Hello World is a free, glossy, well-edited magazine for educators published by the Raspberry Pi Foundation. Gary Stager has written two featured articles in the first four issues of the publication.

His latest article, Professional Development Gets Personal, shares lessons learned over a decade of Constructing Modern Knowledge.

Download the complete issue

 

Read Gary’s PD Article

 

Download Issue 1 of Hello World

Read Gary Stager’s profile of Seymour Papert

 

 

 

 

 

 


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

We are excited to announce that the Constructing Modern Knowledge summer institute will be returning for an 11th year, July 10-13, 2018. Discount early-bird registration is now open!

Constructing Modern Knowledge 2018 Guest Speakers
Reggio Children President Carla Rinaldi • TV’s Paul DiMeo • Author/Historian James Loewen • MIT Professor Joseph Paradiso • Inventor Eric Rosenbaum

Sylvia Martinez and I created Constructing Modern Knowledge more than a decade ago to build a bridge between the learner-centered ideals of progressive educators and the modern knowledge construction opportunities afforded by new technological material. CMK 2017 was such an extraordinary success, that the summer institute tradition will continue next summer. Checkout recent project videos and read participant blog posts to appreciate why you can’t afford to miss Constructing Modern Knowledge 2018.

“For four days, throughout the ups and downs, I had a bounce in my step and a smile on my face. I still wear a large smile and speak excitedly when asked about CMK. If this is what learning can feel like, surely we all deserve to learn this way.”Kelly Watson. 5th grade teacher. Geelong, Australia.

The following is a wrap-up report on the exciting 10th anniversary Constructing Modern Knowledge institute this past July. Where else can you imagine that Alfie Kohn or Peter Reynolds just drop by?


K-12 educators from around the world gathered recently in Manchester, New Hampshire to learn about learning by learning themselves. The 10th annual Constructing Modern Knowledge summer institute, July 11-14, was the place where educators could spend four days working on personally meaningful project development combining code, cutting-edge technology, and timeless craft traditions. For a decade, CMK has demonstrated the creativity and competence of educators while challenging accepted notions of what is possible in classrooms today.

Digital arcade game

Participating educators learn to program microntrollers, design their own software, fashion wearable computers, make films, invent fanciful contraptions, bring history to life, 3D print their creations, embed Raspberry Pi computers in working machines, and much more. Each year, teachers with little or no computing or engineering experience create projects that two years earlier might have garnered them a TED Talk and five years ago might have resulted in an advanced engineering degree. When you liberate the learner lurking inside of teachers, they create the conditions for amplifying the potential of each student.

Constructing Modern Knowledge begins with a process of sharing ideas for what people would like to make. Then they then enjoy the luxury of time to pursue what might seem impossible. This year’s dozens of CMK projects included “Fitbit” sneakers that change color to indicate the number of steps you have walked (or run), digital carnival games, a helium balloon-powered drone, an automatic LEGO sorting machine and a fully programmable greenhouse. An accomplished faculty supports CMK participants, but most projects were created by educators with little or no previous experience with the technology used and they learned to invent such magnificent projects without coercion or any instruction. Constructing Modern Knowledge models the Piagetian adage, “Knowledge is a consequence of experience.” Participants at CMK take off their teacher hats and put on their learner hats to experience what learning could be in 2017.

Ayah Bdeir taking a photo of her audience

Unlike conferences where you sit through a series of lectures, CMK is about action. However, each day is punctuated by a conversation with an accomplished expert or thought leader. The past ten institutes have featured a remarkable assortment of educational visionaries, technology pioneers, and experts as guest speakers in fields your high school guidance counselor never imagined. We pride ourselves in offering educators opportunities to spend time with their heroes, rather than listen to them from afar.

Neil Gershenfeld & colleagues describe the next 50 years in 10 minutes

This year’s guest speakers included MacArthur Genius Award-winning educator Deborah Meier speaking about democracy and education, MIT Professor Neil Gershenfeld and his colleagues projecting a vision for the next 50 years of “making things,” and MaKey MaKey co-inventor Eric Rosenbaum teasing the future of Scratch. littleBits Founder and CEO, Ayah Bdeir, shared her remarkable life story and the values that make littleBits such a spectacular success. Our participants were inspired by Ayah’s presentation and delighted in sharing their work with her.

Deborah Meier & Alfie Kohn explore projects

In addition to our guest speakers and visit to the MIT Media Lab, the 10th anniversary of Constructing Modern Knowledge was celebrated by authors Alfie Kohn and Peter Reynolds visiting the institute. Participants in our pre-institute Introduction to Learning with Electronics workshop began the day learning with the new littleBits Code Kit!

Best-selling artist/author Peter Reynolds takes a project for a spin

Team discounts allow schools and universities to build community around the CMK experience and better implement what was learned in the coming school year.

