Constructionism can be a powerful framework for teaching complex content to novices. At the core of constructionism is the suggestion that by enabling learners to build creative artifacts that require complex content to function, those learners will have opportunities to learn this content in contextualized, personally meaningful ways. In this paper, we investigate the relevance of a set of approaches broadly called “educational data mining” or “learning analytics” (henceforth, EDM) to help provide a basis for quantitative research on constructionist learning which does not abandon the richness seen as essential by many researchers in that paradigm. We suggest that EDM may have the potential to support research that is meaningful and useful both to researchers working actively in the constructionist tradition but also to wider communities. Finally, we explore potential collaborations between researchers in the EDM and constructionist traditions; such collaborations have the potential to enhance the ability of constructionist researchers to make rich inferences about learning and learners, while providing EDM researchers with many interesting new research questions and challenges.

Key words: constructionism, educational data mining, learning analytics, design of learning environments, project-based learning

Context: There seem to be relatively few sustained implementations of microworlds in mathematics instruction. Problem: We explore the roles of and demands on university instructors to create an environment that supports students’ constructionist learning experiences as they design, program, and use interactive environments (i.e., microworlds) for doing mathematics. Method: We draw on the experiences of instructors in programming-based courses implemented since 2001 at Brock University, Canada, as a case study, and use Ruthven’s model on the professional adaptation of classroom practice with technology to guide our analysis of these experiences. Results: We describe how, in adapting to a design of empowering students to engage in programming for authentic mathematical explorations, instructors adopt characteristics of constructionist teaching that, nevertheless, demand expertise, a shift in traditional roles, and time from instructors. Implications: The results contribute to our understanding of roles of and demands on “ordinary” instructors in classrooms, who aim to create rich environments for supporting students’ constructionist learning experiences of computational thinking for mathematics. Constructivist content: The teaching approach aligns with Papert’s constructionism: a constructivist learning theory, but also a pedagogical paradigm. However, the approach presented has two salient characteristics: it is a university-level constructionist implementation, and it is a sustained long-term authentic classroom implementation. The focus is on the roles of and demands on instructors in that kind of implementation. Through the analysis using Ruthven’s work, we enrich our understanding of constructionist teaching features.

Key words: Computational thinking, constructionism, mathematics, programming, microworlds, university, teachers.

In a previous paper, an interpretation of spirituality along constructivist lines was proposed (Gash and Shine Thompson, 2002). One of the lines of exploration discussed personal transformation as a possible consequence of an experience of an epiphany – a moment of grace. Epiphanies are first, grounded in constructivist psychology as moments when a person shifts levels to reach new understandings (Gregory Bateson, 1987). Epiphanies are also moments of insight that allow the possibility of personal transformation, and hence potentially desirable experiences of spiritual growth. In the present paper we outline a series of experiences of epiphanies in children’s learning in the context of a project on constructionist learning led by one of us – Deirdre Butler. The purpose of the paper is to make a case for the importance of such moments as providing opportunities for personal growth, encapsulated in the title of the project EmpoweringMinds. Relevance: The value of wonder in education; using digital technology in classrooms

Key words: Constructivism, spirituality, children, creative learning

Context: Computational thinking denotes the thinking processes needed to solve problems in the way computer scientists would. It is seen as an ability that is important for everybody in a society that is rapidly changing due to applications of computational technologies. More and more countries are integrating computational thinking into their school curricula. Problem: There is a need for more effective learning environments and learning methods to teach computational thinking principles to children of all ages. The constructionist approach seems to be promising since it focuses on developing thinking skills. Method: We extract and discuss insights from the target articles. Results: There are several learning initiatives and curricula that successfully apply constructionist learning to acquiring computational thinking skills. Implications: Computational thinking as a subject at school presents a chance to bring more constructionist learning to schools.

Key words: Computational thinking, concept building, constructionist learning, deconstructionism, learning environment, makerspace, microworlds, short tasks

Abstract: The small size of tasks can be viewed as a contradiction to constructionist learning principles like problem-based learning, learning by exploring, freedom and creativity. We argue that mind-size bites of learning can be small and if properly designed can still be called constructionist. The commentaries provide questions and insights that help us rethink how short Bebras-like tasks serve as scaffolding to engage children in computing (informatics. They help us to consider, in greater depth, computing concepts that need to be experienced by children in various ways - the solving of short tasks being one of them.

