mitch resnick

mitch resnick bw

so much to say about Mitch – favorite perhaps..

he always seems to be smiling/happy – perhaps – because he’s found gold – in the mit kindergarten lab..

no?

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find/follow his work/play:

link twitter

wikipedia

Mitchel Resnick is LEGO Papert Professor of Learning Research, Director of the Okawa Center, and Director of the Lifelong Kindergarten group at the MIT Media Lab. Resnick currently serves as the head of the Media Arts and Sciences academic program, the academic program that grants master’s degrees and Ph.Ds at the MIT Media Lab. Resnick’s research group has developed a variety of educational tools that engage people in new types of design activities and learning experiences, including the “programmable bricks” that were the basis for the award-winning LEGO Mindstorms and StarLogo software. He co-founded theComputer Clubhouse, an award-winning network of learning centers for youth from under-served communities. Resnick is also a co-founder and a co-principal investigator of the Center for Civic Media at MIT.

Resnick’s group has developed a new programming language, called Scratch, that makes it easier for kids to create their own animated stories, video games, and interactive art. Resnick is also involved in the next generation of Programmable Bricks and in the$100 laptop project.

mitch at mit

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mitch on ted site

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his mooc-ish with p2p – learn creative learning

monday, february 11, 2013

learning creative learning

http://learn.media.mit.edu/course.htmlday 1 – feb 11 – mitch resnick

why is everything that matters after school?

We need to redesign education.

http://web.media.mit.edu/~mres/papers/CC2007-handout.pdf

looks like be you web
kindergarten – in the city (eclectic people & resources) – as the day (not after school or added on to the day – as the day)
Sayamindu is the guy who helped Everett with his project and was on the alpha testing team.

love the photo of joi and mimi when they were little

may session:

Mitch, Karen Brennan, and Amon Millner for a conversation about supporting creative learning in different contexts, including with teachers.

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tuesday, june 22, 2010

lifelong kindergarten

mit’s innovation lab mission

take kindergaten approach and extend it to learners of all ages
kids learn a lot in kindergarten because they are constantly designing things, experimenting, creating, exploring

success in the future is not going to be based so much on how much we know or what we know but our ability to think and act creatively

kindergarten is the example of lifelong learning – edutopia article
scratch programming for all – pdf

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thursday, july 1, 2010

iste 10 – my take away

a global
innovation lab
working on
digital equity1. dangerous that i found twitter – and could see that i wasn’t crazy.. that others were doing/thinking the same2. dangerous that i had my first meetup with those i follow at iste103. dangerous that i had a good zoom out revelation – and saw where the mindset of the masses of those at such a conference are – not to mention the masses of all of ed4. playing it safe is risky, dangerous can save the worldperspective from my vantage listening in to ISTE 10:

  • There are a lot of really cool things happening.. many pockets of innovation.
  • The masses are tweaking really well. It’s tough to move in an institution. Switching four 66 min blocks to two 44 min and two 88 min can even be deemed edreform.

I’ve personally felt our district wide Innovation Lab – where kids are creating their own courses was a huge mind shift. But at ISTE 10 I realized we are limiting even that.

My biggest take away from the conference:

  • There were many shiny- cool gadgets.
  • There were awesome ideas buzzing about.
  • There was tremendous energy in a large group of people that want to make change.
  • At the end of the day… this will only serve a portion of the world’s students.

Two words/images/concepts that I immersed myself in while carpooling with a district colleague – (yes serendipity can happen in the same town):

e q u i t y
We (30 students and I)  wrote up standards of access we believe will redefine school.
digital equity (access prior to iste) – process – connectivity

While we knew what we meant.. equity is a more universal term for these three concepts, especially access – which is now switched to digital equity.

We believe we are going to scale and level out – because we crafted it a true disruption (low cost, low impact.) We are hoping that other districts will join in fall 2010.

Conversations this week have me thinking thought – it really isn’t a true disruption. Not everyone can join. Not the kid in Chicago or the kid in Uganda or the kid 5 blocks down. None of them have web access. Not just at home – not at school either. Funny how similar the stories of digital equity are when talking to Uganda and to rural and/or impoverished US communities.

So we’re crafting a pre (or along side) plan to create the equity.
Rather than a district Innovation Lab where kids/teachers are pulled in from each school,
a global Innovation Lab where kids/experts are pulled in from each country.