“Constructing Modern Knowledge is the best “conference” you will attend as an educator searching for answers or strategies for progressive education.” Maggie Barth. School leader. North Dakota.

“Fitbit” sneakers

You don’t want to miss


Veteran teacher educator, speaker, and journalist Gary Stager, Ph.D., is the founder and CEO of Constructing Modern Knowledge. He is the co-author of Invent To Learn – Making Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools.”

Look at what preK-6 Mexican teachers did in my recent PBL 360 workshop in Guadalajara. This was their first experience with engineering, physical computing, and programming. They designed, created, and programmed these “birds” in less than two hours with the Hummingbird Robotics Kit and SNAP!

The prompt was simple…

“Make a Bird. Singing and dancing is appreciated.”

There was no instruction. The entire project was completed in under two hours – roughly the equivalent of two class periods.

My work continues to demonstrate the limits of instruction, the power of construction, and the Piagetian notion that “knowledge is a consequence of experience.” There is simply no substitute for experience. Constructive technology and computing amplify human potential and expand the range, breadth, and depth of possible projects. This is critical since the project should be the smallest unit of concern for educators.

Look at these short video clips sharing the teachers’ projects and compare what is possible during an educator’s first or second computing experience with the unimaginative and pedestrian “technology” professional development typically offered. We need to raise our standards substantially.

“You cannot behave as if children are competent if you behave as if teachers are incompetent.” – Gary Stager

The following videos are unedited clips of each group sharing their project. Start listing the plethora of curricular standards satisfied by a single project of this kind.

Operatic Diva Bird from Gary Stager on Vimeo.

The Parrott from Gary Stager on Vimeo.

Dr. Jeckyll and Mr. Hyde Robot Pengin from Gary Stager on Vimeo.

Three-Function Bird from Gary Stager on Vimeo.

Singing Bird with Creepy Eyes from Gary Stager on Vimeo.

About the author

Gary Stager, Ph.D. is the founder of the Constructing Modern Knowledge summer institute for educators, coauthor of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, and curator of the Seymour Papert archive site, DailyPapert.com. You may learn more about him and reach out here.


The Hummingbirds Robotics Kit is also available from Amazon.com.

What I Did on My Three Summer VacationsBy Brian Silverman
Illustrated by Peter Reynolds

Previously published in Mathematics and Informatic Quarterly (in Bulgaria) prior to this version appearing in the Fall 1998 issue of Logo Exchange. Volume 17. Number 1.

We finally did it. We made it through the maze in Montreal’s Old Port in eleven minutes. There’s a really good chance that our time is the all-time record!

It all started a few years ago when my daughter, Diana and I were biking and found ourselves in Montreal’s Old Port. There was a new attraction called S.O.S. Labyrinthe, that promised a pirate adventure. It turned out to be a giant indoor maze in an old warehouse building with a handful obstacles with a pirate theme. The “pirates” were kids on roller blades providing help to the desperately lost and confusion to the rest of us.

The maze is a twenty-by-eighty grid of about two metre squares. The walls are made of thick plastic sheets hung between poles that are placed at the grid points. Four small sections of the maze have been built up to resemble a ship’s bridge, an engine room, a cargo hold, and lockers for the crew. These four checkpoints have hidden stampers to stamp a card received when you enter the maze.This card is also time-stamped when you first enter then maze and again when you leave.

When Diana and I first tried we got lost almost immediately. It took us about an hour and twenty minutes to find our way out and get all the stamps we needed. Despite being lost most of the time we enjoyed it so much that we went back the following week. This time we brought my son Eric along because he’d missed the first time through. The second time, to avoid getting lost, we decided to follow a set of simple rules that, as any little robot will tell you, can help to get you out of most mazes.

The rules are:

  1. turn right whenever you can
  2. turn around when you reach a dead end.

That’s all there is to it and it actually works. We followed the rules and managed to make it through the maze in about twenty two minutes. When we finished the pirate behind the desk put our names on the board as the group that had the best time of the day. He mentioned in passing that it was a better time than he sees most days.

The challenge at this point was obvious. Our goal was to get the best time ever. We only had to figure out how. I had a plan that I thought would be pretty simple. However, as is almost always the case, it didn’t turn out to be as simple as I’d initially imagined. The plan was this: Go through the maze twice. The first time through bring along a little computer to record our path. Then go home, draw a map, find the best route and go back the following day and go through running as fast as we can.

There were a couple of immediate problems. The first one was pretty easy to resolve. How could we be sure that the maze didn’t change on us between the first run and the second? (The plastic panels are moved on a regular basis to keep the maze from staying the same.) A couple of phone calls and oblique questions later, we’d found out that the maze is only changed once a week, on Thursday night. The second immediate problem was trickier to resolve. Our plan required little computers to record our path. We didn’t have any little computers. Even if we did we wouldn’t know how to make them record paths.