Context: The increasing and evolving presence of technology in the lives of children is reflected in the recognition in many educational frameworks that students should possess and be able to demonstrate computational thinking skills as part of their problem-solving practice. Problem: We discuss the process of creating tasks for the so-called Bebras challenge, a contest on informatics (computing) and computational thinking addressing school students of all ages. These tasks have a short problem statement and should be solvable in a few minutes. The challenge explored is how to formulate and structure such tasks so that there is still enough space for creativity in the solution process and how to organize the learning settings so that constructionist learning is supported. Method: We give an experience report about the creation and use of short tasks for learning computational thinking. We argue that the constructionist perspective involving the use of the Bebras-like tasks on computational thinking offers an appropriate frame for enriching learning activities, fostering collaborative and individual creativity. A process-oriented approach was selected for the research done in a study where we observed children’s activities in solving the short tasks on computational thinking. Results: Our analysis of the creativity, as exemplified in several observations of pupils while solving short tasks that involve computing concepts (the Bebras cards), shows that this kind of microlearning serves well to motivate pupils to be more interested in particular computing topics. The concept of the short tasks meets the usual way of teaching in primary education. Pupils and teachers develop a positive attitude to computing related topics. The analysis shows that the short tasks encourage pupils’ creativity in both solving and modifying them. Implications: Our study provides some preliminary evidence that, from a constructionist perspective, collective as well as individual creativity can stand as an appropriate framework for designing learning activities addressing computing concepts and supporting computational thinking. Moreover, our study opens a new field of research in combining creativity and computational thinking from a constructionist perspective. Constructivist content: Our more general aim is to support computing education, especially constructivist learning environments (both technology-based environments and those without technologies) in primary education.

Key words: Constructionism, creativity, computing (informatics) education, computing-concepts-based task, microlearning, short task, Bebras-like tasks, primary education

Context: In the digital era, it is important to investigate the potential impact of digital technologies in education and how such tools can be successfully integrated into the mathematics classroom. Similarly to many others in the constructionism community, we have been inspired by the idea set out originally by Papert of providing students with appropriate “vehicles” for developing “Mathematical Ways of Thinking.” Problem: A crucial issue regarding the design of digital tools as vehicles is that of “transfer” or “bridging” i.e., what mathematical knowledge is transferred from students’ interactions with such tools to other activities such as when they are doing “paper-and-pencil” mathematics, undertaking traditional exam papers or in other formal and informal settings. Method: Through the lens of a framework for algebraic ways of thinking, this article analyses data gathered as part of the MiGen project from studies aiming at investigating ways to build bridges to formal algebra. Results: The analysis supports the need for and benefit of bridging activities that make the connections to algebra explicit and for frequent reflection and consolidation tasks. Implications: Task and digital environment designers should consider designing bridging activities that consolidate, support and sustain students’ mathematical ways of thinking beyond their digital experience. Constructivist content: Our more general aim is to support the implementation of digital technologies, especially constructionist learning environments, in the mathematics classroom.

Key words: Algebraic generalisation and language, transition, exploratory learning, microworlds, bridging tasks.

Open peer commentary on the article “Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective” by Maria Daskolia, Chronis Kynigos & Katerina Makri. Upshot: Creativity, collaboration and learning are fascinatingly messy and interconnected processes. Does knowledge develop by engaging in a collaborative creative process, or does existing knowledge allow us to create more creative artefacts? Does one build upon the other in a bricolage process, familiar to constructionist learning experiences? If so, how can we best facilitate this type of learning? This OPC raises a number of questions that it does not attempt to answer but raises them to draw attention to the complexity of the phenomena under investigation.

The paper’s goal is to provide an overview of electronic assessment’s evolution, within the context of a developing e-pedagogy, by investigating the changes over time in how e-pedagogy is described. A historical review of behaviorist and constructivist learning theories first identifies elements common to each pedagogy. Using an analogy with genetic markers, these elements (instruction, teaching, learning, assessment, and testing) are combined with specific electronic resources and functions (computer assisted/aided, computer-based, web-based, e-, and online) to form what the paper identifies as e-markers such as computer-assisted learning, web-based instruction, or e-assessment. These e-markers, in turn, provide the basis for tracing the history of e-pedagogy from the years 1975 to 2012. A meta-narrative approach, adapted to address the paper’s goal, then utilizes e-marker frequency distributions resulting from abstract searches of the literature to trace the development of e-assessment as part of an evolving e-pedagogy. In particular, the narrative suggests a behaviorist learning environment as the initial e-pedagogy model which, as a result of technology providing a greater variety of tools, subsequently gave way to the present constructivist learning environment. Application of the Rogers Diffusion of Innovation Theory provides a means to assess the future of a constructivist e-learning environment by investigating its relative advantage, compatibility, complexity, trialability, and observability. The paper concludes that a more rigorous constructivist theory of teaching and learning is necessary if constructivist e-learning environments are to gain greater institutional acceptance. Relevance: In tracing the evolution of e-assessment, the article provides a historical basis for the development and justification of using constructionist learning environments for electronic assessment. In doing so, the article identifies those areas where constructivism in e-assessment has succeeded and those where further work is needed.

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė. Abstract: The target article presents an interesting addition to microlearning tasks by introducing a physically manipulable representation of computing problems, allowing students to engage in constructionist learning. While I applaud the authors’ approach, and while I find their overall argument compelling, I still see some tensions in their design work, both as it relates to the connection to constructionism in general, and as a starting point for computing education in the long term. In this commentary I challenge the authors to elaborate on these critical aspects of their work, and on how it might affect their future design work.