Obvious push backs – Why global? Why not ease into it?

Well – why would we wait?
If we can send a man to the moon, create the sixth sense, … why wouldn’t we dive into something that really matters. Something that could level learning to every person on the planet.. so that people and schools and money and whatever else you can list won’t determine anyone else’s passion. Something that will create a globe of people who really do want to make a difference – the means to do it. We all get to choose. We really can do whatever we want. But some are still waiting for access. Most are being incredibly patient.

And why don’t we do it in the same fashion we think learning best works. MIT is learning from kindergarten thinking… they are on to something. Let’s quit thinking it’s the exception.
Let’s find a tribe, a network – with no gender, age, sex, ethnicity, economical, geographical, etc… limits. People from anywhere. People that won’t be able to sleep until they figure out a way to fashion a structure to wifi the world.

We should have stopped school to figure out the oil spill. We should do it now to create digital equity. We have to listen to people like Jason Fried and give up the way we’ve always done things. Switching minutes in the day.. just won’t cut it.

{after i wrote and read this.. i’m thinking… this will be my class per passion in our district innovation lab. digital equity – if you want to join. open sourced. out sourced. …}

While we’re fashioning that – let’s start having everyone start using their own tools, or provide them with some. There are ridiculous amounts of recycle bins filled with cells. Let’s dismantle the service and start handing them out. Then let’s start connecting every kid to an expert tutor. At the very least – which would be incredible – we could connect those without teachers/mentors to Kahn Academy and Ted/BIF Talks…just to get them going.

c l u m p i n g
The second word I learned form the same brilliant mind… clumping.

We were watching a line, single file, of thousands of people.
I was commenting on how ridiculous is was.. the epitome of public school…follow the leader. Then she started to explain the global perspective.. that other countries clump (we’d probably call it cutting in line.)

Well – this got me thinking..
We’re not looking to cut.. our agenda is for everyone.
We are however, feeling the weight of responsibility. We are looking to boldly (and gracefully) clump our way to a solution. It’s that vital.

The process may entail a talk with the President, it certainly will entail passionate global conversation. It is what it is. Most of all .. it will involve shipment. We’ll make it happen.

We know there are so many wanting the same… serendipitous connections make the magic happen.
1 goal
seeducation
emaginos
BIF

on the conference itself –

couldn’t all the perks we experience at such a conference be give backs instead of take homes? cool – you won this.. and it’s going to…
wondering how much we spent on paper. what if we calculated that and next year (when we’re paperless) we budget it in as a give aways to those who could really use it.

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it all started w papert – oct 2015 – 8 min videohttp://dailypapert.com/it-all-starts-with-seymour-papert/

instead of what am i supposed to do.. what do i want to do.. – @nrusk1 – natalie rusk

and Mitch.. always smiling..

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aug 2016 – via Mitch share on fb:

My long-time friend and colleague John Maeda recently started curating a site called Design.blog, and he asked me to contribute a post. I decided to write about “Designing for Wide Walls”:

https://design.blog/2016/08/25/mitchel-resnick-designing-for-wide-walls/

But the most important lesson that I learned from Seymour isn’t captured in the low-floor/high-ceiling metaphor. For a more complete picture, we need to add an extra dimension: wide walls. It’s not enough to provide a single path from low floor to high ceiling; we need to provide wide walls so that kids can explore multiple pathways from floor to ceiling.

ginorm small wide..ness..

[..]

no single project will be meaningful to all kids. So if we want to engage all kids—from many different backgrounds, with many different interests—we need to support a wide diversity of pathways and projects.

perhaps we let go all together.. and try hosting all curiosities.. life bits.. as the day

let’s go deep er

[..]

The Scratch website now attracts more than 10 million unique visitors each month—and 20,000 new Scratch projects are shared on the site every day.

[..]

If the projects are all similar to one another, we feel that something has gone wrong.

ps in the open (idiosyncratic jargon)

[..]