My friends at MIT had little computers. We’d been working for a few years on making “programmable LEGO bricks”. At that time we were at the point where we’d had a couple of prototypes that had worked for a bit but none of them were reliable enough for the task. However as a result of a sort of spinoff of that project there were some little computer boards around that weren’t much bigger than a deck of cards. I asked my friend Randy Sargent if I could borrow one. He mailed it to me and I had it within a few weeks. Unfortunately by then the season was over and the project would have to wait until the next summer.

During the course of the winter a couple of things happened. One was that I had a lot of fun programming the little computer board I’d received. Over Christmas I played with making a tiny version of Logo. By New Year’s we had Logo programmable LEGO robots that didn’t need to be attached to a big computer. At the same time Randy had been working on perfecting a new programmable brick. By the following summer these came together and we had a programmable brick and a logo program for saving information about where in the maze we’d been.

Little computers are pretty stupid. We would have liked to have been able to just carry one along and have it remember where it had been. But the little computer wasn’t up for the task. What we did instead was attach a couple of pushbuttons to it. One to click the number of “squares” we’d gone forward, the other to click in the amount that we’d turned at each corner.

The summer mostly slid away before we got around to trying a second run. When we did get around to it, it was just Eric and me. Before getting into the maze we’d attached the brick to his belt, run some wires up his shirt and down the sleeves to the pushbuttons in his hands. Unless you were looking hard you wouldn’t have noticed anything suspicious. We scoped out the maze counting out loud on the straightaways and yelling out directions at the corners. People looked at us a bit strangely in general and were particularly confused and curious when we had to bring out the brick for minor adjustments.

We didn’t do too well on that round. The brick started misbehaving about three quarters of the way through. And even if it hadn’t, the recorded data had lots of mistakes in it. With a lot of guessing and processing we were able to construct about a quarter of the map but no more. Since it was late summer we gave up again for the year figuring we’d pick it up again the following year.

The next winter was a good one for programmable bricks. When we did the second run there were only five working bricks in the world and even those five needed a fair amount of babysitting. By the next summer, there had been several new iterations of the design (largely the work of Fred Martin) resulting in dozens of working bricks that were solid enough that we wouldn’t have to worry too much about hardware failures for the next round.

Also, during the winter there was plenty of time to think about what went wrong the previous summer. The main problem was that mistakes in clicking the buttons led to so much distortion in the map that it was completely useless. The maze is so big, (more than a thousand straightaways and turns), that it’s impossible to do the kind of recording that we did without making mistakes. We thought a bit about eliminating mistakes but decided instead to run the experiment with several programmable bricks simultaneously, do the recording several times separately then regroup and compare results.

As it turns out, Randy and another friend, Carl Witty were planning to come to Montreal towards the end of the summer to show off their robots at an artificial intelligence conference. They arrived with a car full of computers, tools, and robot parts. Their robots all come with cameras connected to electronics that can discriminate colors. Their demos included robots chasing balls and each other at high speeds. It seemed only natural to get them involved in the third round.

We had a lot of discussion about whether or not we could use the vision systems they had in their robots for more automatic data gathering. We decided not to because even if we could resolve all the computer issues, we weren’t sure that we had enough batteries for all of the needed electronics for the time it’d take. We did decide, however, that since they had brought along several miniature cameras we’d take a video record of first trip through and use that to help interpret the data we’d get from the computers.

Carrying a camera around a maze really didn’t seem subtle enough. Instead we took the camera and sewed it into a hat with only the lens sticking out the front. The camcorder fit neatly in a backpack. By the time we were ready to go, Carl, Randy and I each had a programmable brick rubber banded to our belts and Eric had a camera in his hat. The data gathering run took about two hours and was pretty boring. The bricks kept disagreeing with each other but we ignored this because we decided to sort it all out later. Eric, originally worried that he’d attract too much attention with the camera ended up not being able to convince anyone that he actually had one.

We brought the electronics home, dumped the data to three separate laptop computers and then spent an evening that didn’t quite turn into an all nighter trying to make some sense of it. For hours there was Randy, Carl, and I each with our own computer bouncing sequence numbers, grid locations, and reports of similarities and differences in data between us. My wife Erlyne and the kids watched for some of this, enjoyed part of the video but abandoned us when it seemed that we’d really fallen off the deep end. We persisted and after spending some time getting a feel for the method to the madness we decided to systemically play through the video noting when everything looked to be working and stopping the tape and fudging when it didn’t. Our stamina ran out before the tape did and we gave up for the night with about three quarters of the map in place.

