Yasushi Harada

Plugramming: A Tangible Programming Tool for Children’s Collaborative Learning

This paper describes a tangible programming tool named Plugramming that promotes collaborative work and reports on how learning this tool can have beneficial effects on children. In recent years, there have been many programming workshops for children. However, ordinal computers are designed to be operated by only one person. This means it is difficult for children to collaborate with other children in the workshop. Therefore, Plugramming is focused at enabling collaboration among children when compared to the other tools. It consists of module blocks and plug cables; a user can create a program by connecting module blocks with plug cables. Plug is an important concept of this tool. To evaluate this tool, we held a workshop and observed various children. We determined that there was physical advantage of making a program with tangible blocks. In the future, we will continue the development while discussing the possibility of enabling various studies.

The Influence That Real-Time Reflection RTR Gives in Co-Creative Activation of the Learner

工学教育(J.of JSEE), 64–4(2016) 1.はじめに 複雑化する社会問題に対し,他者と協力しながら創 造的に問題を解決できる協創性の育成が求められてい る.筆者らは協創性の育成には,学習経験の内省で得 た知識や気づきを他者と共有できる学習環境が必要で あると考え,学習経験の記録をICT(情報通信技術) によってリアルタイムで内省する仕組みRTR-リア ルタイムリフレクションを考案した. RTRは八戸工業大学感性デザイン学科のデザイン 演習を通して実践的に構築された.このデザイン演習 は,青森県おいらせ町の特産品をPRするイベントの 企画とポスターなどの販促ツールをグループワークで デザインする内容であった.筆者らは,RTRの構築に あたりデザインプロセスに必要な知識や技術の情報だ けでなく,グループごとの活動内容を専用ウェブサイ トにリアルタイムでコンテンツ化し,学習者が授業内 外の時間を使って内省できる環境を整えた. 本稿では,RTRによる持続的な内省支援環境におい て,学習者の協創活動がどのように展開したのかにつ いて調査・分析した結果について概説する.

Linking University Curriculum and Community - Learn Programming with Scratch, Get Projection

We use the Scratch programming environment to attract and to teach young students the basics of programming, and as a by-product to create animations that can engage the public as media installations. We especially plan to leverage our existing collaboration with an international music festival. Based on this years experience, we will consider what other aspects of a curriculum (such as music, complex systems, design) could be suitable for taking into the community in this way.