2026-09-18T20:29:12Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/551972022-01-13T07:55:03Zcom_1721.1_7582com_1721.1_7581col_1721.1_131023
Mitchel Resnick.
Rosenbaum, Eric (Eric Ross)
Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences.
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
2010-05-25T21:03:01Z
2010-05-25T21:03:01Z
2009
2009
http://hdl.handle.net/1721.1/55197
609408093
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).
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.
by Eric Rosenbaum.
S.M.
123 p.
eng
Massachusetts Institute of Technology
M.I.T. theses are protected by
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http://dspace.mit.edu/handle/1721.1/7582
Architecture. Program in Media Arts and Sciences.
Jots : cultivating reflective learning in scratch
Cultivating reflective learning in scratch
Thesis
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<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.</Abstract>
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