The next morning, we all felt refreshed and raring to go. In less that two hours the printer was churning out copies of a complete maze map . We were about to set off when Eric asked why each of us had to go to get stamps at each of the places rather than splitting up the job. We realized pretty quickly that he had a point. There was a rule against going through the walls. There wasn’t a rule against the cards with the stamps going through the walls. It took us about a half an hour of staring at the map and thinking to come up with a plan that involved three teams and three relay points to pass the cards along like a baton in a relay race. Eric and I had the first stretch, passed the cards to Randy and then headed off to where Randy would pass them back after having met Carl twice along the way.

It all worked like clockwork. The maps were accurate, the plan workable. Eric and I had the first stamp in less that two minutes and found Randy in another two. When we called him through the plastic wall he didn’t answer but his hand appeared. He said later that a pirate was standing right beside and he was trying to not attract any attention. After the handoff we headed to the final relay point where we met up with Carl and got the cards through the wall from Randy. From there it was just a quick run to the end to get the last time stamp. It had taken eleven minutes, much less time than we had imagined possible.

We went to see the pirate at the desk. The board of daily winners wasn’t around any more. We showed him our card that confirmed that we’d done it in eleven minutes. He said that if we did it that fast we must have cheated. Maybe it’s true. Throwing that much technology at a problem may be cheating. On the other hand, it may just be another way of solving it


About the author

Since the late 1970s, Brian Silverman has been involved in the invention of learning environments for children. His work includes dozens of Logo versions (including LogoWriter & MicroWorlds), Scratch, LEGO robotics, TurtleArt and the PicoCricket. Brian is a Consulting Scientist to the MIT Media Lab, enjoys recreational math, and is a computer scientist and master tinkerer. He once built a tictactoe-playing computer out of TinkerToys. Brian is a longtime faculty member of the Constructing Modern Knowledge summer institute.

You can also visit Brian’s Wikipedia page here.

About the illustrator

Peter H. Reynolds co-founded FableVision, Inc., in 1996 and serves as its Chairman. Mr. Reynolds produces award-winning children’s broadcast programming, educational videos and multimedia applications at FableVision, Inc. He served as Vice President and Creative Director of Tom Snyder Productions for 13 years.

He is also an accomplished writer, storyteller and illustrator, and gets his enthusiasm and energy to every project he creates. His bestselling books about protecting and nurturing the creative spirit include The Dot, Ish, and So Few of Me (Candlewick Press). His cornerstone work, The North Star (FableVision), The SugarLoaf book series (Simon & Schuster), My Very Big Little World and The Best Kid in the World, are the first of Peter’s many books about an irrepressible little girl who sees the world through creative-colored glasses. He has recently co-authored several popular books with his twin brother, Paul.

The film version of The Dot (Weston Woods) went on to win the American Library Association’ (ALA’s) Carnegie Medal of Excellence for the Best Children’s Video of 2005 and the film version of Ish was announced as one of ALA’s 2006 Notable Children’s Videos. His other series of original, animated film shorts, including The Blue Shoe, Living Forever and He Was Me, have won many awards and honors around the globe.

Peter’s award-winning publishing work also includes illustrating New York Times1 Best Seller children’s book, Someday (Simon & Schuster), written by Alison McGhee – a “storybook for all ages.” He illustrated the New York Times best-selling Judy Moody series (Candlewick) written by Megan McDonald, Eleanor Estes’ The Alley and The Tunnel of Hugsy Goode, Judy Blume’s Fudge series (Dutton), and Ellen Potter’s Olivia Kidney books

Peter Reynolds was a guest speaker at the 1st and 10th annual Constructing Modern Knowledge summer institute.

This June’s ISTE Conference will be my thirtieth ISTE (formerly NECC) conferences as a speaker. I suspect that I have been part of 60-80 presentations at this conference over that period – a record few if any can match. I was also part of the keynote session at NECC 2009. (watch it here)

This year’s accepted presentations are an eclectic mix. I will be sharing the stage with Sylvia Martinez about making and maker spaces. My personal sessions reflect two of my passions and areas of expertise; using technology in the context of the Reggio Emilia Approach and Logo programming.

The Reggio Emilia Approach emerges from the municipal infant/toddler centers and preschools of the Italian city, Reggio Emilia. These schools, often referred to as the best schools in the world, are a complex mix of democracy, creativity, subtlety, attention to detail, knowledge construction, and profound respect for children. There are many lessons to be learned for teaching any subject at any grade level and for using technology in this remarkable spirit. Constructing Modern Knowledge has done much to bring the Reggio Emilia Approach to edtech enthusiasts over the past decade.

