{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/55197"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/55197","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Jots : cultivating reflective learning in scratch","abstract":"This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or \"jots,\" describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented.","abstract_html":"This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or "jots," describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented.","abstract_has_math":false,"creators":["Rosenbaum, Eric (Eric Ross)"],"institution":"Massachusetts Institute of Technology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences.","school":null,"contributors":[],"advisors":["Mitchel Resnick."],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-22T22:20:53Z","subjects":["Architecture. Program in Media Arts and Sciences."],"languages":["eng"],"rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"rights_urls":["http://dspace.mit.edu/handle/1721.1/7582"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1721.1/55197","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mitchel Resnick."]},{"key":"dc:contributor.department","label":"Department","values":["Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences."]},{"key":"dc:creator","label":"Author","values":["Rosenbaum, Eric (Eric Ross)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-05-25T21:03:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-05-25T21:03:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"dc:publisher","label":"Institution","values":["Massachusetts Institute of Technology"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Architecture. Program in Media Arts and Sciences."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://dspace.mit.edu/handle/1721.1/7582"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1721.1/55197"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.","Cataloged from PDF version of thesis.","Includes bibliographical references (p. 121-123)."]},{"key":"dc:description.abstract","label":"Abstract","values":["This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or \"jots,\" describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["S.M."]},{"key":"dc:title","label":"Title","values":["Jots : cultivating reflective learning in scratch"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mitchel Resnick."],"dc:contributor.department":["Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences."],"dc:contributor.other":["Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences."],"dc:creator":["Rosenbaum, Eric (Eric Ross)"],"dc:date.accessioned":["2010-05-25T21:03:01Z"],"dc:date.available":["2010-05-25T21:03:01Z"],"dc:date.issued":["2009"],"dc:description":["Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.","Cataloged from PDF version of thesis.","Includes bibliographical references (p. 121-123)."],"dc:description.abstract":["This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or \"jots,\" describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented."],"dc:description.degree":["S.M."],"dc:identifier.uri":["http://hdl.handle.net/1721.1/55197"],"dc:language.iso":["eng"],"dc:publisher":["Massachusetts Institute of Technology"],"dc:rights":["M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission."],"dc:rights.uri":["http://dspace.mit.edu/handle/1721.1/7582"],"dc:subject":["Architecture. Program in Media Arts and Sciences."],"dc:title":["Jots : cultivating reflective learning in scratch"],"dc:type":["Thesis"]},"updated_at":"2026-07-22T22:20:53Z"}