Creativity Design Principle 02: Low threshold, high ceiling, and wide walls
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Definitionen
Die Metapher soll ausdrücken, dass kreativitätsfördernde Werkzeuge eine geringe Einstiegshürde / Lernaufwand besitzen (low threshold), diese Einfachheit aber nicht die Möglichkeiten des Werkzeugs beschränken sollte (high ceilings) und das Werkzeug auch verschiedene Herangehensweisen unterstützen sollte (wide walls).
Von Beat Döbeli Honegger, erfasst im Biblionetz am 03.01.2008Scratch designers Mitchel Resnick and Brian Silverman outlined three essential principles that designers need to be mindful of when designing computational constmction kits like Logo and ist brood. Employing the metaphor of a house, Resnick and Silverman posited that if a tool is to be adopted by young users, it needs to address the following three aspects:
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text From Tools to Communities auf Seite 55- Low floors: The tool must be intuitive enough to allow new users to acclimate to it gradually and with a degree of confidence.
- High ceilings: The tool must allow experienced users to create increasingly complex applications that grow more intricate and nuanced äs their proficiency in using the tool increases.
- Wide walls: The tool must allow for a wide range of projects, let users tap into elements of personal experience and populär culture, and let them design and develop programs that are unique and represent their own interests and backgrounds.
Bemerkungen
Our hope is that users will continually surprise themselves (and surprise us too) as they explore the space of possibilities.
Von Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker, Michael Eisenberg im Buch Creativity Support Tools im Text Design Principles for Tools to Support Creative Thinking (2005) auf Seite 4These three components—low floors, high ceilings, and wide walls—have been adopted by the leading educational programming tools such as university-designed Agentsheets, Alice, Gamestar Mechanic, Scratch, and Star- Logo as weil as commercially developed tools such as Kodu.
Von Yasmin B. Kafai, Quinn Burke im Buch Connected Code (2014) im Text From Tools to Communities The second principle was emphasized repeatedly, maybe because of its metaphoric quality: low threshold to enable easy entry for novices, high ceiling to enable experts to work on increasingly sophisticated projects, and wide walls to support a wide range of possible explorations.
Von Ben Shneiderman, Gerhard Fischer, M. Czerwinski, Mitchel Resnick, Brad Myers, Linda Candy, Ernest Edmonds, Michael Eisenberg, Elisa Giaccardi, Tom Hewett, Pamela Jennings, Bill Kules, Kumio Makakoji, Jay Nunamaker, Randy Pausch, Ted Selker, Elisabeth Sylvan, Michael Terry im Text Creativity Support Tools (2006) auf Seite 70To support and encourage this diversity, we explicitly include elements and features that can be used in many different ways. The design challenge is to develop features that are specific enough so that kids can quickly understand how to use them (low floor), but general enough so that kids can continue to find new ways to use them (wide walls).
Von Mitchel Resnick, Brian Silverman im Text Some Reflections on Designing Construction Kits for Kids (2005) The problem with systems that aim for a low threshold is that they usually are quite limited in what they can do, so users are either constrained, or else need to find “work-arounds” to achieve what they want. Tools with high ceilings tend to require significant training and effort to learn how to use. And wide walls means that there are very general primitives that users must learn how to combine.
Von Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker, Michael Eisenberg im Buch Creativity Support Tools im Text Design Principles for Tools to Support Creative Thinking (2005) auf Seite 4One strategy to try to achieve all three is to explicitly include elements and features that can be used in many different ways. The design challenge is to be specific enough so that users can quickly understand how to use the features (low threshold), but general enough so that users can continue to find new ways to use them (wide walls). The tool should help users learn how to use the features, for example with mouse-overs, tool-tips, and a variety of examples, so users can make the transition necessary to understand the variety of possible uses.
Von Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker, Michael Eisenberg im Buch Creativity Support Tools im Text Design Principles for Tools to Support Creative Thinking (2005) Einträge in Beats Blog
Zitationsgraph
9 Erwähnungen
- Some Reflections on Designing Construction Kits for Kids (Mitchel Resnick, Brian Silverman) (2005)
- Creativity Support Tools - Report of Workshop on Creativity Support Tools (Ben Shneiderman, Gerhard Fischer, M. Czerwinski, Brad Myers, Mitchel Resnick) (2005)
- 3. Design Principles for Tools to Support Creative Thinking (Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker, Michael Eisenberg) (2005)
- Creativity Support Tools - Report From a U.S. National Science Foundation Sponsored Workshop (Ben Shneiderman, Gerhard Fischer, M. Czerwinski, Mitchel Resnick, Brad Myers, Linda Candy, Ernest Edmonds, Michael Eisenberg, Elisa Giaccardi, Tom Hewett, Pamela Jennings, Bill Kules, Kumio Makakoji, Jay Nunamaker, Randy Pausch, Ted Selker, Elisabeth Sylvan, Michael Terry) (2006)
- Creativity support tools - accelerating discovery and innovation (Ben Shneiderman) (2007)
- Connected Code - Why Children Need to Learn Programming (Yasmin B. Kafai, Quinn Burke) (2014)
- MaKey MaKey Projektideen (Michael Hielscher, Beat Döbeli Honegger) (2015)
- ISSEP 2015 - Informatics in Schools. Curricula, Competences, and Competitions (Andrej Brodnik, Jan Vahrenhold) (2015)
- 8. Programming in Scratch Using Inquiry-Based Approach (Jiří Vaníček)
- Ozobot Projektideen (Michael Hielscher, Beat Döbeli Honegger) (2016)
- Lernen und Lehren mit Technologien: Vermittlung digitaler und informatischer Kompetenzen - Erziehung & Unterricht 7&8/2017 (2017)