I began teaching Logo programming to kids and teachers 35 years ago and even edited the ISTE journal, Logo Exchange (killed by ISTE). There is still no better way to introduce modern powerful ideas than through Logo programming. I delight in watching teachers twist their bodies around, high-fiving the air, and completely losing themselves in the microword of the turtle. During my session, I will discuss the precedents for Logo, demonstrate seminal programming activities, explore current dialects of the language, celebrate Logo’s contributions to education and the computer industry, ponder Logo’s future, and mourn the recent passing of Logo’s father, Dr. Seymour Papert.

Without Logo there might be no maker movement, classroom robotics, CS4All, Scratch, or even software site licenses.

So, what do making, Logo, and the Reggio Emilia approach have in common? Effective maker spaces have a lot to learn about preparing a productive context for learning from the educators of Reggio Emilia. Papert and the Reggio community enjoyed a longstanding mutual admiration while sharing Dewey, Piaget, and Vygotsky at their philosophical roots. Logo was used in Reggio Emilia classrooms as discussed in a recent translation of a book featuring teachers discussing student projects as a window into their thinking with Loris Malaguzzi, the father of the Reggio Emilia approach. One of the chapters in Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990 explores students learning with Logo.

Gary Stager’s ISTE 2017 Presentation Calendar

Before You Build a Makerspace: Four Aspects to Consider [panel with Sylvia Martinez]

  • Tuesday, June 27, 1:45–2:45 pm CDT
  • Building/Room: 302A

Logo at 50: Children, Computers and Powerful Ideas

  • Tuesday, June 27, 4:45–5:45 pm CDT
  • Building/Room: Hemisfair Ballroom 2

Logo, the first computer programming language for kids, was invented in 1967 and is still in use around the world today. This session will discuss the Piagetian roots of Logo, critical aspects of its design and versions today. Anyone interested in CS4All has a lot to learn from Logo.

Logo and the fifty years of research demonstrating its efficacy in a remarkable number of classrooms and contexts around the world predate the ISTE standards and exceed their expectations. The recent President of the United States advocated CS4All while the standards listed above fail to explicitly address computer programming. Logo catalyzed a commitment to social justice and educational change and introduced many educators to powerful ideas from artificial intelligence, cognitive science, and progressive education.

Learning From the Maker Movement in a Reggio Context

  • Wednesday, June 28, 8:30–9:30 am CDT
  • Building/Room: 220

Discover how the Reggio Emilia Approach that is rooted in a half-century of work with Italian preschoolers and includes profound, subtle and complex lessons from intensely learner-centered classrooms, is applicable to all educational settings. Learn what “Reggio” teaches us about learning-by-making, making learning visible, aesthetics and PBL.

Direct interview requests to gary [at] stager.org


Gary Stager is the founder of the Constructing Modern Knowledge summer institute for educators July 11-14, 2017, coauthor of Invent To Learn – Making, Tinkering, and Engineering in the Classroom, and curator of the Seymour Papert archive site, DailyPapert.com. Register today for Constructing Modern Knowledge 2017!

Hard fun at CMK 2016!

Constructing Modern Knowledge, celebrates its 10th anniversary this July 11-14, and represents the best work of my life. Before anyone was discussing the maker movement in schools, Constructing Modern Knowledge created a four-day oasis where educators could learn-by-doing through the construction of personally meaningful projects with digital and traditional materials. From the start, CMK was never a conference. It was an institute. From its inception, CMK was designed to build a bridge between the best principles of progressive education and the constructive tools of modernity.

Wearable computing

Since our focus was the Piagetian ideal that knowledge results from experience, educators attending Constructing Modern Knowledge, when not lost in project development, engage in formal and informal conversations with some of the greatest innovators and thinkers of our age.

Dont’ miss out! Register today!

CMK Speakers are not recruited for being cute or witty, but because they were experts with a body of profound work. CMK began with guest speakers Alfie Kohn, Peter Reynolds, and digital STEM pioneer Robert Tinker. Until his death, Marvin Minsky, arguably one of the most important scientists of the past century, led eight annual fireside chats with educators at CMK. The great mathematician, scientist, and software developer Stephen Wolfram “subbed” for Professor Minsky last year.

Two of the greatest jazz musicians in history led a masterclass at CMK. Years before his daily Blog changed the media landscape and he was featured in a commercial at the start of the Academy Awards, Casey Neistat was a guest speaker at CMK 2012. Civil rights icon Jonathan Kozol spent time at CMK. Alfie Kohn and Deborah Meier engaged in a spirited conversation, as did Eleanor Duckworth and Deborah Meier. Best-selling historian James Loewen spoke at CMK nearly a decade before Southern States began dismantling confederate statues. Wonder Kid and CMK 2015 speaker, Cam Perron, is about to be honored for his extraordinary contributions to baseball. MIT Media Lab faculty have generously hosted us for eight years. Check out the list of the other amazing people who have spoken at CMK.

YouTube filmmaker and media sensation Casey Neistat spoke at CMK 2012!

