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<!DOCTYPE html>
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<title>Course Overview - Learning Creative Learning</title>
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<h2>Course Syllabus</h2>
<p class="lead">The Syllabus for Spring 2014 is a work in progress. You can find the 2013 syllabus <a href="/lcl1/syllabus.html">here</a>. </p>
<h2>1 - Creative Learning (18 March 2014)</h2>
<p class="lead">Storytellers: Mitch Resnick, Natalie Rusk, Philipp Schmidt</p>
<p class="lead">Readings:</br>
<ul>
<li>Seymour Papert (1980): Mindstorms: Children, Computers, and Powerful Ideas (<a href="http://llk.media.mit.edu/courses/readings/gears-v1.pdf">Foreword: Gears of My Childhood</a>)</li>
<li>Mitchel Resnick (2007): <a href="http://web.media.mit.edu/~mres/papers/CC2007-handout.pdf">All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten.</a> ACM Creativity & Cognition conference.</li>
</ul>
</p>
<p class="lead">Activity:</br>
Read Seymour Papert’s essay on <a href="http://llk.media.mit.edu/courses/readings/gears-v1.pdf">Gears of My Childhood</a> and write about an object from your childhood that interested and influenced you. For inspiration, you can find more childhood-object stories in Additional Resources (below).
</p>
<h2>2 - Projects (25 March)</h2>
<p class="lead">Storytellers: Mitch Resnick, Natalie Rusk, Ingrid Gustafson</p>
<p class="lead">Readings:</br>
<ul>
<li>Natalie Rusk, Mitch Resnick, Robbie Berg, & Margaret Pezalla-Granlund (2008). <a href="http://web.media.mit.edu/~mres/papers/NewPathwaysRoboticsLLK.pdf ">New Pathways into Robotics: Strategies for Broadening Participation</a>. Journal of Science Education and Technology, vol. 17, no. 1, pp. 59-69. </li>
<li>Mitchel Resnick (2012): <a href="http://www.media.mit.edu/~mres/papers/educational-technology-2012.pdf ">Reviving Papert's Dream</a>. Educational Technology, vol. 52, no. 4, pp. 42-46.</li>
</ul>
</p>
<p class="lead">Activity:</br>
Create a Scratch project about things you like to do. In the “Notes and Credits” section of the project, write about your experiences in making the project. Add the project to the LCL2 studio.<br><br>
If you are new to Scratch, watch the <a href="http://scratch.mit.edu/static-locale/html/video_us.html">Scratch Intro Video</a> and follow the <a href="http://beta.scratch.mit.edu/projects/10055746/?tip_bar=getStarted#editor ">Step-By-Step Introduction</a>. You can access helpful resources on the <a href="http://beta.scratch.mit.edu/help/">Help</a> page.
</p>
<h2>3 - Passion (1 April)</h2>
<p class="lead">Storytellers: Mitch Resnick, Natalie Rusk, Jalessa Trapp</p>
<p class="lead">Readings:</br>
<ul>
<li>Natalie Rusk, Mitchel Resnick, & Stina Cooke (2009): <a href="http://web.media.mit.edu/~mres/papers/Clubhouse/clubhouse-origins.pdf ">Origins and Guiding Principles of the Computer Clubhouse</a>, in The Computer Clubhouse: Constructionism and Creativity in Youth Communities - En Español: <a href="http://www.eduteka.org/modulos/9/272/2077/1">Origen y Principios Guía del Club Juvenil de Informática</a> (from Eduteka.org)</li>
<li>Daniel Pink (2010). <a href="http://www.youtube.com/watch?v=u6XAPnuFjJc">Drive: The Surprising Truth About What Motivates Us (video)</a>.</li>
</ul>
</p>
<p class="lead">Activity:</br>
Visit a local creative learning space, and discuss how it supports creative learning experiences. By "creative learning space," we're thinking of a place where people are creating projects -- and learning from one another as part of the process. Here are some questions you may want to note when visiting:
<ul>
<li>Projects - What kinds of projects are people working on? How would you describe the range or diversity of projects?</li>
<li>Interests - Where do the ideas for the projects come from? Are the projects based on individual, group, or community interests?</li>
<li>Learning Community - Do people help each other learn? Are there mentors in the space? Is there a trajectory of participation from newcomer to leadership roles?</li>
<li>Values - How do people treat each other in the community? Are there community guidelines or values that are discussed or agreed upon?</li>
<li>Space - Which aspects of the physical space support the creative learning process? What materials are available?</li>
</ul>
</p>
<h2>4 - Peers (8 April)</h2>
<p class="lead">Storytellers: Philipp Schmidt, Kristen Swanson</p>
<p class="lead">Readings:</br>
<ul>
<li>John Seely Brown and Richard Adler (2008): <a href="http://www-cdn.educause.edu/ir/library/pdf/ERM0811.pdf">Minds on Fire</a>. Educause Review.</li>
<li>Ivan Illich: Deschooling Society (<a href="http://llk.media.mit.edu/courses/readings/Illich_Deschooling_Ch6.pdf">Chapter 6: Learning Webs</a>)</li>
</ul>
</p>
<p class="lead">Activity:</br>
Conduct a learning exchange. Ask someone to help you learn something you would like to learn. And offer to help someone else learn something you know. Write about your experiences. What did you learn from teaching someone else? ? Did you learn something about your own understanding, when you helped someone else learn? </p>
<h2>5 - Play (15 April)</h2>
<p class="lead">Storytellers: Mitchel Resnick, Natalie Rusk, Eric Rosenbaum, Erik Hansen</p>
<p class="lead">Readings:</br>
<ul>
<li>Karen Wilkinson and Mike Petrich (2014). The Art of Tinkering (excerpts).</li>
<li>Eric Rosenbaum and Jay Silver. MaKey Makey gallery of projects.</li>
</ul>
</p>
<p class="lead">Activity:</br>
Add yourself to a “chain remix” Scratch project -- or start your own chain remix.</p>
<h2>6 - Reimagining Education (22 April)</h2>
<p class="lead">Storytellers: Mitch Resnick, Natalie Rusk, Philipp Schmidt</p>
<p class="lead">Readings:</br>
<ul>
<li>Mitchel Resnick (2002). <a href="http://web.media.mit.edu/~mres/papers/Reforming-Educational-Reform.pdf">Reforming Educational Reform</a>.</li>
</ul>
</p>
<p class="lead">Activity:</br>
Start working on your “final project” for the LCL exhibition in May. Take something you learned in the course and apply it to your own work/context. Here are several types of projects you might work on:
<ul>
<li>Tinker with your own creative project (on your own or in collaboration with others)</li>
<li>Create resources to support creative learning, to share with others </li>
<li>Organize creative learning activities (in formal or informal settings) </li>
<li>Apply the creative learning process in other fields</li>
</ul>
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