Our ultimate goal is to help all kids develop their thinking, develop their voices, and develop their identities. None of that will happen unless we continually ask: Who are we including? Who are we excluding? And how can we provide everyone—everyone—with opportunities for exploring, experimenting, and expressing themselves.

e   v   e   r   y   o   n   e

has to be all of us.. (www).. equity

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MIT Media Lab (@medialab) tweeted at 1:55 PM on Sat, Sep 23, 2017:
“I think kindergarten is incredibly well suited to the needs of today’s society,” Mitch Resnick tells @EdSurge https://t.co/2GggDlOlkXhttps://t.co/JCIBLutYlh
(https://twitter.com/medialab/status/911680348588781569?s=03)

Resnick argues that all kids—and even grownups—should approach life the way we all did in kindergarten, where learning happened through playfully rearranging the world around us. He makes that case in his new book “Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play.” It’s an argument that the inventors of kindergarten accidentally designed the kind of learning environment needed at all levels of education these days—whether it’s in school, college, or the workplace.

today we can go beyond that/kindergarten.. ie: in the city.. as the day

because it has to be all of us..

I don’t think that deviant behavior should be associated with experimenting and making, and that’s what’s unfortunate. Clearly, we want to try to present an inventor’s workshop, one that’s open with possibilities and allows everybody to take their imagination and create things that come to life.

I really do think that the rest of life should be more like kindergarten. We have to think about, what is it that’s at the essence of kindergarten. If we go back to the traditional kindergarten, kindergarten was first invented about 200 years ago. It was explicitly designed to be different than the traditional school, where it was primarily about delivering instruction, delivering information that students who then dutifully wrote down on paper and recited it back. The early kindergartens recognized that something very different was needed for five-year-olds. The creator of the first kindergarten, Friedrick Froebel, even designed a new set of toys to encourage playful design and experimentation activities

providing them with the right materials and support to allow them to design, create, experiment, and explore. When I’ve looked at that idea of kindergarten, I see that it’s based on four core principles that I organized my book around: projects, passion, peers, and play.

But in the book, you worry that even kindergarten is losing that spirit.

There’s a real challenge today because even kindergartens are starting to become more like the rest of school with children filling out phonics worksheets and looking at arithmetic flashcards. And we want to do exactly the opposite: Make the rest of school, and the rest of life more like kindergarten because we deeply believe that that’s going to be the best way to help children prepare for life in a society that’s going to value and require creative thinking more than ever before.

It’s important to note that we have to work hard to set up the right type of environments to support those kids as they’re learning.

perhaps more to – 1 yr to be 5 as detox..

ie: hlb via 2 convos that io dance.. as the day..[aka: not part\ial.. for (blank)’s sake…]..  a nother way
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interview on the book (lifelong kindergarten) by Anya:

George Couros (@gcouros) tweeted at 7:01 AM – 24 Sep 2017 :

Reading: How to Make Every Grade More Like Kindergarten – NPR https://t.co/ppg8PyIa1s via @nuzzel thanks @ReanneU #cpchat #tvdsbopc (http://twitter.com/gcouros/status/911938522512109568?s=17)

you’re advocating a much more specific approach of what you call the four P’s: Students making projects, around their passions, collaborating with peers, and maintaining a playful attitude. Take me through those.

In some ways I think peers is a place where I’ve learned more in the last decade than ever before. New technologies have made a big difference there. We had a sense of that when we launched Scratch’s online community. I’ve continued to be amazed at all the ways people make use of the online community to share and support one another. It’s opened up different possibilities and forms of collaboration, new strategies and mindsets for people building on one another’s work. Schools see it as cheating and we see it as learning.

let’s try a mech to facil that via 2 convos

similar to what i’m just reading in .. the knowledge illusion .. not alone .. never just me ness

127

the knowledge illusion occurs because we live in a community of knowledge and we fail to distinguish the knowledge that is in our heads from the knowledge outside of it.. we think the knowledge we have about how things work sits inside our skulls when in fact we’re drawing a lot of it from the environment and from other people.

but because of school and pay checks.. we call that cheating.. et al

I use the word play differently from some people. People think of fun and games — I don’t have anything against fun and games. I prefer the word playful or playfulness. I’m really trying to get at a type of approach or way of engaging that involves taking risk, experimenting, trying new things. And the environment needs to be supportive enough that it’s OK to mess up.

I know how difficult it is to shift systems and mindsets. But I see the needs of societies changing so much, that the kinds of approaches in the book make so much sense, that ultimately we’ll win out. It’s what keeps me going. I’ve dedicated my life to this.