One of the great joys of my life has been sharing my heroes and friends with educators. Our faculty consists of brilliant women and men who invented the technology that justified computers in classrooms. Cynthia Solomon, the last surviving member of the three people responsible for inventing the Logo programming language for kids has been with us since the beginning. Everything I know about teaching teachers I learned from Dan and Molly Watt, who abandon retirement each summer to help educators reflect upon their CMK learning adventures. Brian Silverman has had a hand in every strain of Logo, Scratch, and LEGO robotics sets for the past forty years joins us each summer. The Aussies who invented 1:1 computing have been on our faculty as have the co-inventor of the MaKey MaKey and Super-Awesome Sylvia. Sadly, we recently lost the remarkable Edith Ackermann, an elegant and profound learning theorist who worked with Piaget, Papert, and Von Glasserfeld. Edith was part of CMK for three years and touched the hearts, minds, and souls of countless educators. CMK introduced the profound work of Reggio Emilia to a new community through the participation of Lella Gandini, Lillian Katz, and the magnificent Carla Rinaldi.

Legendary author & civil rights icon Jonathan Kozol explores a CMK project

Nothing moves me more deeply than the stories of how CMK participants had coffee or went for a walk with a genius they only had access to because of our institute.

Two of the greatest learning theorists in history, Edith Ackermann & Carla Rinaldi share a laugh at CMK 2016

CMK welcomes educators of all ability levels, from newbies to tech-savvy power users, but everyone learns together from and with each other. Annually, teachers at CMK create amazing projects that might have earned them a TED talk two years or engineering Ph.D. five years ago. For example, educators at CMK 2016 created their own version of Pokemon Go a mere week after the actual software was released to great media fanfare.

Most of all, year-after-year, Constructing Modern Knowledge demonstrates that:

  • Teachers are competent
  • Knowledge is a consequence of experience
  • Learning best occurs in the absence of instruction
  • Technology supercharges learning and makes us more human, creative, expressive
  • Education can and should be non-coercive
  • Assessment is at best adjacent to learning
  • Constructionism is effective
  • Things need not be as they seem
  • It is possible to create rich productive contexts for learning without fancy architecture, bells, furniture, curriculum, tests….
  • Educators are capable of innovation and invention with bleeding edge tools
  • Learning is natural, playful, intense, whimsical, and deadly serious
  • Age segregation, tracking, and even discrete disciplines are unnecessary and perhaps counterproductive
  • A learning environment should be filled with a great variety of objects-to-think with
  • Collaboration is great as long as its natural, interdependent, flexible, mutually beneficial, and desired
  • Computer programming is the new liberal art

Although a labor of love, Constructing Modern Knowledge is a hell of a lot of work and relies on the generosity of countless colleagues. I created CMK when no other institution or organization would do so and have run ten institutes with zero funding, grants, sponsors, or vendors. I packed up the first CMK and caught a plane two hours after the 2008 institute ended. Last year, eight of us spent two and a half days packing up the 60 or so cases of books, tools, materials, and technology we ship across the USA before and after each institute.

A few of the 60+ cases that become the CMK learning environment

Our hearts swell with pride from how CMK alumni are leading schools and professional learning events all over the world. Through their efforts, the impact of Constructing Modern Knowledge will be felt by children for decades to come.

If you have read this far, I hope you will understand that 2017 may be the last Constructing Modern Knowledge. Please consider joining us.

Since CMK believes that anything a learner needs should be within reach, we build a library.

Whether or not the Constructing Modern Knowledge summer institute ends in 2017, we will continue to offer innovative learning adventures for educators around the world. Check out the CMK Futures web site to learn about bringing our expertise to your school, community, corporation, or conference.

Eric Rosenbaum (L) demonstrates the MaKey MaKey to Marvin Minsky (R) at CMK 2012

Constructing Modern Knowledge 2017 is thrilled to announce that Dr. Eric Rosenbaum will be joining our 10th annual summer institute, July 11-14 in Manchester, New Hampshire. Eric, one of the most prolific inventors of creative play materials for learners (MaKey MaKey, Beetleblocks, Singing Fingers, Coloring Cam – to name a few) will provide CMK 2017 participants with a sneak peak at the much-much-anticipated Scratch 3.0 programming environment!

Register for Constructing Modern Knowledge 2017

Dr. Rosenbaum will lead a demo and Q&A after a presentation by CMK 2017 guest speaker, Dr. Neil Gershenfeld, Director of MIT’s Center for Bits and Atoms and maker movement pioneer at our very special reception at the MIT Media Lab. Gershenfeld is author of the seminal book, Fab: The Coming Revolution on Your Desktop–from Personal Computers to Personal Fabrication, a book that created the foundation for the modern maker movement.

