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Coming to Your Senses: Promoting Critical Thinking about Sensors through Playful Interaction in Classrooms

Learning through exploration is assumed to be a powerful way of introducing children to computer science concepts. However, it is uncertain how exploring physical computing toolkits can promote movement between conceptual knowledge and abstract reflection, and lead to critical thinking about technology. We investigated how children aged 9-11 years explored and reasoned about personal and environmental data sensors, using a playful exploration-based physical toolkit in their classroom. We report on the ways in which critical thinking about sensor accuracy and reliability developed through reflective dialogue and playful interaction, taking into account the support structures embedded in the classroom. Finally, we discuss strategies for designing exploration-based learning for classroom settings, to promote critical thinking about data sensing

Inclusive computing in special needs classrooms: designing for all

With a growing call for an increased emphasis on computing in school curricula, there is a need to make computing accessible to a diversity of learners. One potential approach is to extend the use of physical toolkits, which have been found to encourage collaboration, sustained engagement and effective learning in classrooms in general. However, little is known as to whether and how these benefits can be leveraged in special needs schools, where learners have a spectrum of distinct cognitive and social needs. Here, we investigate how introducing a physical toolkit can support learning about computing concepts for special education needs (SEN) students in their classroom. By tracing how the students’ interactions—both with the physical toolkit and with each other—unfolded over time, we demonstrate how the design of both the form factor and the learning tasks embedded in a physical toolkit contribute to collaboration, comprehension and engagement when learning in mixed SEN classrooms

Code and its image: the functions of text and visualisation in a code-based design studio

Traditionally, design learning in the architecture studio has taken place through a combination of individual work and joint projects. The introduction of code-based design practices in the design studio has altered this balance, introducing new models of joint authorship and new ways for individuals to contribute to co-authored projects. This paper presents a case study describing four design studios in a higher education setting that used code as a tool for generating architectural geometry. The format of the studios encouraged the students to reflect critically on their role as authors and to creatively address the multiple opportunities for shared authorship available with code-based production. The research question addressed in this study involved the role of code-based practices in altering the model of architectural education in the design studio, in particular the role of visual representations of a code-based design process in the production of shared knowledge

Considering agency and data granularity in the design of visualization tools

The Ecuadorian Government supports Gonzalo Gabriel Méndez through a SENESCYT scholarship.Previous research has identified trade-offs when it comes to designing visualization tools. While constructive “bottom-up” tools promote a hands-on, user-driven design process that enables a deep understanding and control of the visual mapping, automated tools are more efficient and allow people to rapidly explore complex alternative designs, often at the cost of transparency. We investigate how to design visualization tools that support a user-driven, transparent design process while enabling efficiency and automation, through a series of design workshops that looked at how both visualization experts and novices approach this problem. Participants produced a variety of solutions that range from example-based approaches expanding constructive visualization to solutions in which the visualization tool infers solutions on behalf of the designer, e.g., based on data attributes. On a higher level, these findings highlight agency and granularity as dimensions that can guide the design of visualization tools in this space.Postprin

Large-scale profiling of noncoding RNA function in yeast

Noncoding RNAs (ncRNAs) are emerging as key regulators of cellular function. We have exploited the recently developed barcoded ncRNA gene deletion strain collections in the yeast Saccharomyces cerevisiae to investigate the numerous ncRNAs in yeast with no known function. The ncRNA deletion collection contains deletions of tRNAs, snoRNAs, snRNAs, stable unannotated transcripts (SUTs), cryptic unstable transcripts (CUTs) and other annotated ncRNAs encompassing 532 different individual ncRNA deletions. We have profiled the fitness of the diploid heterozygous ncRNA deletion strain collection in six conditions using batch and continuous liquid culture, as well as the haploid ncRNA deletion strain collections arrayed individually onto solid rich media. These analyses revealed many novel environmental-specific haplo-insufficient and haplo-proficient phenotypes providing key information on the importance of each specific ncRNA in every condition. Co-fitness analysis using fitness data from the heterozygous ncRNA deletion strain collection identified two ncRNA groups required for growth during heat stress and nutrient deprivation. The extensive fitness data for each ncRNA deletion strain has been compiled into an easy to navigate database called Yeast ncRNA Analysis (YNCA). By expanding the original ncRNA deletion strain collection we identified four novel essential ncRNAs; SUT527, SUT075, SUT367 and SUT259/691. We defined the effects of each new essential ncRNA on adjacent gene expression in the heterozygote background identifying both repression and induction of nearby genes. Additionally, we discovered a function for SUT527 in the expression, 3’ end formation and localization of SEC4, an essential protein coding mRNA. Finally, using plasmid complementation we rescued the SUT075 lethal phenotype revealing that this ncRNA acts in trans. Overall, our findings provide important new insights into the function of ncRNAs

PatternMagix Construction Kit Software

PatternMagix is a game-like software construction kit. Its constructive-dialogic style of interaction supports learning through playful exploration. In the course of creating colorful tiles and patterns, learners explore geometric symmetry. Their moves alternate with automatic moves of the computational device so that the interactions resemble turntaking in a dialog

Infancia y aprendizaje

Título, resumen y palabras clave también en inglésResumen basado en el de la publicaciónLa investigación sobre los ‘nativos digitales’ revela que los jóvenes interactúan entre ellos y con el mundo, de modo diferente de lo que lo hacían generaciones anteriores. Al mismo tiempo, los conocidos como millennials o milénicos, no son los únicos que tratan de adaptarse a las habilidades y competencias que exige el siglo XXI. Los adultos también se enfrentan al mismo reto; también se califican como aprendices a lo largo de la vida. Se pone de relieve los modos en que los aprendices en 2015 — y quienes están a cargo de su formación — navegan, se posicionan y se gestionan en los contextos que habitan, por breves o perdurables que estos sean.Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Build, launch, convene: Sketches for constructive-dialogic play kits

We present design principles and prototypical instantiations of a series of game-like learning environments. The ¨Magix¨series supports learning through playful exploration. Extending the engaging nature of constructionist-style tools, Magix play kits foster a constructive-dialogic style of interaction. In the course of creating colorful, animated objects that interact with clones or similar objects, learners can explore emergent phenomena in realms such as geometry and sociodynamic systems. Learners ´moves alternate with automatic moves of the computational device so that the interactions resemble turn-taking in a dialog. This report pertains to WP96-09, TR97-24, WP98-02, and TR98-13