The process of creation is one that by nature requires creativity, this skill is often implemented into various perspectives of teaching, however, Constructionism places it in the spotlight. Constructionism is based on the ideas that learning is an active process and is made more effective by constructing personally meaningful products (Donaldson, 2014).
The idea of creation is, in my opinion, best executed through a segment of work, or sequence of lessons. The activity completed in the EDUC3620 tutorial is a great example of this as we combined knowledge of design thinking and simple coding to create a simple watering tower. This activity required individuals to come up with their own creative way of designing a water tower with limited materials, then construct and code them using micro:bit and MakeCode (Micro:bit Educational Foundation | micro:bit (microbit.org)) (Figure 1., Video 1.).
This activity required us to be creative with our uses of the materials and active with our learning in order to adapt to any challenges, particularly in the coding. The process of creation from start to finish is what highlights the 'personally meaningful' aspect of constructionism as students are able to feel involved in every step of the process. This however does come with challenges, particularly in the teaching of skills and knowledge in order to be able to create. In order to promote creativity in this activity, it would be best to not provide examples of the construction, rather explain how they should work and guide them through the process.
Similar activities can be presented in schools that promote constructionism, creativity and active learning. Game like, or puzzle like activities are excellent in promoting problem solving and collaboration skills, which have the possibility to enhance creativity. The nail puzzle is a short puzzle which requires you to solve how to balance six nails onto the head of another. The activity on its own requires individuals to alter their perspective on clues given, but if altered to be a group activity is made much more challenging. The collaborative alteration of a puzzle means that the group will have to alter their perspectives on the puzzle and actively work to construct the final product.
The process of creation is ultimately what would promote learning in a classroom, and through the eyes of constructionism is what would promote the most authentic learning, particularly in the creation of meaningful things.
References:
Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism. Hybrid Pedagogy. The Maker Movement and the Rebirth of Constructionism (hybridpedagogy.org)
Kyle Lamont [10/04/2023]
Hi Tyler, You have used some amazing photos which demonstrate the coding process related to the Micro: Bit, as well as video of the micro: bit working to complete a goal.
I do wish you had more references to help clain your work as true and non biased.
You included a good amount of detail on how these technologies may be able to be accessed in the classroom as well as how they can support a students journey to becoming a constructionist learner.
I wish there were critiques listed at the bottom of the post, but nontheless a very enjoyable blog post.
Hi Tyler!
I find myself back again exploring your blog posts, and there are continually engaging and present good information. You use of examples is well integrated into your blog, with both the screenshots of code elements and video of the physical contraption.
It seems to be lacking in pedagogical debate, especially since all technologies to have limitations such as time, funding and accessibility.
This is a great initial dive into Constructionism and its place in the classroom and fostering creativity.
Beate Mannes [11/04/2023]
Hi Tyler,
The blog was super insightful, I liked your distinction for constructionism and creativity. I liked your use of technology and the video example gave great introduction. I would have liked a little more information on possible limitations.
Alicia xerri 09/04/2023
Hi Tyler,
This is a great blog! You have provided some great examples of constructionism and how it can be implemented in the classroom as well as providing some research on constructionism. I would have like to see a few issues that come along with constructionism in the classroom. Besides from that it is great!
-EO 4.4