Eric Rosenbaum and Neil Gershenfeld join littleBits Founder and CEO, Ayah Bdeir, and MacArthur Genius-Award winning educator (and CMK favorite) Deborah Meier as guest speakers at Constructing Modern Knowledge 2017.


About Eric Rosenbaum, Ph.D.

Eric Rosenbaum earned a Ph.D. in the Lifelong Kindergarten group at MIT Media Lab, where he created new technologies at the intersection of music, improvisation, play and learning. He is currently the Senior Front End Engineer Scratch in the MIT Media Lab’s Lifelong Kindergarten Group and worked recently with the with Google Creative Lab and NYU Music Experience Design Lab. Eric’s projects include the MaKey MaKey invention kit, the Singing Fingers app for finger painting with sound, the Glowdoodle web site for painting with light, Coloring Cam app for using your camera and the world as a coloring book, MmmTsss software for improvising with looping sounds, and a Scratch-like language for creating interactive behaviors in the virtual world of Second Life.

One of his latest projects is the creation of Beetle Blocks, a visual programming language for creating 3D designs you can print. This will be Eric’s third year at Constructing Modern Knowledge.

Eric Rosenbaum on the faculty of CMK 2012

Eric holds a Bachelors degree in Psychology and a Masters degree in Technology in Education from Harvard University. He also holds a Masters degree and Ph.D. in Media Arts and Sciences from MIT Media Lab, for which he developed Jots, a system to support reflective learning in the Scratch programming environment.

Learn more about Eric here.

Register for Constructing Modern Knowledge 2017


About Constructing Modern Knowledge 2017

Constructing Modern Knowledge, July 11-14, 2017 is a minds-on institute for educators committed to creativity, collaboration and computing. For ten years CMK has been viewed as the gold standard of professional learning events at the intersection of learning-by-doing, cutting-edge technology, and progressive education.

Participants will have the opportunity to engage in intensive computer-rich project development with peers and a world-class faculty. Inspirational guest speakers and social events round out the fantastic event. Rather than spend days listening to a series of speakers, Constructing Modern Knowledge is about action. Attendees work and interact with educational experts concerned with maximizing the potential of every learner.

While our outstanding faculty is comprised of educational pioneers, bestselling authors and inventors of educational technologies we depend on, the real power of Constructing Modern Knowledge emerges from the collaborative project development of participants.

Each day’s program consists of a discussion of powerful ideas, mini tutorials on-demand, immersive learning adventures designed to challenge one’s thinking, substantial time for project work and a reflection period.

Register for Constructing Modern Knowledge 2017

A recent request from a doctoral student led me to find this 2013 paper I authored. Otherwise, it would have been forever lost in the dustbin of academia. You might find it interesting.

Papert’s Prison Fab Lab: Implications for the maker movement and education design

Abstract

For three years, the author collaborated with Seymour Papert in the planning, design, operation, teaching and documentation of the Constructionist Learning Laboratory at the Maine Youth Center. This work is significant as it represents Dr. Papert’s last institutional research project and marks his first attempt to design an educational environment based on the theory of constructionism from scratch. The implications for education reform and school reform are numerous. However, in the context of the 2013 Interaction Design and Children focus on DIY/maker culture, the overlooked work of the Constructionist Learning Laboratory the work of Papert, Stager and their colleagues is particularly pertinent. More than a decade before maker culture and “fab labs” emerged as a popular addition to formal education, Papert succeeded in creating a school built entirely upon the ideals of that movement.


Read the complete paper here.

Read more

This week, I will speak at my 29th ISTE Conference (International Society for Technology in Education, previously NECC) in Denver, Colorado. I have made at least one presentation every year since 1987. I signed the charter that created ISTE, organized one of its SIGs, and edited an ISTE journal for a few years. I was a keynote speaker at the final NECC Conference in 2009 before the conference was rebranded as ISTE. Despite my well-publicized concerns about the direction of the organization (see bottom of post), I attend the conference each year because educational computing is my life’s work and I refuse to abandon the field, no matter how tempting.

In the past, I have expressed my concerns over the quality, relevance, and too-often corporate nature of the ISTE keynote speakers. I have demonstrated the flaws and lack of objectivity in the session selection process and lamented the celebration of corporate interests.

These concerns have often been dismissed as sour grapes. My public statements certainly have not been beneficial to my career or my visibility on the conference program. Despite the popularity of my sessions, the 2013 conference organizers put me in a tiny room and turned away hundreds of educators lined up for my presentation.

For this year’s conference, I proposed two presentations. One, Programming: The New Liberal Art — Why and How to Teach It was accepted.

29 other accepted ISTE 2016 sessions cite my work or collaborations with Sylvia Martinez in their proposals.

