Jots : cultivating reflective learning in scratch

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.

Department dc:contributor.department

Massachusetts Institute of Technology. Dept. of Architecture. Program in Media Arts and Sciences.

Grantor dc:publisher

Massachusetts Institute of Technology

Year dc:date.issued

2009

Author dc:creator

• Rosenbaum, Eric (Eric Ross)

Advisor dc:contributor.advisor

• Mitchel Resnick.

• Architecture. Program in Media Arts and Sciences.

Statement 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.

Licence dc:rights.uri

• http://dspace.mit.edu/handle/1721.1/7582

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/1721.1/55197

OAI identifier oai:identifier

oai:dspace.mit.edu:1721.1/55197