, 3, 1, 2, 31653665
1991Situated Learning (Jean Lave, Etienne Wenger) 12, 3, 2, 3, 3, 2, 7, 2, 5, 3, 3, 213022884
1993    Revolution des Lernens (Seymour Papert) 34, 20, 7, 41, 33, 26, 28, 15, 14, 16, 16, 1874163187279
1994    MOOSE Crossing (Amy Bruckman) 112600
1995  Leben im Netz (Sherry Turkle) 25, 15, 5, 12, 10, 13, 14, 7, 8, 10, 12, 10931831015594
1995    Minds in Play (Yasmin B. Kafai) 4, 11, 18, 1, 2, 3, 4, 4, 1, 1, 4, 21932279
1995    Total Digital (Nicholas Negroponte) 16, 10, 8, 18, 16, 8, 19, 12, 12, 10, 9, 1611352167201
1996   The Connected Family (Seymour Papert) 8, 3, 4, 1, 5, 2, 7, 3, 1, 3, 3, 521285254
1996  Constructionism in Practice (Yasmin B. Kafai, Mitchel Resnick) 13, 11, 5, 4, 9, 4, 9, 5, 3, 5, 6, 652536665
1999Communities of practice (Etienne Wenger) 10, 3, 1, 6, 2, 2, 6, 3, 1, 5, 2, 38833600
2001Multimedia (Randall Packer, Ken Jordan) 16, 12, 10, 3, 8, 5, 13, 9, 6, 6, 8, 61165661881
2001Changing Minds (Andrea DiSessa) 1, 8, 1, 2, 3, 2, 3, 1, 1, 1, 1, 219521060
2001   Oversold and Underused (Larry Cuban) 12, 1, 1, 3, 3, 8, 7, 1, 5, 2, 5, 353731185
2002     Unlocking the Clubhouse (Jane Margolis, Allan Fisher) 12, 9, 3, 1, 1, 23924228
2003  The New Media Reader (Noah Wardrip-Fruin, Nick Montfort) 16, 8, 4, 9, 7, 10, 12, 7, 9, 8, 11, 1018091103921
2003  What Video Games Have to Teach Us About Learning and Literacy (J. P. Gee) 5, 2, 6, 1, 2, 2, 1, 4, 2, 1, 5, 132121601
2005    Democratizing Innovation (E. von Hippel) 2, 4, 12, 1, 4, 1, 4, 2, 3, 2, 1, 117121570
2005    FAB (Neil Gershenfeld) 4, 6, 3, 6, 2, 4, 2, 2, 3, 1, 3, 3643557
2006    The Wealth of Networks (Yochai Benkler) 5, 4, 5, 1, 2, 3, 2, 1, 1, 1, 4, 239232408
2006     Confronting the Challenges of Participatory Culture (Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel) 4, 11, 6, 5, 8, 2, 5, 10, 3, 6, 7, 441314492
2007   Evocative Objects (Sherry Turkle) 1, 2, 2, 3, 3, 1, 4, 1, 1, 4, 3, 2512160
2009The Computer Clubhouse (Yasmin B. Kafai, Kylie A. Peppler, Robbin N. Chapman) 1, 1, 1, 8, 1, 3, 2, 3, 1, 1, 3, 126196
2009  Rethinking Education in the Age of Technology (Allan Collins, Richard Halverson) 6, 17, 2, 5, 5, 4, 4, 4, 2, 4, 4, 626416311
2010    Cognitive Surplus (Clay Shirky) 1, 7, 3, 1, 3, 3, 3, 4, 2, 1, 3, 219182203
2010     Hanging Out, Messing Around, and Geeking Out (Mizuko Ito, Sonja Baumer, Matteo Bittanti, danah boyd, Rachel Cody, Becky Herr-Stephenson, Heather Horst, Patricia G. Lange, Dilan Mahendran, Katynka Z. Martínez, C.J. Pascoe, Dan Perkel, Laura Robinson, Christo Sims, Lisa Tripp) 5, 15, 3, 4, 3, 6, 6, 3, 3, 5, 7, 415314248
2010   Program or Be Programmed (Douglas Rushkoff) 17, 6, 2, 7, 6, 4, 6, 2, 5, 6, 8, 537975344
2011    Alone together (Sherry Turkle) 13, 5, 5, 3, 5, 4, 5, 3, 4, 5, 10, 336623323
2011    The Digital Divide (Mark Bauerlein) 23, 3, 3, 5, 4, 7, 6, 5, 8, 26, 57, 381433438474
2012   Makers (Chris Anderson) 3, 3, 2, 5, 1, 1, 1, 2, 2, 2, 1, 1239197
2013    Invent to Learn (Sylvia Libow Martinez, Gary Stager) 15, 14, 9, 12, 6, 5, 8, 11, 5, 5, 5, 9171009351
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1977   Personal Dynamic Media (Alan Kay, Adele Goldberg) 4, 17, 12, 3, 2, 5, 4, 3, 2, 1, 3, 3261531503
1987    Computer Criticism vs. Technocentric Thinking (Seymour Papert) 1, 1, 2, 3, 2, 2, 1, 7, 1, 2, 1, 277279
1989    Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 11, 3, 2, 1, 3, 4, 5, 4, 3, 4, 3, 2591121043
1990    Situating Constructionism (Seymour Papert, Idit Harel) 3, 1, 1, 7, 1, 1, 2, 2, 2, 1, 1, 233112514
1990    Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 4, 1, 4, 1, 1, 3, 3, 3, 2, 2, 2, 22422291
1990    Programming Language/Problem-Solving Research (David B. Palumbo) 1, 9, 1, 2, 1, 4, 1, 2, 2, 3, 2, 2722262
1993    Behavior construction kits (Mitchel Resnick) 9600
2001    Digital Natives, Digital Immigrants (Marc Prensky) 17, 14, 10, 12, 10, 10, 14, 12, 9, 9, 12, 121089121927
2004    Scratch (John Maloney, Leo Burd, Yasmin B. Kafai, Natalie Rusk, Brian Silverman, Mitchel Resnick) 10, 8, 6, 5, 6, 5, 8, 5, 5, 6, 8, 614206568
2005    Some Reflections on Designing Construction Kits for Kids (Mitchel Resnick, Brian Silverman) 1, 1, 3, 1, 1, 2, 1, 4, 1, 1, 2, 18271261
2005    Lowering the barriers to programming (Caitlin Kelleher, Randy Pausch) 1, 1, 1, 3, 6, 9, 1, 4, 2, 2, 1, 319173274
2005    What Is Web 2.0 (Tim O'Reilly) 9, 13, 3, 1, 7, 3, 2, 6, 2, 3, 4, 342233351
2006    Computational Thinking (Jeannette M. Wing) 6, 5, 10, 11, 1, 62, 2, 4, 5, 3, 3, 237212359

