Jots : cultivating reflective learning in scratch
Name
609408093-MIT.pdf
Description
Full printable version
Size
12.14 MB
Format
Adobe PDF
Checksum (MD5)
c3abcf1f99687a779304af99c830451d
Author(s)
Rosenbaum, Eric (Eric Ross)
Advisor(s)
Mitchel Resnick.
Alternative Title
Cultivating reflective learning in scratch
Date Issued
2009
Publisher
Massachusetts Institute of Technology
Abstract
This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or "jots," describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented.
Description
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 121-123).
Subjects
Architecture. Program in Media Arts and Sciences.
MIT Department
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
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