The following proposal was rejected – obviously irrelevant

Mindstorms at 35: Examining the State of Children, Computers and Powerful Ideas

The most important book ever written about technology and education, Seymour Papert’s “Mindstorms” is 35 years old. This session led by Dr. Papert’s longtime colleague will review the book’s big ideas and engage the audience in an evaluation of the current state of education in light of Papert’s work.

Longer Description

Nearly 50 years ago, Dr. Papert began calling for 1:1 computing. He invented the first programming language and robotics engineering system for children. In 1970, Papert predicted the maker movement and his entire career was dedicated to creating contexts in which children could encounter and engage with powerful ideas.

Mindstorms: Children, Computers, and Powerful Ideas is arguably the most important book ever written in the field ISTE represents. This presentation will introduce Papert’s ideas to newcomers and ask veterans to candidly evaluate his predictions in light of the current state-of-practice. 

The presenter will also share video clips and textual excerpts from recently unearthed and overlooked work by Dr. Papert over five decades.

Objectives

  • Review or introduce the powerful ideas contained in Mindstorms
  • Introduce a new generation of educators to the powerful ideas of the father of educational technology, Seymour Papert
  • Challenge teachers, policy makers, tech directors, and administrators to do more with computational technology in order to amplify the potential of each learner
  • Take a good hard look at current practice
  • Explore what Papert had to say about 1:1 computing, the Internet, robotics, engineering, game design, school reform, teaching, and learning over half a century
  • Introduce constructionism to a new generation
  • Honor an intellectual giant never invited to keynote an ISTE or NECC Conference on the 35th anniversary of his seminal book

Session Outline 

  • Explore what made Mindstorms revolutionary
  • Review Papert predictions for what kids might do with computers and how schools would react
  • Discover recently unearthed video and texts shining new light on Papert’s work
  • Discuss the state of educational technology in light of the challenges Papert left for all of us

Supporting Research 

In addition to countless Ph.D. dissertations written about Papert’s work, I would direct you to the following:


Past articles about ISTE:



Gary S. Stager, Ph.D. is a veteran teacher educator, author, speaker, publisher who worked with Dr. Papert for more than 20 years. He was the principal investigator on Papert’s last major institutional research project and is the curator of the repository of Papert documents, The Daily Papert.

His ISTE 2016 session will be held Wednesday, June 29, 8:30–9:30 am in room CCC 110

I like Sphero and am impressed by their ability to execute as a company. Their customer service is terrific and their ability to attract the Star Wars license, publicity, and this recent New Yorker profile are unprecedented.
Sphero makes terrific toys. However, companies and reporters would be well-served by speaking with educators who understand learning and have paid some dues before making grand pronouncements about education. Simply comprehending the differences between teaching and learning would be a welcome first step.
 
The article’s ad-hominem attacks on Logo in favor of C for god’s sake shows just how profoundly misguided the “Coding” newbies happen to be. History does not begin with them. Every thought they have, no matter how unimaginative or unoriginal is not automatically superior to the work done by those of us who have taught kids and teachers to program for decades. David Ahl told me that Creative Computing Magazine had 400,000 subscribers in 1984. Thirty years ago, my friend and Constructing Modern Knowledge faculty member, Dr. Dan Watt, sold more than 100,000 books of Learning with Logo. Tens of thousands of educators taught children to program in the 1980s and then again after laptops were introduced in the 1990s. This was not for an hour, but over sufficient time to develop fluency.
 
It takes real balls for every other startup company, politician, and Silicon Valley dilettante to advocate for “coding” with a macho certainty suggesting that learning to program is a novel idea or accomplished in an hour.

Sphero is hardly the first programmable robot. My friend Steve Ocko developed Big Trak for Milton Bradley in the late 1970s. Papert, Resnick, Ocko, Silverman, et al developed LEGO TC Logo, the first programmable LEGO building system in 1987. (Watch Seymour Papert explain the educational benefits in 1987)

Apologies to The New Yorker, but balls don’t teach kids to code. Kids learn to code by teaching balls. Find yourself a copy of Mindstorms, 35 years-old this year, and you’ll understand.
 

Sphero

Sphero is a fun toy that may be programmed IN Logo – the best of both worlds. Tickle for iOS is a version of Scratch (and Scratch is Logo) whose secret sauce is its ability to program lots of toys, several made by Sphero.

 
Logo turns 50 years-old next year. Let’s see what Silicon Valley creates that children learn with for more than 50 days.

Tickle (Scratch/Logo) for iOS and Bluetooth devices

Related articles:

Professional learning opportunities for educators:

Constructing Modern Knowledge offers world-class hands-on workshops across the globe, at schools, conferences, and museums. During these workshops, teachers learn to learn and teach via making, tinkering, and engineering. Computer programming (coding) and learning-by-making with a variety of materials, including Sphero and Tickle. For more information, click here.