iconDieses Buch erwähnt nicht... Eine statistisch erstelle Liste von nicht erwähnten (oder zumindest nicht erfassten) Begriffen, die aufgrund der erwähnten Begriffe eine hohe Wahrscheinlichkeit aufweisen, erwähnt zu werden.

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Nicht erwähnte Begriffe
maker movement, Programmiersprachen, Schule

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  • Sind wir reif für Bildung in einer digitalisierten Welt?
    Kader-Retraite der Bildungsdirektion Kanton ZH
    Bananenreiferei Zürich, 25.11.2016

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iconErwähnungen Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

iconCo-zitierte Bücher

Buchcover

MOOSE Crossing

Creating a Learning Culture.

(Amy Bruckman) (1994)    

iconVolltext dieses Dokuments

LokalConnected Code: Gesamtes Buch als Volltext (lokal: 3052 kByte)
LokalConnected Learning: Artikel als Volltext (lokal: PDF, 95 kByte)
LokalFrom Code to Applications: Artikel als Volltext (lokal: PDF, 172 kByte)
LokalFrom Tools to Communities: Artikel als Volltext (lokal: PDF, 192 kByte)
LokalThe Comeback of Coding: Artikel als Volltext (lokal: PDF, 245 kByte)

iconStandorte Eine Liste von Orten, wo das Objekt physisch vorhanden ist.

Beat ( 20.06.2016)

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Titel FormatBez.Aufl.JahrISBN      
Connected CodeE--00262027755SwissbibWorldcatBestellen bei Amazon.deBuy it now!Bestellen bei ebook.de

iconBeat und Dieses Buch

Beat hat Dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt ein physisches und ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben. Beat hat Dieses Buch auch schon in Vorträgen erwähnt.

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