The aim of this workshop is to discuss with participants what roles (if any) “computational things” can have in networked learning practice and, vice versa, what roles (if any) networked learning can have in learning with “computational things”. “Computational things” are physical artefacts which use computer programs to bring about observable changes in themselves or other artefacts. Typically, the interaction between the computational thing and the environment is mediated through sensors and actuators. Lego Mindstorms, Kubo robots, e-textiles, as well as things integrating Arduinos and Microbits are all examples of computational things. Increasingly, computational things are introduced in education at all levels to support the learning of computational thinking. Because of their materiality, they are useful for concretizing abstract processes and lend themselves to tinkering, which is generally found to support student engagement and motivation (Kafai, 2016; Kafai & Resnick, 1996; Resnick, Berg, & Eisenberg, 2000). On the face of it, however, precisely because of their materiality, they would seem more suited for learning anchored in specific places; i.e. for learning in what Carvalho et al. have termed “place-based spaces for learning” (Carvalho, Goodyear, & de Laat, 2017). On the other hand, research provides examples of competences that may be fostered through networked learning despite their dependency upon physical presence, e.g. beer brewing (Wright & Parchoma, 2014). And Kafai’s work on computational participation, though focused mainly on screen-based programming e.g. in Scratch, includes examples of what might be termed networked learning with computational things in the form of e-textiles (Kafai & Burke, 2014).
Search from 250 M+ research papersSearch from 250 M+ research papers
Open Access
Just Published
Oct 14, 2024
Uriel Rivera-Ortega 