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lifelong kinder

tedxbeaconstreet on his book lifelong kinder (suggested to library to buy – thank you library)

[https://www.youtube.com/watch?v=IfvgVpQI56I]

most important invention in last 1000 yrs.. kindergarten.. 1837.. a radically new approach to ed.. diff than schools that had come before.. ideally suited to today’s 21cent society.. all of us..

problem .. things change when go on to elem, middle, high school.. doesn’t help kids develop as creative thinkers.. often times even in kinder today

today’s kind becoming more like rest of school.. and we need reverse.. rest of life to be more like kinder..

rat park as kinder.. a nother way.. via 2 convos..

ie: hlb via 2 convos that io dance.. as the day..[aka: not part\ial.. for (blank)’s sake…]..  a nother way

projects, passion, peers, and play – working on projects based on passion with peers in a playful environment

providing opps to explore, experiment and express selves..t

kinder online = scratch..t

kinder in the city = a nother way

we need to find ways to extend the kinder approach to children of all ages

nothing more important than helping children to grow up as creative thinkers..

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Mitchel Resnick (@mres) tweeted at 5:44 AM – 15 Dec 2017 :

“Take what works best in kindergarten and provide creative-learning opportunities for all kids of all ages”: Harvard @EdCast interview with me https://t.co/5avsuHMTvO (http://twitter.com/mres/status/941650066934325248?s=17)

That approach to kindergarten is really aligned with the needs of today’s society,” says Resnick, citing the need to adapt to the speed at which things change in the world. “As kids in the traditional kindergarten were playfully designing and creating things, they were developing as creative thinkers…. That’s exactly what we need.”

Being given the room to explore, experiment, and express oneself is vital to becoming a creative thinker..

perhaps less about.. kindergarten.. and more about.. being 5 ..  in the city.. as the day.

If people aren’t *encouraged in their creativity at an early age, and if this isn’t nutured **throughout their schooling, then they aren’t as prepared to deal with the unexpected when it arises.

perhaps simply..*listen to curiosity  **throughout their life

“We want to take what’s worked best in kindergarten and here at the Media Lab and provide opportunities for all kids of all ages to be able to explore and experiment and express themselves in that same spirit.”

try this Mitch: 2 convos .. as the day..

from audio:

what we really need in today’s society

not to mention today we have the means..

how do we take advantage of new tech to keep spirit of kinder available to learners of all ages everywhere..t

try this Mitch: 2 convos .. as the day..

tech as it could be

main way – scratch.. enable kids to create stories/projects w one another..

creative thinking: all types of creative thoughts.. in approaches to everyday life..

so let’s facil – rev of everyday life

how do we teach it.. i don’t think there are rules to follow.. more.. how do we nurture.. create the condition in which creative thinking will take root and grow.. look at root of creativity.. create.. make sure feel comfortable with experimenting and taking risks

spaces of permission w nothing to prove

everyone has capacity to become more and more creativity.. kids start so curious.. we have to nurture that

mostly by listening w/o judgment.. and then finding their resources/people for them..

2 convos .. as the day.. tech as it could be

see book as way to rethink some assumptions about creativity and creative thinking.. too many think of Ed as delivery.. diff models to think about learning.. rethink goals of what Ed is for.. not just work skills but to develop whole person..

work ness

difficult for people to rethink.. ie: Ed.. need to break down some of those barriers.. ie: between diff disciplines; ages; ..

graeber model law.. a nother way

book cover – combo of structure and freedom.. not rigid.. but also.. *not let your dreams run wild.. allow people to follow fantasies but **providing structure and systematicity.. t.. i think the cover reflects that .. systematicity.. with ie: diff colors.. actual objects are a leggo object.. leggo brings together that structure and freedom..

*actually i believe we need to trust wild dreams/curiosity (that’s where the energy is).. **providing non judgmental listening (tech as it could be).. systematicity will emerge

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Mitchel Resnick (@mres) tweeted at 6:26 AM – 27 Feb 2018 :

Nice blog post from @austinkleon about the Creative Learning Spiral https://t.co/tqgdXKqt6Shttps://t.co/TuQBYXnnlT (http://twitter.com/mres/status/968477532994621440?s=17)

austin

be you web ness

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mit – cci

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